speech on importance of discipline for students

• Vishal's account

Speech on Discipline in English for Students and Children

Points to Remember for Preparing a Speech on Discipline

10 line speech on discipline, short speech on discipline, long speech on discipline.

Discipline, often perceived as a set of rules, is indeed a ladder to reach the zenith of our potential. It’s a trait that not only shapes our academic journey but also our character. As students of life, you may come across opportunities to study discipline in detail and discuss it. To make learning easier, we have drafted some of the top speech examples on discipline for children. These speeches for school students aim to shed light on the significance of discipline and how it can be a guiding star in your journey of life. Let’s explore together, understanding why discipline is the silent force behind many success stories.

Delivering a speech on discipline is not just about sharing information; it’s about inspiring and motivating your audience. Whether you’re addressing students, educators, or a broader audience, the essence of your message should ignite a desire for self-improvement and a deeper understanding of discipline. Let’s explore some key points to consider while preparing your speech.

1. Define Discipline in a Relatable Context

Start by defining discipline in a way that resonates with your audience. Explain how it’s more than just following rules; it’s about self-regulation, commitment, and the pursuit of excellence. Use examples or stories to illustrate its importance in everyday life.

2. Highlight the Benefits of Discipline

Discuss the numerous benefits of being disciplined, such as improved academic performance, better time management, enhanced self-esteem, and greater life satisfaction. Make these benefits tangible and relatable to your audience.

3. Use Inspirational Examples

Incorporate stories or anecdotes of individuals who have achieved success through discipline. These can be historical figures, contemporary personalities, or even personal experiences. Such examples can serve as powerful motivators.

4. Address Common Challenges

Acknowledge the challenges in maintaining discipline, such as distractions, procrastination, and lack of motivation. Offer practical solutions or strategies to overcome these challenges, showing empathy and understanding.

5. Incorporate Interactive Elements

Engage your audience with questions, hypothetical scenarios, or quick exercises. This interaction makes your speech more engaging and helps in driving the point home more effectively.

6. Emphasize the Role of Discipline in Personal Growth

Discuss how discipline aids in personal development, character building, and the achievement of long-term goals. Highlight its role in shaping one’s future and its positive impact on various aspects of life.

7. Conclude With a Call to Action

End your speech with a compelling call to action. Encourage your audience to reflect on their personal discipline level and take steps towards improving it. Your conclusion should inspire and motivate them to make a positive change.

Crafting a concise yet impactful speech can be a challenging task. For young learners, especially those in classes 1, 2, and 3, it’s essential to keep the message simple and relatable. Here’s a 10-line speech, ideal as a 1-minute speech on discipline, tailored for young minds to grasp the essence of this vital attribute.

• Good morning, everyone! Today, I want to talk about something very important – discipline.
• Discipline is like a magic key that can help us be better at school and at home.
• It means listening to our teachers and parents and doing our tasks on time.
• When we are disciplined, we finish our homework, eat healthily, and go to bed on time.
• It also means we are polite, don’t talk when others are talking, and wait for our turn.
• Being disciplined helps us learn better and make good friends.
• It’s not always easy, but when we try hard, we can do it!
• Discipline is not just about rules; it’s about taking care of ourselves and respecting others.
• Remember, even superheroes need discipline to be strong and kind!
• Let’s all try to be a little more disciplined every day and see how it makes our lives better!

This short speech on Discipline for classes 1, 2, and 3 is designed to be engaging and easy for young students to understand, emphasizing the positive aspects of discipline in a fun and relatable manner.

In crafting a short speech on discipline, particularly for primary class students, it’s vital to strike a balance between simplicity and inspiration. The aim is to convey the message effectively within a limited timeframe. Here, we present two samples of speeches, each tailored for a duration of 2 to 3 minutes, perfect for engaging young minds in the concept of discipline.

Good morning, respected teachers and dear friends. Today, I want to share a few thoughts on a very special word – ‘discipline’. Discipline is the secret ingredient to doing well in school and life. It means doing our homework on time, listening to our teachers, and following the rules at school and home. But it’s not just about rules. It’s about setting a good routine, like going to bed early, eating healthy food, and keeping our things organized.

When we are disciplined, we find more time to play, study, and do fun activities. It helps us become better learners and friends. We feel proud and happy when we are disciplined. So, let’s promise to be disciplined, not just because we have to, but because it helps us grow into wonderful people. Thank you for listening, and let’s make discipline our best friend!

Good morning to all the teachers and my dear friends. Today, I am here to talk about something that helps us every day – discipline. Discipline is not just about following rules; it’s about self-control and responsibility. It means doing our schoolwork with care, being kind to our friends, and helping at home.

Imagine discipline as a magic tool that helps us do our best in everything. When we are disciplined, we wake up on time, finish our tasks, and even have time for playing and exploring new things. It makes us feel confident and proud. Being disciplined also means respecting others, waiting for our turn, and listening when others speak.

It’s like being the captain of a ship; we guide ourselves in the right direction. Sometimes, it can be hard, but remember, every great person we read about in books was disciplined. So, let’s try every day to be a little more disciplined. Let’s make it our superpower to achieve our dreams and be our best. Thank you for your attention, and let’s embark on this journey of discipline together!

These speeches, tailored as a 2 to 3-minute speech on discipline, are designed to be engaging and informative for primary class students, highlighting the importance of discipline in a manner that is both accessible and motivating.

Delving into a long speech on discipline allows for a comprehensive exploration of this vital life skill. Such speeches are informative and transformative, providing insights and inspiring change. Whether addressing a student assembly or a broader audience, these speeches aim to illuminate the various dimensions of discipline. Below are two samples, each delving into different aspects of discipline, ideal for a detailed 5-minute speech on discipline.

Good morning to all. Today, I have the privilege of speaking about a topic that is fundamental to our success and personal development – discipline. Discipline is often perceived as a set of rules or restrictions, but in reality, it is the propellant that drives us towards our goals. The inner strength helps us overcome obstacles, maintain focus, and pursue excellence in all walks of life.

In the realm of education, discipline is the backbone of learning. It’s not just about adhering to school rules; it’s about cultivating a mindset of perseverance and commitment to your studies. Discipline is about setting goals, managing time effectively, and maintaining a balance between work and play.

However, the role of discipline extends far beyond the classroom. It’s a key ingredient in shaping one’s character. A disciplined individual exhibits qualities like punctuality, reliability, and self-control. These traits are essential in building a respectable persona and succeeding in various aspects of life, including personal relationships and professional endeavours.

Moreover, discipline is crucial in maintaining physical and mental well-being. It guides us to lead a healthy lifestyle through regular exercise, a balanced diet, or adequate rest. It also fosters mental resilience, enabling us to stay positive and steady even in challenging situations.

Before concluding, I would like to say that discipline is not about restrictions; it’s about liberation. It frees us from the shackles of procrastination, disorganization, and aimlessness. By embracing discipline, we open doors to endless possibilities and pave the way for a fulfilling and successful life. Thank you.

Good morning, everyone. I’m here to delve into a topic that shapes our lives in more ways than we often recognise – discipline. Today, we will explore various facets of discipline and how it profoundly impacts our personal, academic, and professional lives.

The Foundation of Academic Excellence

Discipline in academics is more than just about following school rules. It’s about creating a structured approach to learning, where you set goals, adhere to a study schedule, and actively engage in the learning process. This disciplined approach not only leads to academic success but also fosters a love for lifelong learning.

Building Character and Personal Growth

Discipline is instrumental in character building. It teaches us the value of hard work, persistence, and integrity. A disciplined individual is often seen as reliable and trustworthy, qualities that are highly valued in all spheres of life. It’s through discipline that we learn to control our impulses, make informed decisions, and act responsibly.

Enhancing Professional Skills

In the professional world, discipline is synonymous with efficiency and productivity. It involves meeting deadlines, maintaining a strong work ethic, and continuously striving for improvement. A disciplined professional is often a role model, inspiring others with their dedication and commitment.

Discipline as a Way of Life

In conclusion, discipline is more than just a set of rules; it’s a way of life. It molds us into better learners, professionals, and human beings. By embracing discipline, we equip ourselves with the tools necessary for success and fulfillment. Let’s all strive to incorporate discipline into our daily lives and witness its transformative power. Thank you for your attentive listening.

Please note. Both versions of the speech, while differing in length, effectively communicate the essence of discipline, highlighting its significance in various aspects of life and encouraging the audience to adopt a disciplined approach for personal and professional betterment.

1. What is the True Meaning of Discipline?

Discipline is the practice of training the inner self in obedience, self-control, and skill, guided by a set of rules or a code of behaviour, to achieve personal or professional goals.

2. How Does Discipline Affect Success in Life?

Discipline directly impacts success by fostering consistency, focus, and perseverance, which are crucial for achieving goals and overcoming challenges in various aspects of life.

3. Can Discipline Be Learned, or Is It an Inherent Trait?

Discipline can certainly be learned and developed over time. It involves cultivating habits and mindsets that promote self-control and orderliness, and it is not solely an inherent trait.

We must all remember that discipline is pivotal in shaping an individual’s journey towards success and personal fulfilment. It transcends mere adherence to rules, evolving into a lifestyle that enhances focus, perseverance, and self-improvement. Embracing discipline in various aspects of life leads to achieving goals and builds character and resilience, indispensable traits for a rewarding life.

Positive Discipline Techniques

• RELATED ARTICLES
• MORE FROM AUTHOR

20+ Beautiful & Funny Valentine's Day Poems for Kids

250 Best Trick Questions for Kids with Their Answers

Repeating Kindergarten or Not - How to Make Right Decision?

Making Kids Aware of Indian Culture and Traditions

Train Coloring Pages - Free Printable Pages For Kids

Barbie Coloring Pages - Free Printable Pages For Kids

Popular on parenting.

245 Rare Boy & Girl Names with Meanings

Top 22 Short Moral Stories For Kids

170 Boy & Girl Names That Mean 'Gift from God'

800+ Unique & Cute Nicknames for Boys & Girls

Latest posts, happy raksha bandhan gifs for a special sibling celebration.

90 Hilarious Winter Jokes for Kids to Make Holiday More Fun

60 Best Back to School Jokes for Kids to Start the Year With a Smile

100+ Heartfelt Thank You Messages and Quotes for Parents

Speech on importance of discipline in student life

Discipline is such an integral part of student life that we cannot even imagine our existence without it. When we follow a disciplined routine everyday, we often talk about it and want to get rid of it. When we look back and start thinking about our school days when our teachers used to tell us about the importance of discipline in life. So this is a topic that teachers address in their classrooms to enhance their students’ behavior.

Table of Contents

Speech on Value of Discipline in Student Life in English

Respected Principal, Chairman, Committee Members, Teachers and Dear Fellow Students – Greetings from my side to all of you!

Let us first of all enjoy the sunny morning and the beauty of our school and express our gratitude to the almighty for giving us this precious gift.

Today I – Shikhwant Sharma, a student of class X, am standing on the stage in front of you to deliver a speech on discipline. I am not happy in the slightest to share with you all the fact that our teachers and managing committee are deeply troubled by the increasing indiscipline in our school. There was a time when our school was awarded the best school all over the region for maintaining discipline in all sections and now unfortunately it is the time that our school is slowly making a bad reputation because of its distinctive qualities .

Some students can often be seen coming late to school due to which other students are also getting a bad image due to this. Not only this, students have also started bunking classes due to which students are not able to pay attention to examinations and are not able to perform well in their tests as well. That’s why I took the initiative to deliver the speech on discipline and stressed on making my junior as well as students realize the importance of discipline in our lives because the management committee does not want to impose strict rules for the students. They believe in making environment friendly and helpful for the students where they can naturally inspire the students towards the possibilities of learning and growth.

So I would like to tell you friends that this is the most valuable time to lay a good foundation for all our academics. Secondly, this strong foundation can be laid only by adopting a disciplined lifestyle and this discipline starts from our school itself. Educational discipline includes the process of physical and mental conditioning of the human body and mind respectively.

We all should know that discipline acts as a bridge between our objectives and achievements. The object of discipline is to prepare for the building of a private nation to achieve individual goals or to obey the rules and regulations made by the society. Most of the time discipline should be followed by oneself rather than being advised to be followed by others because in such a situation it can make it difficult for the other person to survive. However we must understand that discipline is for our own well-being and progress. It is important that everyone observes discipline, be it a housewife, a professional, a business person, an artist or a student working on a subject.

It becomes our biggest responsibility as students to lead a disciplined life i.e. to come to school on time, attend all classes, follow the teachings of all classes and strike a balance between our academics and desires.

It is a bit difficult to calculate but discipline is essential for our personal development, after that our institution and our country at large are the numbers of progress. Its absence leads us to face failures and defeats. So as students we must first and foremost be attentive and devoted sincerely to our studies.

In the end I just want to say that we should maintain control over our life along with self-regulation to become bright students of our schools and encourage our institution.

Respected teachers and dear students – I welcome you to the monthly speech function of our institute!

I feel very happy at the fact that our organization has successfully completed 5 years and since then my bond with this place is getting stronger. I wish for many more such years of continuous success and growth and hope that we will show the right path to the youth of our country with knowledge and right values. Today as one of the senior faculty members of this institute I am hosting this function here and would like to give a brief speech on discipline to all my students as it has become the need of the hour. At present our youth are leading an irregular lifestyle to a great extent and breaking the rules and regulations.

We should always remember that time is money and if we waste time then time will destroy us! So discipline is necessary in every walk of life whether we are students or not. Discipline is the essence of our life and if we stay away from it then it definitely has a negative impact on our future prospects. Though you will get temporary happiness with the passage of time but in the end you will only get the result of a painful experience. That is why it is important to discipline our life from the very beginning so that our life becomes a basis to govern.

In fact discipline is required not only in all stages of life but in every sphere of life as well. For example an army cannot even imagine its existence without it and hence the army enforces strict discipline in its department with zero tolerance policy. Even an educational institution cannot function without it. This is the reason that fixed time is allotted for both the teacher and the students and each one is asked to follow it so that the rules and regulations of the institution are upheld.

Similarly to maintain the sanctity of space in corporate, courts, auditoriums etc. small private firms should be maintained with discipline. In hospitals, visitors are only allowed to meet at certain hours. Apart from this, no visitor gets any kind of benefit. Even to pay your electricity bill or telephone bill or buy movie tickets you have to stand in a queue and get your work done.

When it comes to our personal life we ​​cannot fully enjoy the royal life and a little discipline needs to be maintained for a stable and meaningful life. For example, if you eat a lot of food then you will get stomach problem. Similarly if you watch TV till late night you will feel sick the next morning. If you are not disciplined towards your studies then you will feel distracted and will not be able to perform well in your examinations.

So in short, life can be enjoyed only when discipline is followed in time. Life becomes dull when there is no curiosity in human life and our existence becomes like an animal. In the end I request my students not to let any other person impose rules in their life but follow self-discipline, organize yourself and try to get benefit out of it.

Respected Principal, respected teachers and my dear students! Good morning to all of you from my side.

Today this special meeting has been organized for the purpose of discussion about discipline among the students. It is my duty as a teacher in this school to make the students realize the importance of discipline in their lives. So before I begin my speech, I would like to tell you what discipline is? Discipline is actually a controlled behavior of a person who follows every rule and rule no matter where the rules are being followed. These days the enthusiasm towards discipline among the students is decreasing and it is a very problematic situation which needs to be resolved immediately.

Discipline is the first thing in a student’s life which takes him on the path of success. The reason for setting rules and regulations in school is to teach students about discipline and being docile among them. In the early life of any student when he/she starts studying then this is the time where the teaching of discipline starts and parents play an important role in maintaining discipline in their child as a child is only in school for about eight years. spends hours and the rest with his parents. It is very important to understand the importance of discipline in our life. Discipline is not only important for children but is important for every person’s life.

If we talk about maturity then self discipline is very important to learn. It helps us to be disciplined and stay humble. This is the most difficult task. The existence of a good school is possible only if there is discipline. This is the first objective for the parents to send the children to the school. Just imagine, if students do everything they want in their school, it will become impossible for teachers to teach. I have received many complaints from students that they are not able to study because of the noise made by fellow students in their class. This is because of the lack of discipline among the students. This responsibility is not only the responsibility of the school but the parents, the school and the government. Some measures should be taken by the government in this regard. Inappropriate little attendance holders should be fined. There should be strict rules in the school for proper behavior.

But sometimes the reason behind a student’s poor behavior is his/her family situation and personal problems as well. Sometimes students are not able to understand their problems and they get frustrated and start behaving badly. It is the responsibility of the teachers to understand the reasons for the poor behavior of the students and they should not neglect their responsibility. Thus I just want to say that we all should understand the responsibility of maintaining discipline among the students. Only then will this problem be solved.

With this I end my speech and I hope that from now on all of you will try to maintain discipline in your life.

Thank you. Good day to you all.

Respected Principal, Vice Principal, Teachers and all my fellow students, you are warmly welcome in today’s program.

Today, to commemorate the completion of 10 years of the establishment of our school, these various programs have been organized. Under which this speech competition has also been organized. Considering the importance of this day, I have chosen such a topic for my speech, which has made our school today in the category of top schools in this city.

There is only one reason for the level at which our school is today, and that is, discipline. Inspires also. The success we all students have achieved. That has been possible only by the discipline of our school because we were taught discipline and ideal life from the very beginning by our teachers and along with this we were explained how important it is in getting success in life.

Whatever work we do in our future, but this lesson of discipline taught to us in our school life will always be useful to us. This is the reason why many senior students of our school are working in big positions in many big companies and organizations today. Discipline is very important in whatever work we do. It reduces the chances of our shortcomings and mistakes from us and helps us to make us a successful person.

Discipline is the lesson of our life, without which our life is incomplete. If we do not get the education of discipline in the early stages of our life, then we have to face many types of failures in our life and in today’s modern era where only cut-throat competition is being seen everywhere, then such a situation There can be no hope of success without discipline.

A student’s life rests on discipline. Today we see many famous people in the world. The main reason behind his success is his discipline and dedication and dedication towards his work. This is the reason why discipline has also been called the key to success. We should always try to learn something new in our life and do something new in our life because discipline also requires practice and dedication.

Sometimes strict discipline makes us feel very painful but in reality it is for our own good because change is the rule of the world and the person who accepts the change by following the discipline in his life must be successful in his life. receives. Similarly, many times when our teachers impose strictness on us, then we should understand that they are doing this for our good only.

When our teachers take strict stand regarding our studies, they do so only so that we can get good marks in our examinations. This is the reason that sometimes he scolds us but he does this only for our good, because he wants us to become a successful person by being disciplined in our life.

Thank you all for listening so carefully to this speech of mine, I hope that you all liked my speech on the topic of discipline, now I request other participants to come on stage and express their views on this topic. Please try to move the program forward.

Leave a Comment Cancel Reply

You must be logged in to post a comment.

© Copyright-2024 Allrights Reserved

The Importance of Discipline in Students’ Life

Discipline plays a vital role in shaping the lives of students. It is essential for their personal growth, academic success, and overall well-being. Without discipline, students may struggle to stay focused, manage their time effectively, and develop the necessary skills to navigate through life’s challenges.

The Importance of Discipline in Students’ Life cannot be overstated. It provides a solid foundation for their future endeavors and helps them become responsible and productive individuals.

Examples of Self-Discipline For Students

The importance of Discipline in Students’ Life can manifest in various ways in a student’s life. Here are some examples:

1. Consistent Study Habits :

Students who practice self-discipline allocate regular time for studying, avoid distractions, and maintain a focused mindset to enhance their learning .

2. Time Management :

Discipline enables students to prioritize their tasks, set realistic goals, and allocate time efficiently, ensuring they meet deadlines and achieve academic success .

3. Maintaining a Healthy Lifestyle:

Self-discipline promotes habits such as regular exercise, proper nutrition, and adequate sleep, ensuring students have the physical and mental energy to perform well in their studies.

4. Setting Priorities :

Discipline helps students identify their goals, differentiate between important and trivial tasks, and make informed decisions regarding their academic and personal lives.

5. Respecting Rules and Authority : Discipline instills a sense of respect for rules, regulations, and authority figures, enabling students to navigate social environments and maintain harmonious relationships.

How To Build Self-Discipline?

Building self-discipline is a gradual process that requires conscious effort and practice.  Here are some strategies to develop self-discipline in students:

1. Set Clear Goals :

Students should identify their short-term and long-term goals to stay motivated and focused. Breaking down these goals into smaller, manageable tasks can make them more attainable.

2. Create a Routine:

Establishing a consistent daily routine helps students develop good habits and ensures they allocate time for studying recreation, and personal growth.

3. Eliminate Distractions :

Minimizing distractions, such as social media notifications or excessive noise, can enhance students’ concentration and allow them to fully engage in their tasks.

4. Practice Time Management:

Learning to prioritize tasks, create schedules, and allocate time effectively empowers students to manage their responsibilities and avoid procrastination.

5. Seek Support :

Encouraging students to seek support from mentors, teachers, or peers can provide guidance, accountability, and motivation on their journey to developing self-discipline.

How Does Discipline Affect Learning?

Discipline has a profound on students’ learning experiences. Here’s how it influences their academic journey Importance of Discipline in Students’ Life:

1. Improved Focus:

Discipline helps students stay focused on their studies, minimizing distractions and enabling them to absorb information more effectively.

2. Enhanced Time Management:

With discipline, students can allocate time appropriately for studying, homework, and extracurricular activities, ensuring a balanced approach to their education.

3. Better Academic Performance :

Discipline fosters consistent study habits, perseverance, and a strong work ethic, leading to improved grades and academic achievements.

4. Development of Self-Control :

Through discipline, students learn self-control and the ability to resist immediate gratification, which is crucial for long-term academic success.

5. Reduced Stress :

Discipline allows students to stay organized, manage their workload efficiently, and alleviate the stress associated with last-minute deadlines or incomplete assignments.

Benefits and Advantages of Discipline In Students’ Life

The discipline offers numerous benefits and advantages that contribute to the holistic development of students.  Here are some key advantages of the Importance of Discipline in Students’ Life:

1. Time Management:

Discipline equips students with the skills to manage their time effectively, ensuring they can balance academics, extracurricular activities, and personal commitments.

2. Staying Active :

By practicing discipline, students are more likely to engage in physical activities and maintain a healthy lifestyle, which enhances their overall well-being.

3. Being Focused:

Discipline helps students maintain a focused mindset, allowing them to concentrate on their studies and absorb knowledge more efficiently.

4. Self-Control :

Discipline cultivates self-control, empowering students to make responsible decisions, resist temptations, and overcome challenges.

5. Relieve Stress :

The structured nature of discipline reduces stress by providing students with a clear roadmap for managing their tasks and responsibilities.

6. Better Academic Performance :

Students who embrace discipline often experience improved academic performance due to consistent study habits, effective time management, and a strong work ethic.

7. Healthy and Active:

Discipline encourages students to prioritize their physical and mental well-being , leading to a healthier and more active lifestyle.

8. Role Model for Others :

Students who demonstrate discipline become role models for their peers, inspiring them to adopt similar behaviors and habits.

9. Limits Negativity :

Discipline helps students avoid negative influences, such as procrastination or peer pressure, which can hinder their personal and academic growth.

10. Creates a Safe Space for Students :

Discipline fosters an environment of structure and accountability, ensuring students feel safe, supported, and motivated to succeed.

Are There Any Potential Challenges Or Barriers To Implementing Discipline In Students’ Daily Routines?

While discipline is highly beneficial, some challenges and barriers may hinder its implementation in students’ daily routines. These challenges include:

1. Lack of Motivation :

Students may struggle with maintaining motivation, especially when faced with challenging tasks or subjects that they find less interesting.

2. Procrastination :

Students may be tempted to delay tasks, resulting in last-minute cramming or incomplete assignments.

3. Distractions:

The abundance of digital distractions, such as social media or online gaming, can divert students’ attention away from their studies.

4. Peer Influence :

Students may be influenced by peers who prioritize socializing or engaging in activities that are not conducive to their academic progress.

5. Overwhelming Workload :

An excessive workload, combined with multiple responsibilities, can make it challenging for students to allocate time effectively and maintain a disciplined approach.

6. Lack of Support:

Insufficient support from parents, teachers, or mentors may hinder students’ ability to develop and maintain discipline.

How Can Parents And Teachers Collaborate To Reinforce Discipline In Students’ Lives?

Collaboration between parents and teachers is crucial in reinforcing discipline in students’ lives.  Here are some strategies they can employ:

1. Establish Open Communication:

Parents and teachers should maintain open lines of communication to discuss students’ progress , behavior, and areas that require improvement.

2. Consistent Expectations :

Parents and teachers should set clear and consistent expectations regarding students’ behavior, academic performance, and adherence to rules.

3. Lead by Example:

Adults should model disciplined behavior, demonstrating the values and habits they expect students to adopt.

4. Provide Structure :

Establishing routines, schedules, and systems within the home and classroom environment can help students develop discipline and time management skills.

5. Collaborate on Reinforcement Strategies :

Parents and teachers can collaborate to develop consistent reinforcement strategies, such as rewards for positive behavior or consequences for non-compliance.

6. Regular Progress Monitoring:

Periodic assessments and progress reports allow parents and teachers to identify areas where students may require additional support or intervention.

Q: How does discipline benefit students academically?

A: Discipline improves study habits, time management, focus, and self-control, resulting in better academic performance and achievements.

Q: Can discipline help students in other areas of life besides academics?

 A: Absolutely! Discipline instills valuable life skills such as time management, self-control, and goal setting, which are beneficial in all aspects of life.

Q: Is it possible to develop discipline later in life if it was lacking during childhood?

A: Yes, discipline can be developed at any stage of life with conscious effort, self-reflection, and the adoption of strategies that promote discipline.

Q: How can parents support the development of discipline in their children?

A: Parents can set clear expectations, establish routines, provide guidance and support, and serve as role models for disciplined behavior.

Q: Are there any long-term benefits of discipline beyond the student years?

 A: Yes, discipline contributes to personal and professional success, as it cultivates skills such as self-control, time management, and perseverance.

Q: Can discipline be seen as restrictive or inhibiting for students?

A: While discipline may have boundaries, it provides structure and guidance that ultimately empowers students to achieve their goals and succeed.

Conclusion:

Discipline is of utmost importance in students’ lives. It shapes their character, enhances academic performance, and prepares them for future challenges. By embracing discipline, students can develop self-control, time management skills, and a strong work ethic, setting them on a path to success. 

Collaborative efforts between parents and teachers play a vital role in reinforcing discipline and ensuring students thrive both academically and personally.

Related Posts

25 WAYS TO HELP STUDENTS WHO ARE IN DANGER Of ACADEMIC FAILURE

25 Best Ways to Help Failing Students

Leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

School Life Diaries

Our website provides interesting and informative content related to school life, teachers, and students. Our articles are written by experienced professionals and provide valuable insights into the world of education.

Whether you’re a student looking for advice or a teacher searching for new ideas, our website is a great resource for anyone interested in learning more about the school experience.

• Teachers Tote

Legal Pages

• Privacy Policy
• Terms of Use

Social Media

45,000+ students realised their study abroad dream with us. Take the first step today

Here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

How to Write a Speech on Discipline?

• Updated on  
• Dec 1, 2020

The content for Speech writing varies for each topic. There are various kinds of speech like motivating speech, informative speech, entertaining speech, achievement speech and many more. Every type requires a unique and different structure and are used on different occasions. In this blog, we shall guide you through writing a speech on discipline which comes under the category of motivational speech.

Speech Writing Format 

The basic structure to write any speech includes 3 parts:

• Introduction : Greet the audience and briefly describe your topic- discipline, by giving a quote or a story. Continue relating the story or quote you mentioned, and emphasize the importance of the soft skill. Add rhetorical questions to encourage proactive thinking among the audience. 
• Body : In this part, mention how can you acquire discipline? How the manifestation of the skill varies from each individual. Further, describe how the people listening can begin implementing the soft skill. How can they work on their schedules and make their lives more organized? Give them reality-checks and examples that help them feel motivated towards being more disciplined in life.
• Conclusion : In this part state why being disciplined is essential. Persuade the audience towards a collective decision of beginning with small steps for a disciplined life. Appreciate their active listening and conclude your speech.

Also Read: Notice Writing For Class 8

Points to Mention in a Speech on Discipline

While writing a speech on topics like discipline, it is important to keep these things in mind:

• Since a topic like a discipline is often discussed by elders and teachers,  make sure you don’t use repetitive or mainstream information. 
• Add interesting factual points.
• Give realistic examples and procedures. Do not straight away tell your audience to be disciplined. Give them positive small goals that can add up to acquiring the soft skill. 
• While writing a speech on any soft skill, add psychological angles and consequences to help them understand the cognitive functions of the skill.

Must Read: Letter Writing Format, Samples and Tips

Sample Speech on Discipline

Hope this blog helped you through writing an effective speech on discipline. Let us know your views in the comment section below. Stay tuned with Leverage Edu for more such awesome content!

Team Leverage Edu

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

This is okay, but I will like to be getting more on English language

Hey Dorothy!

Check out our blog on easy languages for English speakers-https://leverageedu.com/blog/easy-languages-to-learn/ Hope this helps, thank you!

Leaving already?

8 Universities with higher ROI than IITs and IIMs

Grab this one-time opportunity to download this ebook

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

September 2024

January 2025

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

3 Minute Speech on Importance of Discipline in English for Students

Good Morning everyone, Today I am going to share my views on the topic” Importance of Discipline. “

 Discipline in a student’s life plays a crucial role as it helps them to stay focused and achieve their career goals. A Disciplined lifestyle always leads to success be it academically, business or any profession. We should always try to live a Disciplined life for attaining our dreams. 

Related Posts:

Speech on Discipline [1, 2, 3, 5 Minutes]

1, 2 Minutes Speech on Discipline

My dear class fellows and my school Teacher! Welcome to all of you.

Today, I want to discuss with you about discipline and its role in shaping our characters and success. Discipline is the commitment to a set of values, the practice of self-control, and the ability to adhere to rules and principles. Discipline is the practice of training oneself to obey the defined rules.

Teaching oneself to behave consistently and under control is a key component of self-discipline.

Discipline is an important quality in a man or women that is helpful for us to reach our goals and to find success in life.

Discipline makes us more focused and organized. Students who follow disciplin always got higher grades in the class.

Our country defence forces are able to defend our country just due to a standards set of rules and policy.

Discipline helps us to focus on our goals and to overcome distractions of surrounding environment, which can frequently prevent us from achieving our goals.

By keeping our promise and achieving our goals, we are able to demonstrate to ourselves that we are able and reliable. This boosts our confidence and sense of worth.

Discipline is the driving force behind achievement. It is the key that unlocks the door to success.

Developing habits that are good for our success are very nearly belongs to discipline.  Let me tell you that there are many occasions where we need discipline like to  follow study time, getting regular exercise on time and following school assembly timings.

A disciplined student is always aware about the value of time, the importance of focus, and the need for consistency. With a disciplined approach to learning, students can overcome challenges, stay organized, and make the most of their academic achievements.

At last, I want to conclude my speech with this last statement that “Without discipline you can’t  your desired success.

Quotes for Speech about Discipline

• “Discipline is the bridge between goals and accomplishment.”
• “Our greatest glory is not in never falling, but in rising every time we fall.”
• “The only discipline that lasts is self-discipline.”
• “Self-discipline is the ability to make yourself do what you should do when you should do it, whether you feel like it or not.”
• “Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but rather we have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit.”
• “Discipline yourself to do the things you need to do when you need to do them, and the day will come when you will be able to do the things you want to do when you want to do them.”
• “The undisciplined are slaves to moods, appetites, and passions.”
• “I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times.”
• “I’ve found that luck is quite predictable. If you want more luck, take more chances. Be more active. Show up more often.”
• “You will never change your life until you change something you do daily. The secret of your success is found in your daily routine.”
• “Strength and growth come only through continuous effort and struggle.”

3 Minutes Speech on Discipline

Greetings to all.

I want to discuss the value of discipline in our lives today. To thrive in any aspect of life, discipline is a crucial attribute that we all need to possess. It is the cornerstone of excellent character and aids in our accomplishment of objectives, development into dependable people, and maximisation of potential.

We can better manage our ideas, feelings, and behaviours with discipline. Even when it’s challenging, it enables us to withstand temptation and make wise decisions. We can be more organised, focused, and productive when we practise discipline.

Additionally, discipline aids in the formation of virtues like timeliness, regular exercise, and wholesome food. These behaviours support our achievement and general well-being.

The practise of discipline takes work and dedication, and it is not simple. We must set objectives and make sacrifices in order to reach them. But being disciplined has many benefits. It enables us to live happy, purposeful lives and to have a beneficial influence on the world.

Therefore, let’s all work to develop discipline in our lives and allow it lead us to success. I’m grateful.

• Vince Lombardi : “The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand.”
• Bruce Lee : “I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times.”
• Albert Einstein : “It’s not that I’m so smart, it’s just that I stay with problems longer.”
• Jocko Willink : “Discipline equals freedom.”
• Maya Angelou : “We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty.”
• Warren Buffett : “Chains of habit are too light to be felt until they are too heavy to be broken.”
• Jim Rohn : “Discipline is the bridge between goals and accomplishment.”
• Elon Musk : “Work like hell. I mean you just have to put in 80 to 100 hour weeks every week.”
• Stephen Covey : “The undisciplined are slaves to moods, appetites, and passions.”
• Alexander Graham Bell : “Concentrate all your thoughts upon the work at hand. The sun’s rays do not burn until brought to a focus.”

5 Minutes Speech on Discipline

Good evening to all. I want to talk to you today about the value of discipline.

Our lives are not complete without discipline, which aids us in achieving both personal and professional objectives. It enables us to exercise control over our behaviour and arrive at wiser conclusions. Without discipline, it is challenging to complete anything significant because we lack the drive and concentration required to complete tasks.

Being disciplined has a lot of advantages. One benefit is that it enables us to live a more ordered and organised existence. It supports effective time management and work prioritisation, which boosts output and efficiency. Having discipline in our life also enables us to make better decisions regarding our relationships, diet, and exercise.

Discipline, though, is more than just abiding by the law; it’s also about exercising restraint and respect for oneself. It entails standing up for what we believe in and making choices that reflect who we are, even if they may not be straightforward or widely accepted.

In conclusion, discipline is a vital component of our lives that enables us to accomplish our objectives and live a happy, meaningful life. To become more skilled, it takes time and work, but the benefits are well worth it. I’m grateful.

Examples of sentences that can be used in starting of this speech

Examples of sentences that can be used in closing of this speech, more speeches.

• Speech on women’s empowerment
• Speech on social media
• Speech on environment
• Speech on gender equality
• Speech on poverty
• Speech on Global Warming
• Speech on Environmental Pollution
• Speech on Earth Day
• Speech on Discipline
• Speech on Human Rights
• Speech on Education
• Motivational speech for students
• 2-minute Self-introduction speech examples
• Speech on Mahatma Gandhi
• Speech on freedom fighters
• Speech on APJ Abdul Kalam
• Speech about friendship
• Speech about Technology
• Speech on Parents
• Speech on Health
• Speech on Health and Fitness
• Speech on Health and Hygiene
• Speech on Mental health
• Speech on Yoga
• Speech on Doctor
• Speech about Life
• Speech on sports
• Speech on Racism
• Speech on Population or overpopulation
• Speech on Overcoming Fear
• Speech about Family
• Speech on Mobile Phones
• Speech on water conservation
• Speech on Honesty
• Speech on Culture
• Speech on Unity in diversity
• Speech on Peace
• Speech on Time
• Speech on Success
• Speech on Leadership
• Speech on Nature
• Speech on Career
• Speech about Music
• Speech on Democracy
• Speech on Noise Pollution
• Speech on Air Pollution
• Speech on Gratitude
• Speech on Time management
• Speech on Dance
• Speech on Climate Change
• Speech on Artificial Intelligence
• Speech on Cyber security
• Speech on Teamwork
• Speech on Goal Setting
• Speech on Plastic Waste Management
• Speech on Feminism
• Speech on Bhagat Singh
• Speech on Books
• Speech on Laughter is the Best Medicine
• Speech on Swami Vivekananda
• Speech on Road Safety
• Speech on Cyber Crime
• Speech on Energy Conservation
• Speech on Online Education
• Speech on Quaid-e-Azam
• Speech on Allama Iqbal
• Speech about Rainy Day
• Speech about Teachers’ day
• Speech about Graduation
• Speech about Love
• Speech about Football
• Speech about Money
• Speech about Anxiety
• Speech about Politics
• Speech about Nelson Mandela
• Speech about Kindness
• Speech about Cleanliness
• Speech about Deforestation
• Speech about Agriculture
• speech about Cricket
• Speech about Unemployment
• Speech about Birthday
• Speech about Patience
• Speech about the Value of Time
• Speech about Positive Thinking
• Speech about Knowledge is Power
• Speech about Games
• Speech about Indian Culture
• Speech about Appreciation
• Speech about Farming
• Speech about Debut
• Speech about Purpose
• Speech about Hardwork
• Speech about Thank you / Thankfulness / being thankful
• Speeches about Communication
• Speech about Dreams and ambitions 
• Speech about Confidence
• Speech about traveling and Tourism
• Speech about Corruption
• Speech about the millennial generation
• Speech about Success and Failure
• Speech about Environmental Awareness
• Speech about Life Goals
• Speech about Stress
• Speech about the Life of a Student
• Speech about Social Issues
• Speech about Mom
• Speech about God
• Speech about Plants
• Speech about Fashion
• Speech about Basketball
• Speech about Business
• Speech about Smile
• Speech about Animals
• Speech about Passion
• Speech about Youth Empowerment
• Speech about Youth Leadership
• Speech about Responsibility
• Speech about Plastic Pollution
• Speech about Courage
• Speech about Homework
• Short Speech about Engineering
• Speech about Positive Attitude
• Speech about Dad
• Speech about my Favourite Teacher
• Speech about Electricity
• Speech about pen
• Speech about Family Problems
• Speech about Compassion
• Speech about Achievement
• Speech about Challenges
• Speech about Modern Technology
• Speech about Opportunity
• Speech about Anti Corruption
• Speech about Nursing Profession
• Speech about Innovation
• Speech about Wisdom
• Speech about Air
• Speech about Change in the World
• Speech about Quality Education
• Speech about Dedication
• Speech about Motherhood
• Speech about Clean Environment
• Speech about National Integration
• Speech about Body Language
• Speech about an Event
• Speech about Healthy Habits
• Speech about Listening
• Speech about Humour
• Speech about Memory
• Speech about the Importance of Sports and Games
• Speech about Happy Life
• Speech about Growing up
• Speech about Soldiers
• Speech about Television
• Speech about my Favourite Book
• Speech about Mother Nature
• Speech about Moral Education
• Speech about Mathematics
• Speech about Perseverance
• Speech about Oral Communication
• Speech about My Pet
• Speech about Determination
• Speech about Studies
• Speech about community
• Speech about best friend
• Speech about depression
• Speech about marriage
• Speech on Natural disasters
•  Speech on 15 August
• Persuasive Speech on bulling
• Speech on life

Related Posts:

• Paragraph on Discipline
• Growth of the Discipline (Special Education) MCQs
• Speech about pen [1,2,3 Minutes short Speech]
• Speech about Hardwork [1,2,3,5 Minutes]
• Speech about Millennial Generation [1,2,3,5 Minutes]
• Speech about Success and Failure[1,2,3,5 Minutes]

Talk to our experts

1800-120-456-456

• Speech on Self Discipline and Its Importance

Speech on Self Discipline and Its Importance for Students in English

Self-Discipline, contrary to popular belief, is not a severe or limited behaviour or a restrictive lifestyle. In its most basic form, Self-Discipline is the ability to do what needs to be done even when you don't want to. Self-Discipline is required at all times, whether you are happy or sad. It's just that when you're feeling good, happy, and motivated, you don't have to work as hard to maintain your self-control.

In today's fast-paced world, Self-Discipline is crucial for success. With rising distractions and reducing attention spans, it is very easy to be left behind in a world that operates at a neck-breaking pace. Self-Discipline forms a routine that manages time and resources efficiently. This leads to conservation of energy and free time needed to unwind in your busy lifestyles.

Without discipline in your life, you can be pushed to the brink that might leave you exhausted, helpless, and stressed. This is completely avoidable by taking a few small steps on a regular basis towards an organized lifestyle. Self-Discipline helps you achieve that and all your other goals in life. You must cultivate the habit to feel responsible for all your actions. With discipline in your lifestyle, you are taking charge of your decisions and empowering yourself with more confidence.

For students in school and students about to enter their college life, Self-Discipline is key. Currently, the students are in a protected environment nurtured by the care of parents and the guidance of teachers. But the world waiting for students outside the schools and colleges, tests everyone's mental and physical stamina, even grown-ups of all ages. Hence, Vedantu has provided both long and short ‘Self-Discipline and its importance’ speech for students of Class 1 to 12.

Long and Short Self-Discipline and its Importance Speech

Today, I am here to deliver a speech on Self-Discipline and its importance. Self-Discipline is one of the most important steps in becoming a better person.  Many people believe that Self-Discipline is only important for those who want to pursue a career in academia and become doctors or scientists, but this is not true. 

Self-Discipline is important for everyone. If you are creative and want to be a singer, dancer, actor, or painter, or if you want to go into any field, you must be Self-Disciplined. Self-Discipline is essential for both those at home and those at work.

Our mother gets up early in the morning and prepares breakfast for us, as well as packs our lunch, bags, bottles, and so on. When we get home, she feeds us, cleans our uniforms, and prepares them; she also assists us with our homework and prepares our dinner. She is able to accomplish all of this because she is also Self-Disciplined. Indeed, it teaches us to love and care for both ourselves and others. 

Self-Discipline, on the other hand, is important for everyone and at every stage of life; it can be learned at an early age. Because the young mind is fresh and eager to learn, anything taught at this age becomes a habit for people later on.

Many children, on the other hand, dislike being given instructions because they believe they are being forced to do so.

As a result, parents and teachers must exercise extreme caution when instilling the habit of Self-Discipline in children. They should be taught the benefits and significance of Self-Discipline in someone's life through examples. 

Children and young adults are drawn to actors, singers, players, and so on. Instructors can use examples of famous figures, players, actors, dancers, and so on to persuade students that their dream of becoming famous requires rigorous training and practice. And even when they become popular, they maintain their Self-Discipline and focus.

Students who want to pursue sports as a career must be Self-Disciplined because only then will they be able to succeed.

Some very common expectations from such students include waking up early, exercising regularly, eating healthy and on time, drinking enough milk and juice, drinking water, and so on. These practices are impossible to achieve if no one is Self-Disciplined in life. 

Self-Discipline is also important because it allows people to control their emotions and become more practical in life because such people are more centered in life.

It is also significant in life because it provides individuals with the proper approach and attitude toward life and aids in the fulfillment of someone's decision through thick and thin. Self-Disciplined people do not have mental fluctuations, and they achieve their goals in a long time.

Self-Discipline essentially helps to strengthen your inner strength, eliminates weakness, laziness, procrastination, and addictions, and instead helps you stay fit, timed, and energetic.

Everyone needs the Self-Discipline to lead a happy, stress-free life.

Short Speech on Self-Discipline and its Importance

Today, I am here to deliver a short speech on Self-Discipline and its importance. The ability to control one's own behavior, habits, and etiquette is referred to as Self-Discipline. It is significant in someone's life because it assists in overcoming weaknesses and living a useful life. 

Self-Discipline is required to help you live a successful and fruitful life. Discipline can be imposed from without, whereas Self-Discipline is the determination to remain disciplined. Discipline, no matter how difficult it may appear, is an important part of our lives because it is required at any age.

Discipline is not only imposed on children; being an adult is also important for being Self-Disciplined; whether it is at home, the office, the playground, the gym, or anywhere else for that matter, it teaches us to respect the times and times of our time. Self-Discipline is also necessary for living a healthy life because we must eat and drink on time.

When children are young, they are expected to explain everything, such as brushing, bathing, hand washing, eating, doing homework, and so on. However, as they grow older, they begin to do all of these things on their own, which is referred to as Self-Discipline. Discipline aids in distinguishing between what is right and wrong and instills in people a sense of responsibility.

Self-Discipline comes naturally to some people. And with a little effort, some people can do it. The effort is worthwhile because it improves people's lives. It simply means exercising self-control. A person who maintains control is able to control his or her actions and reactions. 

Self-Discipline is practiced by some of the world's most powerful people. They claim that one of the main reasons they have attained high status is due to Self-Discipline. They didn't start out high, but they made the most of what they had and rose through the ranks.

Failure, defeat, ruined relationships, health issues, obesity, and thus unhappiness can all result from a lack of Self-Discipline. Self-Discipline will motivate you to select and then commit to the thoughts, actions, and attitudes that contribute to success and progress. It will also provide you with the ability and inner strength to overcome life's addictions, laziness, and procrastination, which are major roadblocks in one's life.

10 Lines on Self-Discipline and its Importance Speech

Discipline means living life with proper rules and regulations.

It includes rules, regulations, manners, and etiquettes that shape our lives.

Discipline in life aids in the improvement of our habits and personalities.

Discipline guides us to follow the right principles and achieve success in our lives.

It is also believed that in order to be a good citizen of the country, one must live a disciplined life.

It promotes self-esteem and self-control in our lives.

Getting up early, exercising, eating healthy foods, and avoiding bad habits are all aspects of living a disciplined life.

Eating habits that are disciplined also help us to stay fit and healthy.

The principle is to respect others and to be obedient.

The first type of discipline is "Induced Discipline," which we learn from other people's indiscipline. The second is “Self-Discipline,” which is generated in our own minds and assists us in controlling our behavior.

We can conclude that discipline is an essential part of everyone's life. To be a good and ideal citizen, as well as a good human being, we must cultivate discipline in our lives. Self-Discipline may be difficult to achieve, but it is critical for leading a healthy personal and professional life. A Self-Disciplined person makes the best use of his or her time. As a result, he can accomplish more and do more work than someone who is not Self-Disciplined.

In times of social media taking over the lives of students as well as adults, Self-Discipline is the need of the hour. Mindless scrolling on Instagram, YouTube and Facebook has reduced the student's attention span drastically. 

Reduction in attention span leads to more difficulty in focusing on due tasks. Performance goes down due to the fact that students are getting easily distracted. It's becoming more difficult to finish studying and working in one go without feeling the urge to look at a phone screen.

Therefore, Self-Discipline acts as a friend in need and a systematic push to help students keep distractions, boredom, and laziness at bay. It instills commitment in the students' minds to remain concentrated on their goal until they achieve it. This builds a sense of self-validation of emerging victorious in their daily battles. 

Overcoming your demons like lethargy, distorted focus and mood swings with Self-Discipline in this age of social media is a rewarding feeling. It is vital to multitask easily without feeling burnt out, finish work before the deadlines and enjoy free time with loved ones. 

Self-Discipline builds character that helps lead a well-balanced, rejuvenating lifestyle.

FAQs on Speech on Self Discipline and Its Importance

1. Do you need the Self-Discipline to do well in creative careers?

Most people with successful careers in creative fields were not born artists. In fact, many artists lead a very Self-Disciplined life from a very young age. Crafting one’s art form, mastering the craft and honing his or her skills with changing trends requires regular practice. 

Without Self-Discipline, the dedication required to practice daily cannot be attained.

2. How to Develop Self-Discipline in life?

The following are a starter towards becoming Self-Disciplined:

Be self-aware to form a plan that uses your strengths to overcome your weaknesses.

Avoid distractions at any cost with willpower and by rewarding yourself if you are able to resist temptations.

Prioritize your goals and channel all your thoughts, energies and actions towards accomplishing them.

Get a trusted guardian, mentor or even friend involved in your growth process who can motivate you.

Use realistic targets, efficient deadlines, To-Do lists and well-planned schedules to achieve tasks.

3. How to get Self-Disciplined to fight social media addiction?

The following ways are instrumental to curb social media addiction with Self-Discipline and willpower:

Develop an ‘out sight, out of mind’ thought process by keeping your phone away

Turn off the notifications to prevent getting distracted by the beeping sounds

Keep aside multiple hours of your day for ‘Digital Detox’

Download apps that restrict access to social media if the daily screen time is crossed

Mark your work table or study room as a ‘No Phone Zone’

4. Is maintaining Self-Discipline tough?

Many people wrongly believe Self-Discipline to be tough to maintain. This mindset is deceiving. It’s not tough to be Self-Disciplined in the long run. It’s tough to not favor short-term gains over long-term gains.

This is because one tends to feel that it’s tiring and unfair that the present self is working hard whereas the future self is gaining the benefits. This isn’t true. One must realize that long-term benefits are more important than short-lived gains.

5. Can one stop being Self-Disciplined after becoming successful?

Self-Discipline is not just the key to achieving success, but also the key to preventing a downfall after success. It is imperative to continue to be disciplined even after reaching the peak as relieved nerves may lead to a laid-back attitude. This can undo years of hard work, patience, and perseverance. Therefore, Self-Discipline not only helps prevent failure but also grows manifolds to even more fulfilling forms of success.

Essay On Importance Of Discipline for Students and Children

500+ words essay on importance of discipline.

Discipline refers to the practice of making people obey rules. Furthermore, it also means following certain acceptable standards of behavior. Discipline is certainly an essential thing in everyone’s life. A life without discipline is a life full of chaos and confusion. Most noteworthy, discipline makes a person into a better human being. Discipline is a trait of paramount importance.

Why is Discipline Important?

First of all, discipline helps an individual in becoming more focused. Furthermore, a person of discipline tends to have a much better focus on his work, activities or goals. Discipline, makes a person avoid distractions of various kinds. A feeling of sincerity and seriousness comes in due to discipline. Consequently, a high-quality focus is the result of discipline.

Discipline brings a lot of respect for an individual from others. A disciplined individual by his very nature would command respect from others. Bringing discipline in one’s life is a difficult task. Consequently, people admire such an individual who manages to fills his life with discipline.

Another notable impact of discipline is good health. A disciplined individual has a proper schedule of doing everything. Therefore, an individual of discipline has a fixed time for eating, sleeping, rising, exercising, working, etc. Furthermore, such an individual is very strict with regard to his diet as well. Consequently, all of these measures ensure good health and body fitness of the individual.

Self-control is a praiseworthy benefit of discipline. A person of discipline exercises better restraint and control over his actions. A disciplined person is very careful with the use of his words when talking with others. Furthermore, such an individual ensures that his behaviour is decent and appropriate at all times.

Having more time is a precious advantage of staying in the discipline. A disciplined individual will certainly have more time than an undisciplined individual. This is because a person of discipline will not waste time in useless or worthless activities. Furthermore, an individual of discipline will not donate excessive time on any one task. By following this approach, people would have a lot of free time with them. This free time would certainly not have been possible in case of indiscipline.

Get the huge list of more than 500 Essay Topics and Ideas

Techniques of Discipline

Time management is a very popular technique of discipline. Time management utilizes time as a regulator. Furthermore, time management utilizes the observer of time as the governor. Most noteworthy, time management ensures that the usage of time takes place in an efficient manner. Moreover, time management marks each activity within a boundary of time. Consequently, each activity and task must begin and end at a specific fixed time.

Responsibility based discipline is another technique. Furthermore, this technique co-opts members of an organization to understand remedies for a problem. Responsibility-based discipline involves laying out instructions for modifying future behavior. Also, this takes place by following good respectful role-models.

Another important technique of discipline is corporal punishment . This technique involves scolding, spanking, or hitting people. Most noteworthy, this technique is useful for school students. This is because; many school students are very rude and naughty. Hence, merely mild talking or instructions may not work with them.

In conclusion, discipline is a significantly important quality to have in every walk of life. Discipline is certainly the ladder towards success. Furthermore, discipline brings out the best in us. Most noteworthy, discipline keeps our body, mind, and soul under control.

FAQs on  Importance Of Discipline

Q1 Give any one reason why discipline is important?

A1 One reason why discipline is important is that discipline helps an individual in becoming more focused.

Q2 Name any two techniques of Discipline?

A2 Two techniques of discipline are time management and responsibility based discipline.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Speech on Discipline [1,2,3 Minutes]

Speech on Discipline: It is said that discipline can shape the future of a student, Obviously, it is true but not only limited to students. Discipline holds equal value for every human who follows it & can define anyone’s bright future. Actually, it is a part of any plan to achieve desired results.

If you have set a goal to achieve something, you should have proper planning. And to execute your plan, discipline plays a crucial role. Without following a discipline, you won’t be able to achieve what you planned to. That is why someone said, “if you failed to plan, you planned to fail”.

1 Minute Speech On Discipline

Reputable Principal, respected teachers and my dear friends! First of all, I would like to welcome all of you and also thank you all for having me a chance to deliver a speech on the importance of discipline.

No matter what your aim is, being disciplined will help you achieve that. With the help of discipline, one can plan their goals and achieve them without any uncertainty. A nation’s defence army is the best illustration of a disciplined environment.

Discipline refers to the practice of training your mind and body so that you control your actions and obey rules. It is the only system that is going to guide you for your entire life. Discipline is as vital for success as oxygen for humans to live life.

To sum it up, discipline is the key to achieving desired results out of your efforts. It equips us to achieve our goals. Self-Discipline is more important than anyone else’s. To master every area of life one needs to be disciplined.

Thank you for listening to my words. I hope you liked it.

2 Minute Speech On Discipline

Hello, all the people present here,

first of all, I would like to wish you all the best wishes for the day & also thank you all for having me a chance to speak a few words on the value of discipline.

“ Motivation gets you going but Discipline keeps you growing “. This quote teaches you the importance of discipline in one’s life. Discipline enables you to achieve what you have planned for. It also plays an important role in our personality development and prospects.

Discipline simply means controlling your mind just like a driver controls the vehicle. for example, If you are disciplined in your eating habits , means you are controlling yourself from eating junk and thus you will get a healthy & fit body.

The same applies to every other area you can imagine. Wherever you apply discipline you will clearly witness growth. Therefore, every student should be disciplined in his studies to perform outstandingly. Most noteworthy, some of us consider it a hard task but it is not.

Discipline does not snatch your enjoyment but it doubles it when you club it with time management. Discipline is definitely the ladder towards success. Moreover, discipline brings out the best in us. Most unusual, discipline keeps track of our  body, mind, and soul .

I stop my speech here. I hope you like my words.

3 Minute Speech on Discipline

Did you hear the term “Time Management”? Obviously, you did. But did you ever think of “MInd Management”? If not I want to let you know that Mind management is Discipline . And Time management is part of discipline.

When you start acting according to your wisdom rather than your mind, you can call it Discipline. For example, your mind tells you to eat fast food but wisdom informs you that junk food is not healthy and listening to wisdom, means you are disciplined in your eating.

In short, differentiating between what is right and what is wrong, is discipline. There are mainly two types of discipline that exist. The first one is induced discipline and the second one is self-discipline.

Induced discipline simply means when someone else takes control of your life and decisions. And self-discipline means when one oneself takes control of their life. What do you think? which one is better?

Absolutely, Self-discipline is better. When someone else controls you, it becomes irritating and you always try to get rid of it. But when you yourself control your life, you probably enjoy it.

Discipline is a staircase by which the person gets success. It helps a person to concentrate on his/her goals. Also, it does not let him/her distracted from the goal. Additionally, it causes perfection in a person’s life by educating and training the mind and body of the person to respond to the rules and regulations which helps him to be a better citizen.

Jim Rohn has correctly said that “Discipline is the bridge between goals and accomplishments”. Discipline is the key to achieving desired outcomes out of your efforts. It prepares us to achieve our goals . So, it is best to practice discipline from the early standards of our life. 

This is what I wanted to say about Discipline and its power. I hope you liked my speech.

Other Speeches:

• Importance Of Time Management Speech [1,2,3 Minutes]
• Speech On Ethics And Etiquette [1,2,3 Minutes]
• Speech About Mahatma Gandhi Jayanti 2023
• 1 Minute Speech On Health Is Wealth
• 2 Minute Speech On Child Labour
• 1 Minute Speech On Child Labour
• Speech On Nature [ 1-2 minutes ]
• 2 Minute Speech on Importance Of Education
• 1 Minute Speech on Pollution
• 2 Minute Speech on Population Explosion

Speech on Importance of Discipline

Discipline is like a magic key that opens doors to success. It helps you stay focused, manage your time, and reach your goals. Without it, life can become a jumbled mess.

Think about a well-oiled machine. That’s what your life can be with discipline. It’s not about harsh rules, but about creating a smooth path towards your dreams.

1-minute Speech on Importance of Discipline

Good morning everyone!

Today, I would like to talk about an essential key to success that we sometimes overlook – Discipline. It is the bridge between our goals and our achievements. It is the glue that binds inspiration with achievement, dreams with reality, and capabilities with results.

Discipline is the habit of acting according to certain rules. It ensures that we respond to life in ways that prioritize our highest values and goals. One might have all the resources, ideas, and plans, but without discipline, it is almost impossible to bring any of them to life.

In school, discipline helps us acquire knowledge and grow as individuals. It motivates us to stay focused on our studies, complete assignments on time, and interact respectfully with teachers and classmates. In the workplace, discipline is equally important. It helps us meet deadlines, build a career, and maintain a healthy work-life balance.

To conclude, discipline is a critical component of success. It fuels our motivation and keeps us on the right pathway. It is a quality that helps us lead our lives in a productive, meaningful, and fulfilling way. So, let’s embrace discipline, let it guide our actions, and watch how it brings us closer to our dreams.

Also check:

2-minute Speech on Importance of Discipline

Good morning everyone, I am here today to talk about a topic that is fundamental to our success in both personal and professional life. The topic for today’s discussion is ‘Importance of Discipline’.

In our personal life, discipline plays a crucial role in shaping our character and attitude towards life. It curbs our impulses and reminds us to stay grounded. It helps us make the right decisions even when faced with adversity. It is discipline that helps us stick to our routines, to exercise regularly, eat healthily, wake up early, and live an organized life.

Moreover, discipline is not just about leading a well-structured life, it’s about self-control. It’s about being able to control our desires, our actions, and our reactions. A disciplined person doesn’t react impulsively; instead, he or she evaluates the situation and then responds in the best possible manner.

In the professional domain, discipline is equally, if not more, important. It is the backbone of any organization. It helps us to deliver our work on time, meet deadlines, abide by the rules, and maintain the decorum of the workplace. In the corporate world, discipline differentiates a leader from a follower. It is what drives innovation and growth.

Discipline is not just for personal benefit, it’s also for the good of society. A disciplined society is a harmonious society. When people abide by rules and regulations, it creates an environment conducive to growth and prosperity.

In conclusion, discipline is not a restriction but a tool for liberation. It frees us from the shackles of unproductive habits and impulsive behaviors. It’s the key to unlock the door to success and happiness. It is not something that restricts us, rather it is something that guides us towards a productive path, helping us make the most of our lives.

We also have speeches on more interesting topics that you may want to explore.

Leave a Reply Cancel reply

• Privacy Policy
• terms of use

Topics in English Topics in english to learn and fluent pronunciation and writing and facilitate conversation between you and others, whether in school, work or daily life

Speech on discipline 13 Models

Speech on discipline, Writing speech on discipline is very important, because discipline is a good quality and is a key factor for success, so writing a speech or topic on discipline 200 or 150 words is required for students, and we will provide several models that will help you write an essay or article on discipline and its importance in our lives, and self discipline is the best discipline speech, a model for writing a motivational speech on discipline and its benefits to both the individual and society. We will provide several different models to suit all educational levels.

Speech on discipline

We will present a sample of a speech given by the school principal on the first day of school in which he motivates students to discipline and abide by the school’s principles and laws. He also explained to the students the importance of discipline and maintaining order within the school.

He explained to them that their lack of discipline may expose them to punishment, while discipline, commitment and seriousness will make them excel in their studies in particular, and successful in their lives in general, as they will be loved by others.

The text of the speech was as follows:

Discipline is the key to success

My students, welcome back to school. Today is the first day of the new school year. Welcome to your school.

And I hope that it will be a good academic year in which you will study many useful sciences, and in which you will gain new experiences that will help you succeed in your studies in particular and succeed in life in general.

A group of great teachers will be taught to you. I hope that you will benefit from their knowledge and experience, and set a good example for you. I would like you to realize that the educational process depends on several factors, the most important of which are the teacher and the student.

If the teacher is good, but the student is careless and undisciplined,  he will not benefit from the teacher. aLikewise, if the teacher is not well qualified, he will not be able to benefit the student. Therefore, we have provided you with qualified teachers, educationally and scientifically.

school discipline

Your duty, students, is to be disciplined and do your best to learn in a good way, and there are rules and laws that students must follow, and I will read them to you now to abide by them throughout the school year, which are:

• Commitment to attend school and not be absent except for exceptional circumstances, such as illness.
• Commitment to school deadlines (attendance, leaving),
• Discipline in the classroom, and sitting in your place.
• Treat your teachers with respect.
• You must be cooperative with your classmates.
• Maintain the cleanliness of your classroom in particular, and your school in general.
• Maintaining public property inside the school and preserving tools and equipment in laboratories, computer rooms, and others.
• If you encounter any problem, you can ask the supervisor or social worker to solve this problem.
• There is a punishment for breaking school rules, which is expulsion from school.

General discipline

There is no doubt that discipline in life in general is necessary. The state sets many laws to regulate life, such as commercial laws that show the relationship in commercial transactions between individuals, companies and banks, and foreign trade as well, such as import and export laws, customs, taxes and so on.

And criminal laws that specify deterrent penalties for criminals, in order to establish security in society, in addition to civil laws such as the Traffic Law and the Family Law. There are also military laws that apply to conscripts.

The individual must be aware of the laws of his town in order to avoid committing offenses for which he will be punished.

The need for discipline and its advantages

In the end, I would like to introduce you to some of the old students, they have come today to prove to you that this school is an example to follow in discipline, and many distinguished scholars and men have graduated from it.

From this school famous personalities graduated such as doctors, brilliant engineers, and politicians with a great deal of responsibility, and the common factor between them was discipline.

My dear students, achieving great goals requires discipline and focus on our goals without getting distracted by things that make us stray from the right path.

My dear students, I wish you a good academic year, in which you achieve your goals. I wish you success in your studies, and in your future life.

The effort you make today will find its results in the future, and you must know that there is no success without fatigue, and that the things that we obtain easily are easily lost from us, while the things that we obtain after a great effort will be preserved throughout our lives.

I also advise you to benefit from the experiences of others and to set a good example for you.

Speech on discipline in 200 words

Discipline is the safe and secure way to achieve our dreams, because discipline makes us focus on our goal and try to achieve it with the least effort and the shortest time, and discipline makes us not get caught up in minor things that distract our thinking from the main goal that we dream of achieving.

When we know the importance of discipline in our lives, there will be no difficulty in organizing our lives, and being disciplined people.

In fact, discipline regulates the life of both the individual and society. In an individual’s life, there are many dreams that he wants to become a reality, and you may view them as difficult to achieve. But when he sets his priorities and sets a plan to achieve these priorities and commits himself to implementing that plan, he will achieve everything he wished for easily and in the least time.

Great goals require determination and great challenge, you may give up doing some of the things you love, but that is a simple sacrifice in order to achieve great goals. You will feel happy and proud when you achieve these great goals.

You will also be one of the prominent people in society because of your discipline, because success does not come by chance or luck, but success is achieved through determination, patience and challenge.

The challenge may be great, it may be a challenge to yourself and prevent you from doing things you love, it may be a challenge to the environment and the circumstances surrounding you, and it may be a challenge to competitors in your same field. But in the end, success will make you forget all your fatigue.

Short speech on discipline

We can define discipline in an easy way, which is that discipline is control over our actions and words, that is, discipline makes it possible to control everything we do. This definition makes us accept discipline because it is a process of organizing priorities and not restricting our freedoms.

It is very important that we define our goal and develop a deliberate plan to implement this goal, and we must adhere to the plan in order to achieve our goal on time.

This method must be a way of life, for example, the student wants to succeed with distinction, the employee wants to advance in his work and get a better job, and the family wants to raise its children with a good upbringing. It varies from one person to another. But in the end we must know that discipline is the only way to achieve great goals.

Speech on Importance of Discipline

If you have a plan and you really want to implement it, there is no way to do that without discipline. There are two types of discipline, and often we need each of them in order for our lives to be better.

Self-discipline needs each person to organize his time and effort in a way that is commensurate with the goal he wants to achieve. Self-discipline differs from one person to another, and its degree may change from one stage to another depending on the goals we want to achieve.

As for general discipline, it is an important thing to maintain order and security in society, and it must be adhered to by all citizens, and whoever violates the laws will be punished, in order to be a deterrent to others.

The absence of discipline leads to the spread of chaos, and the failure to accomplish any useful work, which results in the spread of poverty and ignorance. We must realize that great goals require great effort.

Speech on self discipline

Self-discipline is important for every person, it comes from within and is subject to our conscience without the need for anyone to give us orders or monitor us. We need to acquire this important quality, which is self-discipline.

This is because we are the ones who adhere to self-discipline, and we define it according to our circumstances and abilities. For example, there is a student who commits himself to studying for four hours a day, while another student commits himself to studying for eight hours a day, and it is important that we adhere to the plan that we set.

Also, discipline should not be an obstacle for us to live a happy life, because organizing time and setting goals will make our life better. It is important that there is always time to practice the hobbies that we love, and to practice social life and others.

1 Minute speech on discipline

Without discipline, chaos will reign, and we cannot achieve any success. This principle applies to both individuals and societies, and therefore we find that the state has allocated the Ministry of Planning, and this ministry is responsible for setting plans for the development of the state in all areas.

These plans may be long-term or short-term, then the implementation, and the most important reason for the success of these plans is discipline in their implementation.

Likewise, the lives of individuals need organization and planning for the future, and our efforts in the present will reap its fruits in the future, and we must benefit from the experiences of people who have been able to achieve great success, so we must study the way they followed and take them as an example for us.

Speech on value of discipline

Discipline has great value in our lives, we need discipline in order to achieve our great goals. We must realize that success is not achieved by chance, but is achieved as a result of a great effort we have made, and a discipline we have committed to in our lives.

One of the benefits of discipline is that it enables you to identify weaknesses in your plan, quickly address them and correct your mistakes. Discipline also saves time and effort, so you can achieve your goal in less time and less effort as well.

In general, discipline makes you a person of value in society, whether it is a scientific, social or other value. Discipline will earn you the respect and appreciation of others.

Some see discipline as a denial of many things, but rational people consider discipline to be just the regulation of our behavior.

Self discipline is the best discipline speech

In fact, self-discipline is the best quality that a person can have, because self-discipline does not need someone to monitor or punish you if you do not comply, but self-discipline is from within you and you are the watcher of yourself.

When you break some rules or laws, you feel uncomfortable and unhappy, but you try to force yourself to follow the rules again. In most cases, a disciplined person can control his behavior and adjust it easily.

One of the benefits of self-discipline is that the person determines the things that must be done and the things that must not be done. He also determines the time to do everything so that he organizes his time and effort, and at the same time achieves the best results.

Discipline motivational speech

It is important to get used to discipline from a young age, because discipline makes us more receptive to obeying orders and carrying them out, and makes us abide by laws and rules easily.

There are many people who cannot abide by the laws, and this is as a result of their upbringing on complete freedom, without making any future plans or taking into account the rights of others.

These people often make mistakes and break the laws, and this exposes them to punishment. For example, you find some people do not abide by traffic rules despite their knowledge of these rules and their knowledge of the penalty for violating these rules.

However, they are not accustomed to discipline from a young age, so their behavior becomes undisciplined, and they feel annoyed when they are asked to follow the laws.

Hence the importance of teaching children discipline through the family, school and various media.

Motivational speech on discipline

Discipline has many benefits for both the individual and society. For example, discipline brings us a good job opportunity, as the disciplined person leaves a positive impact on others, and makes others trust him and realize that he is a responsible person and can do his work seriously.

The good impression that a disciplined person leaves on others will make them nominate him for important jobs, and thus he will achieve success in his job and rise to higher positions.

The undisciplined person who does not care about organizing his life will not be persuaded by employers and they  will not depend on him to do any important work.

In addition to achieving a distinguished social position, the discipline also will make us gain the respect and appreciation of others.

Motivational speech on discipline for students

My dear students, today is the beginning of the school year, and this is a good occasion to guide you to the path of success with excellence. Discipline is the path to success with excellence. Whoever wants to achieve great success must be disciplined in all his actions and words.

Adherence to school rules is an important part of discipline, in addition to your behavior with your colleagues you must be disciplined, good manners must be the dominant characteristic in your dealings with your colleagues and teachers.

Also, studying seriously and organizing time will make you achieve great success, and this will only be achieved by being disciplined inside and outside the school.

In the end, I hope that you will achieve great success in your studies in particular, and in your life in general. Welcome to your school, keep it, it is your second home.

Dear student, a basic form was submitted for the topic on Speech on discipline, In addition to many other models such as, Speech on discipline, Discipline is the key to success, The need for discipline and its advantages.

If you prefer to add any other topic, you can contact us through the comments of this article and we will study your request and add it as soon as possible.

To read more related articles, you can click on the following links below the article.

• Philosophy in life essay
• Essay on respect
• speech on world environment day

Related Articles

Essays On My Hobby 2 Models

January 24, 2023

Essay on old age home

Morning Assembly Speech on Discipline for Students

Written by Shiksha Press

Published on: July 1, 2023

Morning Assembly Speech on Value & Importance of Discipline for Students

Explore our inspiring Morning Assembly Speech , underscoring the importance of discipline in shaping successful and fulfilled lives. Delve into how discipline goes beyond rules, fostering self-control, punctuality, and commitment to lead us to personal and professional triumph.

Click Here to Join our Premium Telegram  for More News and Updates.

Speech on Discipline for Students and Children in English

Good morning, respected teachers, dear friends, and all gathered here today. I stand before you to share some thoughts on a value that shapes our lives in ways we may not always recognize, yet is undeniably important – “Discipline”.

I want you to imagine discipline as a friend who guides you, always leading you to make wise choices. Discipline is not just about obeying rules, going to bed early, or finishing your homework on time. Sure, these are parts of the discipline, but it is so much more. It’s about learning to control our actions, to be on time, and to stay organized.

Now, I know what you might be thinking. Being disciplined sounds like it’s all work and no play. But let me assure you, it’s not like that at all! Discipline isn’t about taking away our fun. Instead, it helps us make time for fun without neglecting our responsibilities. It’s like a magic key that helps us balance school, hobbies, and rest.

In school, discipline is like the superhero that makes everything run smoothly. It helps us to listen better, learn better, and be better friends with each other. It’s a secret ingredient that makes us respectful students, kind to our friends, and proud members of our school community.

Remember, discipline is like the coach in a sports team. For instance, to maintain good health, our coach, discipline, encourages us to exercise regularly, eat healthy foods, and get plenty of sleep. This doesn’t stop us from having treats or fun times. Instead, it keeps us fit and happy, ready to enjoy life to the fullest.

Discipline is like a map for our studies too. It helps us keep up with homework, participate in class, and understand our lessons better. You’ll see, with discipline by your side, learning becomes more enjoyable, and getting good grades becomes easier.

Always remember, discipline is not a chore or a punishment. It’s a choice that helps us be the best version of ourselves. It’s a golden path that takes us to success and happiness. So, let’s choose discipline and let it change our lives for the better.

As a wise man named Jim Rohn once said, “Discipline is the bridge between goals and accomplishment.” So, let’s build that bridge and cross it with determination and confidence. Today, let’s embrace discipline for a brighter and better tomorrow.

Thank you, everyone. Here’s to making each day disciplined and delightful!

Hope you would like this speech on discipline for students. 

Read More Posts Related to Speech Topics

• 300+ Best Topics for Speech in English For Students
• 100 Best Speech Topics for School Morning Assembly
• 20 List of Speech Topics for School Morning Assembly
• School Morning Assembly Activities Ideas for Students
• Thought for the Day in English for School Assembly
• Best Script to Anchoring For Daily Morning School Assembly

CBSE Sample Papers  |  CBSE Circulars  |    Quizzes  |  Study Material

For the Latest Educational News (CBSE, ICSE, and State Board News) and live news updates, like us on  Facebook  or follow us on  Twitter  and Join our Premium  Telegram  Channel. Read more on Latest  Exams & Results News  on  Shikshapress.com .

Related News

How to Say Get Well Soon Professionally to Colleagues

English Speech 26 January: Republic Day Speech in English

50 Short Inspirational Thought Of The Day For School Assembly

School Morning Assembly Anchoring Script for International Day of Peace

50 Science General Knowledge Questions for Morning Assembly

Morning Assembly Anchoring Script for 15th August Independence Day

Leave a comment cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Latest News

Press note: fssai launches project to address microplastic contamination in indian food, ncert ciet registration open for free training for students and teachers with participation certificate, cbse issues new mandate on ncert textbooks: what every school must know now, important update: cbse extends registration deadline for 2024-25 games, participate in national space day quiz and earn certificate from isro government of india, how schools will celebrate national space day with cbse’s special guidelines, participate now in the ‘my tiranga journey reel contest’ and ‘selfie with tiranga’ organized by the ministry of culture., how to download the har ghar tiranga certificate 2024: a step-by-step guide, cbse encourages schools to promote e-library usage among students, cbse issues important guidelines for all schools, action will be taken if ignored.

© ShikshaPress | All rights reserved

Privacy Policy | Disclaimer | About Us | Contact Us

Skip to main content

Know Your Rights: Public School Discipline in Wisconsin

In this Know Your Rights guide, you can find information about public school discipline in Wisconsin,  Public School Discipline in Wisconsin including an explanation of the suspension and expulsion process, including special information about children with special needs, and how to prepare for a disciplinary hearing.

Get our updates

• Freedom of Speech and Association
• pdf KYR Public School Discipline

Related content

ACLU of Wisconsin Reminds Law Enforcement Agencies of...

Court says rnc protest rules are constitutional, parade route to..., aclu of wisconsin responds to designation of protest zones, hard....

Know Your Rights During the 2024 Republican National Convention

Coalition to March on the RNC v. City of Milwaukee

Aclu of wisconsin sues city of milwaukee over unconstitutional rnc..., aclu of wisconsin responds after mass arrests at uw-madison, two..., aclu of wisconsin emphasizes the importance of student’s first..., passage of ab 510 would force lgbtq+ outings, censor wisconsin....

National Sports Day Speech for Students and Children

Table of Contents

National Sports Day Speech: National Sports Day is celebrated every year to honor Major Dhyan Chand, one of India’s greatest hockey players. This day not only remembers his achievements but also highlights the importance of sports and physical activities. It reminds us how sports bring people together, build character, and improve our health. On this day, everyone is encouraged to be more active and promote a healthy lifestyle. By celebrating our athletes and promoting sports, National Sports Day inspires people of all ages to aim for excellence and maintain a healthy, balanced life.

Fill Out the Form for Expert Academic Guidance!

Please indicate your interest Live Classes Books Test Series Self Learning

Verify OTP Code (required)

I agree to the terms and conditions and privacy policy .

Fill complete details

Target Exam ---

National sports day is celebrated on 29th August to honor the birth anniversary of Major Dhyan Chand. Known as the “Wizard of Hockey,” Major Dhyan Chand’s exceptional skills and dedication brought unparalleled glory to Indian hockey on the world stage. This day serves as a reminder of the importance of sports in our lives, emphasizing the values of discipline, teamwork, and resilience that sports instill. Schools, colleges, and communities across the country host various sports events and activities, encouraging people of all ages to engage in physical activity and celebrate the spirit of sportsmanship.

National Sports Day Speech

Good morning, esteemed Principal, dedicated teachers, and my fellow students. I am delighted to have the opportunity to speak to you on this wonderful occasion of National Sports Day. This day holds great importance as we celebrate the power of sports in our lives and honor the legendary athlete Major Dhyan Chand, whose birthday we commemorate today.

The Importance of Sports

Sports are more than just games; they are a crucial part of our lives. They teach us essential values like discipline, teamwork, and perseverance. Engaging in sports keeps our bodies fit and minds sharp, helping us stay focused and achieve our goals.

Lessons from Major Dhyan Chand

Major Dhyan Chand, known as the “Wizard of Hockey,” is an inspiration to all of us. His dedication, hard work, and extraordinary skills brought glory to our nation and showed us what one can achieve with determination and practice. As we celebrate his achievements today, let’s remember that we all have the potential to excel in our chosen fields, just like him.

Sports and Education

For students, sports are as important as academics. They help in the overall development of a person. Playing sports improves concentration, reduces stress, and makes us more confident. It’s a great way to learn how to handle success and failure gracefully.

For Teachers

Teachers play a crucial role in encouraging students to participate in sports. By supporting and guiding students in various sports activities, you help them discover their talents and passions. Your encouragement can make a huge difference in a student’s life, inspiring them to reach new heights.

On this National Sports Day, let’s all pledge to make sports an integral part of our lives. Whether we play in the field, cheer for our teams, or support our friends, let’s celebrate the spirit of sports. Let’s also take a moment to thank our sports teachers and coaches who work tirelessly to bring out the best in us.

Thank you, and let’s enjoy this day with the enthusiasm and spirit of sportsmanship!

10 Lines On National Sports Day

• National Sports Day is celebrated every year to honor sports and athletes.
• It is observed on August 29, the birthday of Major Dhyan Chand, a famous hockey player.
• Today underscores the vital role that sports play in our lives.
• Sports help in developing discipline, teamwork, and leadership qualities.
• Schools and colleges organize various sports events and competitions.
• The government also promotes sports initiatives to encourage youth participation.
• National Sports Day reminds us of the glory and pride sports bring to our nation.
• It’s a day to recognize the hard work and dedication of all athletes.
• Children and adults are encouraged to participate in sports to stay healthy and fit.
• Let’s pledge to make sports a part of our daily routine and celebrate the spirit of sportsmanship.

Short Speech on National Sports Day

Good morning, respected teachers and my dear friends,

Today, we are here to celebrate National Sports Day, a day that honors the spirit of sports and the joy it brings to our lives. This special day is observed on August 29, the birthday of the legendary hockey player, Major Dhyan Chand. He was known as the “Wizard of Hockey” for his amazing skills and dedication to the game.

Sports play a vital role in keeping us healthy and active. Engaging in sports imparts crucial life lessons such as collaboration, self-discipline, and resilience. Through athletic activities, we develop the ability to unite towards common goals, confront obstacles with determination, and cultivate respect for one another.

On this day, let’s remember the achievements of our athletes who have made our country proud. Let’s also promise to make sports a regular part of our lives. Whether it’s playing a game of football with friends, running in the park, or even trying a new sport, let’s enjoy the benefits of staying active.

Thank you, and let’s have a great time celebrating National Sports Day!

Long Speech on National Sports Day

Good morning, respected Principal, teachers, and my dear friends,

I am honored to speak to you today on the occasion of National Sports Day. This day is celebrated every year on August 29 to commemorate the birth anniversary of Major Dhyan Chand, one of the greatest hockey players of all time. His passion for the sport and his extraordinary achievements have inspired countless people across the nation.

National Sports Day is not just about remembering a great athlete; it’s also about recognizing the importance of sports in our lives. Sports are essential for our physical health and mental well-being. They help us stay fit, improve our concentration, and boost our self-confidence.

When we participate in sports, we learn valuable life lessons. We learn how to work as a team, how to lead, and how to handle both victories and defeats gracefully. Sports teach us discipline and encourage us to set goals and work hard to achieve them.

On this day, let’s also acknowledge the efforts of all the athletes who represent our country on national and international stages. Their hard work and dedication are truly commendable, and they make us proud with their achievements.

To all my friends, I encourage you to make sports a part of your daily routine. Whether it’s playing a sport you love or trying something new, let’s all stay active and enjoy the benefits of a healthy lifestyle. Remember, sports are not just about winning or losing; they’re about enjoying the game and learning from it.

In conclusion, let’s celebrate National Sports Day by participating in various sports activities and appreciating the spirit of sportsmanship. Let’s honor our athletes and strive to be like them, setting examples for others to follow.

Thank you, and I wish you all a wonderful National Sports Day!

These speeches are designed to be easily understood and relatable for students and children, emphasizing the significance of sports and the values they impart.

National Sports Day Speech in 100 Words

Good morning, respected teachers and dear friends,

Today, we celebrate National Sports Day, observed every year on August 29th to honor the legendary hockey player Major Dhyan Chand. This day reminds us of the importance of sports in our lives. Sports not only keep us physically fit but also teach us values like teamwork, discipline, and perseverance. They help us build a strong and healthy nation. On this day, let’s pledge to include sports in our daily routine, learn from our athletes, and appreciate the spirit of sportsmanship. Let’s all participate in sports and stay active!

National Sports Day Speech in 200 Words

Today, we gather to celebrate National Sports Day, which falls on August 29th, the birthday of the great hockey player Major Dhyan Chand, known as the “Wizard of Hockey.” His life and achievements inspire us to appreciate the value of sports in our lives.

Sports play a vital role in our overall development. They not only keep us physically healthy but also teach us important life skills such as teamwork, leadership, and resilience. When we engage in sports, we learn to work together, face challenges, and develop a spirit of fair play. These are essential qualities that help us in all walks of life.

On National Sports Day, let us remember the hard work and dedication of our athletes who have brought glory to our country. Let’s also make a commitment to ourselves to be active and include sports in our daily lives. Whether we play a sport at school, in our neighborhood, or just for fun, staying active will help us stay healthy and happy.

In conclusion, let’s celebrate this day by participating in sports and encouraging others to do the same. Together, we can build a healthier and more vibrant community.

राष्ट्रीय खेल दिवस पर भाषण (National Sports Day Speech in Hindi)

नमस्कार, आदरणीय प्रधानाचार्य, शिक्षकों, और मेरे प्यारे दोस्तों,

आज हम राष्ट्रीय खेल दिवस मना रहे हैं, जो हर साल 29 अगस्त को मनाया जाता है। यह महान हॉकी खिलाड़ी मेजर ध्यानचंद की जयंती है, जिन्हें “हॉकी के जादूगर” के रूप में जाना जाता है। उनकी उपलब्धियां हमें खेलों के महत्व को समझने और उन्हें अपनाने के लिए प्रेरित करती हैं।

खेल हमारे जीवन में शारीरिक स्वास्थ्य के साथ-साथ मानसिक विकास के लिए भी महत्वपूर्ण हैं। खेल हमें टीम वर्क, नेतृत्व, और अनुशासन जैसी महत्वपूर्ण जीवन कौशल सिखाते हैं। खेलों के माध्यम से हम एकजुटता और सम्मान के मूल्य सीखते हैं, जो जीवन में बहुत जरूरी हैं।

राष्ट्रीय खेल दिवस पर, आइए हम अपने देश के उन खिलाड़ियों को याद करें जिन्होंने अपने कठिन परिश्रम और समर्पण से देश का नाम रोशन किया है। आइए, हम भी खेलों को अपने दैनिक जीवन का हिस्सा बनाएं और स्वस्थ व सक्रिय रहें। खेल हमारे लिए केवल मनोरंजन नहीं, बल्कि एक स्वस्थ जीवनशैली की ओर एक कदम है।

आइए, हम इस दिन को खेल-कूद के माध्यम से मनाएं और दूसरों को भी प्रेरित करें।

Related content

Get access to free Mock Test and Master Class

Register to Get Free Mock Test and Study Material

Offer Ends in 5:00

Select your Course

Please select class.

• Skip to main content
• Skip to secondary menu
• Skip to primary sidebar
• Skip to footer

A Plus Topper

Improve your Grades

10 Lines on Discipline for Students and Children in English

March 25, 2023 by Prasanna

10 Lines on Discipline:  Discipline is an important lesson that everyone needs to be successful. It’s a life lesson that no one should forget because it is an important one. Discipline is when you lead your life in a systematic and orderly way. It’s when you make plans and decide to follow them to achieve your goals. The two most important aspects of the discipline are manners and proper etiquettes. It teaches you how to live in your home and your behavior outside your home. Discipline teaches you how to behave in society. Discipline is one of the first few lessons that we learn as children. The lesson starts with our parents teaching us this lesson and then our teachers. It is a lesson which will help you progress and achieve all that you want to achieve in your life.

You can read more  10 Lines  about articles, events, people, sports, technology many more.

Set 1 – 10 Lines on Discipline for Kids

Set 1 is helpful for students of Classes 1, 2, 3, 4 and 5.

• Discipline is one of the first few lessons that we learn as children.
• It means living your life with proper rules and systems, which will help you achieve your goals.
• When we lead a disciplined life, we start improving our habits, which improves our personality and life.
• Discipline is the factor that makes us learn all the principles required to be successful in life.
• When you lead a disciplined life, you are contributing to the country by being a good citizen.
• Discipline leads us to improve our self-confidence and self-control so that we improve ourselves.
• Some of the most common habits that you can start to lead a disciplined life with are by getting up early, exercising, eating healthy, and avoiding bad things.
• When we are disciplined towards eating, we stay healthy, fit, and overall we feel a little lighter without the excessive carbohydrates in unhealthy food.
• Discipline will teach you how to talk to the other people that you know in a decent and dignified way.
• It is one of the most important lessons that will be useful for you throughout your life.

Set 2 – 10 Lines on Discipline for School Students

Set 2 is helpful for students of Classes 6, 7 and 8.

• Discipline means when you take control of your life and decide how to live it in an orderly and systematic way.
• It is one of the most important lessons that you will carry throughout your life because it’s going to help you.
• The opposite of discipline is indiscipline, which will create chaos in your life because nothing is planned.
• Indiscipline causes you to panic and makes rash decisions, which may cause more panic.
• An indisciplined life causes chaos and panic, whereas a disciplined life is harmonious and peaceful.
• You can broadly classify discipline into self-discipline and induced discipline.
• Induced discipline is something you learn from someone else, and it’s a teaching of sorts.
• Self-discipline comes from within you, and you can’t believe it from anyone else except yourself.
• Discipline is an integral part of the growth of the country.
• Nature is disciplined, too, and the seasons of the year are the most prominent example of nature’s discipline.

Set 3 – 10 Lines on Discipline for Higher Class Students

Set 3 is helpful for students of Classes 9, 10, 11, 12 and Competitive Exams.

• A student must take the lesson seriously because their life goals depend on their discipline.
• Discipline depends on our priorities, and it is something that keeps changing as life goes on, and your discipline needs to be helpful no matter what the priorities.
• When you are disciplined, you will follow a set of rules, regulations, manners, and etiquette, and you will have to behave in a decent and dignified manner.
• You will reap the benefits of a disciplined life when you achieve your dreams and aspirations.
• Discipline acts as the channel that will not let your boat go in the wrong direction.
• Indiscipline will lead you to live a chaotic and messy life, and discipline will lead you to live a peaceful and satisfactory life.
• Everyone is unique in their ways; the same way, the kind of discipline they will follow will be unique too, and everyone does things that work for them.
• Discipline will keep your life on track, and it will lead you towards your dreams and aspirations.
• Self-discipline requires a high level of self-control, which we need to practice regularly because otherwise, we won’t build good self-discipline.
• You need to set your goals and, with the help of discipline, fulfill all these goals.

FAQ’s on 10 Lines on Discipline

Question 1. Define discipline?

Answer: Discipline is a lesson that you learn as a child where you learn how to lead a systematic and orderly life to achieve your goals and aspirations.

Question 2. Name one benefit of discipline?

Answer: You will be able to achieve all your dreams and aspirations.

Question 3. What are the types of discipline?

Answer: The two types of discipline are – self-discipline and induced discipline.

Question 4. What does indiscipline do to your life?

Answer: Indiscipline makes your life chaotic and messy, which will lead you to make rash decisions.

• Picture Dictionary
• English Speech
• English Slogans
• English Letter Writing
• English Essay Writing
• English Textbook Answers
• Types of Certificates
• ICSE Solutions
• Selina ICSE Solutions
• ML Aggarwal Solutions
• HSSLive Plus One
• HSSLive Plus Two
• Kerala SSLC
• Distance Education

Celebrities

Environment

Perspectives

← Back

Teased by classmates as 'jiak kentang', PM Wong highlights importance of bilingualism in his 1st Mandarin NDR speech

The government will be changing some educational policies to allow more students to study Higher Mother Tongue.

In his Mandarin speech on Aug. 18 at the National Day Rally 2024, PM Wong touched upon the importance of preserving bilingualism in retaining cultural heritage.

"Although English is our working language, we are fundamentally an Asian society, not a Western one," he said, adding that the bicultural nature of Singapore has allowed it to benefit from both the East and the West.

This unique connection to other countries plays a role in helping Singapore stay competitive.

He pointed to the recent launch of Culturepaedia, an online repository of Singapore Chinese culture, as evidence of the importance of cultural preservation.

"Jiak kentang"

PM Wong also voiced out the Chinese community's concern about the standard of Mandarin in Singapore.

Using himself as an example, PM Wong recalled his attempts at speaking Chinese from his childhood.

He only began learning Chinese in school as his parents did not speak Mandarin.

Hence, his classmates often teased him for being "jiak kentang".

"Jiak kentang" directly translates to "eating potatoes", with "jiak" meaning "eating" in Hokkien and "kentang" to be "potatoes" in Malay — which refers to Asians who are more westernised in their habits and preferences.

Doubling down on his efforts to earn Chinese, PM Wong eventually scored A1 for his Chinese during the GCE O-Level examinations, surprising everyone but most of all himself.

He attributed his stellar performance to rote memorisation.

"Granted, it may not necessarily be the best way to learn a language, but it still provided me with a good foundation," he said.

He hoped that more young parents would speak Mandarin at home to promote bilingualism among the younger generation and promised continued support from the government in cultivating this capability.

Children can take Higher Chinese from Secondary 1

Currently , a Secondary 1 student must have an overall Primary School Leaving Examination (PSLE) score of either 8 or above, or 9 to 14 and have an achievement level 1/2 in mother tongue or achieve a distinction or merit in Higher Mother Tongue to be able to take Higher Chinese Language in Secondary 1.

PM Wong said the government would adjust the policy so that students who are strong in Chinese will be able to take Higher Chinese Language despite not meeting the overall score requirement.

"By this adjustment, we hope to nurture more students who are proficient in the Chinese language," he said.

Similar adjustments will also be made for students who wish to take Higher Malay and Tamil languages, with more details to be announced at a later date.

"Singapore's rich multiculturalism is like a plate of Hainanese curry rice"

PM Wong likened Singapore's multiculturalism to a staple dish – Hainanese curry rice.

Such a unique combination of Western fried pork chops with Nonya curry chicken, cooked with Indian curry spices and drenched in Chinese braised gravy, can only be found in an inclusive and multicultural society like Singapore.

"The Hainanese curry rice is a reflection of Singapore’s unique society. Our various races each have their own vibrant culture, yet we are inclusive and united. This is what has made Singapore what it is today."

Concluding his speech, he called upon Singaporeans to maintain an inclusive and vibrant spirit to build a more dynamic society.

Top photo via Ministry of Digital Development and Information

If you like what you read, follow us on Facebook , Instagram , Twitter and Telegram to get the latest updates.

More Stories:

'we will continue to provide more support to lighten everyone’s burden': pm wong on cost of living.

The government will try to simplify compliance and regulatory process to reduce the costs of running small and medium businesses.

PM Wong has been 'diligently' learning Malay to deliver his first rally speech

When he was young, his parents would occasionally converse in Malay between themselves, but he didn't manage to pick up the language fully.

Here's our 2024 National Day Rally bingo

To keep all of us entertained.

Taxi caught on video braking sharply twice before vehicle apparently hit its rear, ComfortDelGro investigating

The incident occurred at the Dhoby Ghaut area.

McDonald's S'pore giving out 100 McGriddles jackets to people who buy the most McGriddles by Aug. 21

Wake up babe, McGriddles drip just dropped.

Audi driver, 41, hits 3 cyclists on Nicoll Highway & leaves, claims he didn’t know as he drank too much

He only realised something was wrong when he realised his car had a cracked windscreen somewhere along Sims Road.

Japan's ANA in-flight safety video features Pokémon characters

For Pikachu Jet NH and Eevee Jet NH planes.

Body of woman, 51, found in Lorong Lew Lian flat

Investigations are ongoing.

Worker, 34, lies down on Lim Chu Kang side road to rest, gets run over by car

The fish farm owner who ran him over got jailed.

S$3.85m stolen from 10 landed houses in S’pore since Jun. 2024, police looking for 14 suspects

Three people has been arrested and charged in court.

About | Advertise with us | Contact us | We Are Hiring | Privacy policy

Copyright © 2020 Mothership. All rights reserved.

ASSOCIATE PARTNER

Independence Day 2024: Top 10 Speeches Students Can Use During School Assembly

Published By : Sukanya Nandy

Trending Desk

Last Updated: August 15, 2024, 08:51 IST

New Delhi, India

Today marks India's 78th Independence Day. (Representational image: X)

If you want to give a memorable Independence Day speech, remember to stress the importance of growth, diversity, and unity in the country while highlighting the nation's dedication to democratic ideals

The 78th Independence Day serves as a reminder that, despite linguistic or cultural diversity, our country became free as a sovereign, democratic nation proud of its high values. Independence Day is celebrated across the country with great patriotism and fervour. People of all ages come together for flag hoisting, national songs, and cultural events. However, schools are the place that sees the most excitement for Independence Day. Preparations go on for days for the special assembly with events such as speech, dance, and song competitions.

It is an honour to give a speech at your school on Independence Day with your best friends and teachers rooting for you. If you want to give a memorable Independence Day speech, remember to stress the importance of growth, diversity, and unity in the country while highlighting the nation’s dedication to democratic ideals.

Students can utilise the following short and long lines in this article for their Independence Day speech:

Independence Day 2024: Speech Lines To Use On August 15th

1. India’s freedom movement was a tryst with destiny, as the struggle for freedom was a long and tiresome one, witnessing the sacrifices of our fighters who laid their life for us to see this day.

2. Independence Day represents remembrance, reflection, and celebration.

3. This day represents the end of a battle that required great sacrifices and inspiring leadership.

4. The national anthem, Jana Gana Mana, is sung in honour of the occasion, along with a 21-gun salute.

5. The nation is filled with patriotic festivals, parades, and cultural shows that highlight India’s diversity and unity.

6 Flying kites are a common custom on this day, signifying the spirit of joy and freedom.

7. To commemorate the freedom struggle, the media airs special programming, such as documentaries and patriotic films.

8 Independence Day is also a time to consider India’s achievements and enduring difficulties.

9. The festival encourages people to support democratic ideals and contribute to the advancement of their country.

10 The Satyagraha ideology of Mahatma Gandhi encouraged millions of people to take up the fight for independence.

This Independence Day, let us take a moment to consider our country’s development and recommit to preserving the principles of justice, liberty, and equality.

• independence day

Member Login

Forgot username or password?

Are you a new user, what is id.me • video tutorials for id.me.

• Media & Events
• Latest Releases

VFW Admonishes Former President for Medal of Honor Remarks

The following is a message from vfw national commander al lipphardt.

WASHINGTON — “On Thursday, former President Donald Trump spoke at an event where he made some flippant remarks about the Medal of Honor and the heroes who have received it. In the video that has circulated online and in the media , the former president was recognizing Miriam Adelson in the audience who he awarded the Presidential Medal of Freedom during his time in office. As he described the medal as the civilian version of the Medal of Honor, he went on to opine that the Medal of Freedom was “much better” than the military’s top award, because those awarded the latter are, in his words, “ … either in very bad shape because they’ve been hit so many times by bullets or they’re dead.” He continued by comparing Miriam to MoH recipients saying, “She gets it and she’s a healthy beautiful woman. They are rated equal.”

These asinine comments not only diminish the significance of our nation’s highest award for valor, but also crassly characterizes the sacrifices of those who have risked their lives above and beyond the call of duty.

When a candidate to serve as our military’s commander-in-chief so brazenly dismisses the valor and reverence symbolized by the Medal of Honor and those who have earned it, I must question whether they would discharge their responsibilities to our men and women in uniform with the seriousness and discernment necessary for such a powerful position. It is even more disappointing when these comments come from a man who already served in this noble office and should frankly already know better.

While the Presidential Medal of Freedom maybe our nation’s highest civilian award, the Medal of Honor is more sacred as it represents the gallantry and intrepidity of courageous and selfless service members, often at the cost of grievous wounds and even their lives. It’s because of our Medal of Honor recipients that great Americans like Miriam Adelson have the freedom to live to their fullest potential and make such lasting contributions to our great nation.

We would like to remind Mr. Trump that the 12 times he had the honor of awarding the Medal of Honor as president of the United States, those were heroes not of his own choosing. He bestowed those medals on behalf of Congress, representing all Americans of a grateful nation. We hold the donation of their lives in service to our country in the highest esteem, and so should he.”

Related Articles

Study shows higher risk of brain cancer among post 9/11 veterans, 'this place is better than ever', vfw awards nearly $750,000 in scholarships to student veterans, applications open for 2024-2025 vfw-sva legislative fellowship, vfw takes exception with service record embellishment.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 13 August 2024

FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts

• Emily A. Royse 1 ,
• Amanda D. Manzanares 2 ,
• Heqiao Wang 3 ,
• Kevin C. Haudek 4 ,
• Caterina Belle Azzarello 2 ,
• Lydia R. Horne 5 ,
• Daniel L. Druckenbrod 6 ,
• Megan Shiroda 7 ,
• Sol R. Adams 8 ,
• Ennea Fairchild 9 ,
• Shirley Vincent 10 ,
• Steven W. Anderson 11 &
• Chelsie Romulo   ORCID: orcid.org/0000-0003-1612-1969 12  

Humanities and Social Sciences Communications volume  11 , Article number:  1033 ( 2024 ) Cite this article

145 Accesses

Metrics details

• Environmental studies

There is growing support and interest in postsecondary interdisciplinary environmental education, which integrates concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these programs as well as rigorous evaluation of educational practices, especially of complex synthesis concepts. This work tests a text classification machine learning model as a tool to assess student systems thinking capabilities using two questions anchored by the Food-Energy-Water (FEW) Nexus phenomena by answering two questions (1) Can machine learning models be used to identify instructor-determined important concepts in student responses? (2) What do college students know about the interconnections between food, energy, and water, and how have students assimilated systems thinking into their constructed responses about FEW? Reported here is a broad range of model performances across 26 text classification models associated with two different assessment items, with model accuracy ranging from 0.755 to 0.992. Expert-like responses were infrequent in our dataset compared to responses providing simpler, incomplete explanations of the systems presented in the question. For those students moving from describing individual effects to multiple effects, their reasoning about the mechanism behind the system indicates advanced systems thinking ability. Specifically, students exhibit higher expertise in explaining changing water usage than discussing trade-offs for such changing usage. This research represents one of the first attempts to assess the links between foundational, discipline-specific concepts and systems thinking ability. These text classification approaches to scoring student FEW Nexus Constructed Responses (CR) indicate how these approaches can be used, in addition to several future research priorities for interdisciplinary, practice-based education research. Development of further complex question items using machine learning would allow evaluation of the relationship between foundational concept understanding and integration of those concepts as well as a more nuanced understanding of student comprehension of complex interdisciplinary concepts.

Similar content being viewed by others

Methods for measuring career readiness of high school students: based on multidimensional item response theory and text mining

A longitudinal Q-study to assess changes in students’ perceptions at the time of pandemic

A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms

Introduction.

Many global problems are considered “wicked” in that they integrate complex systems that are often studied in distinct disciplines (Balint et al., 2011 ). To solve these 21st-century socio-ecological problems, students must instead learn cross-cutting concepts across disciplines within interdisciplinary programs. The Next Generation Science Standards (NGSS) identify crosscutting concepts as a framework to link different science disciplines, providing a means for students to link knowledge across fields to establish a cogent, scientifically-based way of interpreting the world (National Research Council, 2012 ; NGSS Lead States, 2013 ). In environmental programs within higher education, recent efforts are defining the key disciplinary ideas, concepts, practices, and skills embedded in complex meaningful learning and implementing new curricula with interdisciplinary frameworks ( Global Council for Science and the Environment , n.d. ; Vincent et al., 2013 ). Frameworks that link concepts across disciplines can include the Sustainable Development Goals (SDGs; Education for Sustainable Development), Resilience Thinking, the United Nations Principles for Responsible Management (UN-PRME), and the Food-Energy-Water Nexus (FEW Nexus) (Leah Filho et al., 2001 ; Martins et al., 2022 ). Interdisciplinary approaches to curricula and course design rely on content mastery and skill development to understand systems interactions and higher-order thinking. With this shift toward higher-level learning across interdisciplinary environmental and sustainability (IES) programs, we need new assessments that elicit complex student thinking and can be used to identify and categorize different levels of understanding, not just memorization of facts (Laverty et al., 2016 ; J. W. Pellegrino et al., 2013 ; Underwood et al., 2018 ).

Assessing crosscutting, interdisciplinary learning is challenging, and often constructed responses (CR) (i.e., open-ended questions) are used for assessing interdisciplinary connections because student thinking and reasoning are more explicit compared to multiple choice type questions; however, these CR assessment items are challenging and time-consuming to design and grade. One rapidly developing tool with the potential to support this kind of assessment is text classification models, which are machine learning (ML) algorithms and statistical models that learn from and analyze data patterns. Due to the challenges of assessing interdisciplinary learning, IES programs provide a useful context for education research on the application of these types of ML for studying complex CR assessment items. Further, technology such as ML may help us evaluate these complex formative assessments and provide an opportunity to improve science teaching and learning (Harrison et al., 2023 ). Often in science assessment, each individual model is specifically developed for each question and response set in an iterative process using human coding and model development and selection methods, making this process potentially very time-intensive (Brew and Leacock, 2013 ). However, once a model is constructed, it can be used to score many responses very quickly, thus addressing the labor and time-intensive aspects of evaluated CR questions to allow for big data research using those specific questions and associated models. While this trade-off between model development and model use is an important consideration, the process of model development itself can be aided by several considerations, which may speed development time and improve the validity of the final model (Rupp, 2018 ). Thus a well designed process for developing and evaluating both questions and models is essential, although iterations throughout the process will always be necessary.

Here, we report on a process of using human-scored responses to construct ML-based text classification models for assessing CR questions focused on the food–energy–water (FEW) Nexus. As part of this focus on the model development process, we address two research questions (1) Can machine learning models be used to identify instructor-determined important concepts in student responses? (2) What do our students know about the interconnections between food, energy, and water, and how have students assimilated “systems thinking” into their constructed responses about FEW?

Systems thinking as an example of cross-cutting concepts

Systems thinking involves understanding the interdisciplinary connections and relationships between associated components within a system, rather than simply focusing on discrete concepts (Meadows, 2008 ). The Global Council for Science and the Environment’s (GCSE) draft proposal for key competencies in sustainability higher education identifies systems thinking as a core skill and includes increasing complexity across scales in their definition as the foundation for strategic solution development and future thinking (Brundiers et al., 2023 ). This level of understanding typically falls on the higher levels of Bloom’s Taxonomy of knowledge that include categories such as “apply”, “analyze” and “evaluate” (Bloom and Krathwohl, 1956 ; Krathwohl, 2002 ). Systems thinking is a key competency in STEM education, both in discipline-specific and interdisciplinary reasoning (Blatti et al., 2019 ; Hmelo-Silver et al., 2007 ; Mambrey et al., 2020 ; Momsen et al., 2022 ; Ravi et al., 2021 ; Redman et al., 2021 ; Redman and Wiek, 2021 ), and is recognized as a core competency by the National Science Foundation (NSF), the National Academies of Sciences, Engineering, and Medicine (National Science Foundation, 2020 ), and the US Next Generation Science Standards for K12 education (NGSS Lead States, 2013 ). Systems thinking was recently identified as a key competency by IES educators in higher education (Vincent et al., 2013 ), where understanding complex natural and social systems is applied and evaluated using systems thinking (Clark and Wallace, 2015 ; Varela-Losada et al., 2016 ).

While fostering systems thinking remains challenging, many potential strategies exist to help anchor student learning. Assessment of systems thinking is challenging and typically is approached from the context of the subject matter (see Randle and Stroink, 2018 ; Grohs et al., 2018 ; Gray et al., 2019 ; Bustamante et al., 2021 ; Liu, 2023 ; Dugan et al., 2022 and references within), which means there is not one agreed upon definition or assessment for systems thinking. For example, Soltis and McNeil ( 2022 ) have developed a systems thinking concept inventory specific to Earth Science, but valid and reliable approaches for measuring learning gains associated with systems thinking more broadly or in other applications are currently lacking. However, within the field of interdisciplinary environmental programs, there is a widely accepted definition of systems thinking from Wiek et al. ( 2016 ) for complex problem-solving for sustainability and commonly accepted concepts associated with systems thinking from Redman and Wiek ( 2021 ) (Box 1 ) and the 2021 NAS report on Strengthening Sustainability Education. Assessing systems thinking can be thus understood in the context of how it is integrated within a particular concept or set of concepts.

The FEW Nexus provides a concrete concept integration framework for developing the skill of systems thinking that applies across many interdisciplinary environmental programs as it connects complex environmental processes, management, policy, and socioeconomics of FEW resources (Smajgl et al., 2016 ). The FEW Nexus is a coupled systems approach to research and global development that accounts for synergies and trade-offs across FEW resource systems (D’Odorico et al., 2018 ; Leck et al., 2015 ; Simpson and Jewitt, 2019 ). For teaching and learning contexts, the FEW Nexus provides a scaffold for incorporating systems thinking and sustainability concepts into courses and across curricula. With global resource consumption outpacing supply, the FEW Nexus is a global priority area for research (Katz et al., 2020 ; Simpson and Jewitt, 2019 ). Understanding the FEW Nexus and the global focus on FEW research and decision-making makes it an ideal concept for exploring complex systems content in introductory IES courses, as FEW resource systems are visible to learners in their daily lives. Students need to develop their systems thinking to fully grasp the importance of the FEW Nexus and how it is impacted and impacts other systems, e.g., climate change, resource scarcity (Brandstädter et al., 2012 ).

Box 1. Systems thinking in the context of sustainability (Redman and Wiek, 2021 )

Ability to collectively apply modeling and complex analytical approaches: (1) to analyze complex systems and sustainability problems across different domains (environmental, social, economic) and across different scales (local to global), including cascading effects, inertia, feedback loops, and other system dynamics; (2) to analyze the impacts of sustainability action plans (strategies) and interventions (how they change systems and problems).

The need for tools to assess interdisciplinary systems thinking

Given the complexity of the relationships within the FEW Nexus and the relatively recent expansion of college-level IESs that incorporate FEW Nexus concepts, assessments that target these more advanced systems-level relationships are lacking. Assessing student conceptual understanding typically requires constructing valid and reliable tests, such as concept inventories (CIs) (Hestenes et al., 1992 ; Libarkin and Anderson, 2005 ; Libarkin and Geraghty Ward, 2011 ; Soltis and McNeal, 2022 ; Stone et al., 2003 ; Tornabee et al., 2016 ). Disciplinary CIs are traditionally used to assess learning using close-response questions (i.e., multiple choice). Existing CIs are inappropriate to assess complex skill development in IESs for two reasons: (1) IESs are interdisciplinary, and existing CIs do not capture the range of concepts typically covered in IES curricula, and (2) Close-ended questions (multiple choice) limit the ability to dissect higher level learning, such as systems thinking. An interdisciplinary, open-ended environmental CI could address these challenges; however, CR or open-ended assessments are labor-intensive to evaluate and can be very subjective for instructors to score. Artificial intelligence (AI) attempts to mimic human intelligent actions, including understanding language via Natural language processing (NLP) and classifying artifacts via ML. In the case of CIs, these approaches (NLP and ML) have been used to classify student written assessments and show promise for use with the first interdisciplinary environmental CI that enables assessment of deeper skill development (i.e., systems thinking, cause and effect, tradeoffs) while alleviating the burden of scoring CR questions. Few studies report on the use of interdisciplinary assessments in STEM (Gao et al., 2020 ), and this dearth of assessment tools also leads to little research about AI-based applications for such assessments (Zhai et al., 2020a , 2020b ). The work presented here is a start towards developing assessments (like CIs) that use CR for more complex concepts, such as systems thinking and connecting concepts across disciplines. Here, we focus on FEW as it is a system that incorporates concept integration that connects environmental processes, management, policy, and socioeconomics of FEW resources. There is a need for education research and collaboration in the FEW Nexus, as evidenced by the recently funded National Collaborative for Research on Food, Energy, and Water Education (NC-FEW), of which author Romulo is a member. FEW concepts are commonly covered in introductory environmental courses (Horne et al., 2023 ), and this project will focus on IES introductory courses for this process of development.

Text classification: using machine learning processes for interdisciplinary assessment

AI has been part of computer science for a number of decades, with the goal of having computers mimic human intelligence in performing complex tasks. AI utilizes approaches from several different computational subfields in computer science depending on the intended use or task performed. NLP is a branch of computer science that is interested in how computers can identify, understand, and support human language. NLP has become foundational for many AI applications, including speech recognition, language translation, and chatbots. NLP has been incorporated into education contexts in a variety of ways, including scoring of student texts, in both summative and formative uses (McNamara and Graesser, 2011 ; Shermis and Burstein, 2013 ), intelligent agents for interactive feedback (Chi et al., 2011 ), and customization of curricula materials and assessments (Mitkov et al., 2006 ). NLP has been applied in science assessment in a variety of ways. For example, NLP coupled with ML techniques has been used to develop predictive scoring models (Nehm et al., 2012 ), as an approach to explore sets of student responses (Zehner et al, 2015 ), and to assist in developing coding rubrics (Sripathi et al., 2023 ). Here, we focus on using NLP as part of text classification approaches to categorize student CR to assessment items (Dogra et al., 2022 ). Specifically, these text based CRs are short in length but rich in disciplinary content and common in STEM assessment practices (Liu et al., 2014 ). Using approaches from AI, these CRs can be automatically categorized according to coding rubrics that are developed with assessment items (Zhai et al., 2021a ).

Machine learning has been described as a “computer program that improves its performance at some task through experience” (Mitchell, 1997 ). “Experience” here refers to some information (e.g., outcomes, labels) available to the program from which it can “learn.” Much of the recent work on automated scoring of student CR has utilized supervised ML approaches, which use text representations from NLP along with assigned human codes as input for text classification models (Zhai et al., 2020b ). Generally, in supervised ML, these data are used to “train” ML algorithms in order to develop a scoring (or classification) model. Once the scoring model is developed, the model can be “tested” by comparing the consistency of human and machine-assigned codes on subsets of the same (or new) data (Jordan and Mitchell, 2015 ; Williamson et al., 2012 ). Various ML scoring approaches have been used to evaluate student CRs in science; these reports cover a range of grade levels and disciplinary topics (Jescovitch et al., 2021 ; Liu et al., 2014 ; Nehm et al., 2012 ; Wilson et al., 2023 ), such as the water cycle in secondary science (Lee et al., 2021 ). These studies and others have identified important considerations when designing assessment items, rubrics, and text classification models for evaluating responses to science CR assessments. Using these ML approaches in automated assessment scoring, important student ideas can be recognized by machines from authentic student work, as opposed to predefined answers. This is important to identify these key ideas as actually expressed by students. Thus a collection of student responses are necessary to train the ML model and to represent the range of possible answers (Shiroda et al., 2022 ; Suresh and Guttag, 2021 ).

Overall, we follow a modified question development cycle (Urban-Lurain et al., 2015 ) (Fig. 1 ) that integrates question, rubric, and text classification model scoring as part of an integrative formative assessment development and validation process. Broadly, this approach uses linguistic feature-based NLP methods (Deane, 2006 ) to extract linguistic features from writing and then uses those extracted features as variables in supervised ML models that predict human raters’ scores of student writing.

Adapted from Urban—Lurain et al. ( 2015 ), each box represents a stage of the process beginning with Question Design with outputs from one stage being used in subsequent stages, as indicated by solid arrows. A predictive model in the top, right corner is the ultimate goal of the cycle, in which a machine learning model can accurately predict classifications of new responses. A dashed arrow represents possible iteration(s) of the cycle depending on the outcomes of previous stages.

In the first stage of the cycle, we begin with Question Design (top) to target student thinking about important interdisciplinary constructs. Data Collection is typically done by administering the questions online to a wide range of students within appropriate courses and levels to collect a diverse range of responses. Exploratory analysis combines automated qualitative and quantitative approaches to the student-supplied text, including NLP, to explore the data corpus. For example, we use text analysis software to extract key terms and disciplinary concepts from the responses and look for patterns and themes among ideas. These terms, concepts and themes are used to assist Rubric Development. We use rubrics, both analytic and holistic, to code for key disciplinary ideas or emergent ideas in responses. These coding rubrics are subsequently used during the Human Coding of student responses in which one or more experts assign codes or scores to student responses. During Confirmatory Analysis, we develop text classification models by extracting text features from student responses using NLP approaches. These text features are subsequently used as independent variables in statistical classification and/or ML algorithms to predict expert human coding of responses, as part of supervised ML. In this stage, the performance of the ML model is measured by comparing the machine-assigned score to the human-assigned score. Once benchmarks for sufficient performance are achieved (Williamson et al., 2012 ), the model is saved and used as a Predictive Model. These Predictive Models can be used to completely automate the scoring of a new set of responses, predicting how experts would categorize or score the data. Often, results from one or more stages of the cycle are used to refine the assessment question (dashed arrow), rubrics, and/or human coding. The overall process is highly iterative, with feedback from each stage informing the refinement of other components. Further, the iterative cycle allows considerations for automated scoring to be addressed throughout the cycle, providing opportunities to collect and examine valid evidence (Rupp, 2018 ).

Concept identification

In previous work, we performed content analysis on IES course materials collected from 30 institutions to identify shared learning objectives across IES courses and programs (Horne et al., 2023 ). We also conducted ~100 semi-structured interviews with undergraduates enrolled in the 10 IES programs used for data collection in this study. From these interviews, we found that students have a broad range of knowledge regarding FEW concepts (Horne et al., 2024 ; Manzanares et al. in review ). We, therefore, sought to create assessment prompts that allowed us to explore a spectrum of student responses about the FEW Nexus. Informed by the previous results of the content analysis (Horne et al. 2023 ) and student interviews (Manzanares et al. in review), we identified two focal areas for assessment item development related to systems thinking (Box 1 ): (1) Identifying sources and Explaining Connections between FEW systems, and (2) Evaluating outcomes and Comparing Trade-offs between FEW systems (e.g., water used for food is water not used to create energy). We note that these assessment item topics align with NGSS standards of Systems & System Models (NGSS Lead States, 2013 ), since students must identify multiple boundaries, components, and connections between components, and they must predict outcomes from alterations in components or connections. We incorporated Bloom’s Taxonomy, a classification system for identifying skills that we intend our students to learn (Krathwohl, 2002 ), to help us scaffold our questions. For example, we recognize that students first must be able to identify sources of FEW and make connections to their environment (Table 1 : Sources of FEW and connections: reservoir) before they can understand the trade-offs of gaining a local energy source while losing land for crops (Table 2 : Trade-offs systems: biomass energy production). As such we have created questions that align with varying levels of student knowledge regarding the FEW Nexus.

Assessment Items

We developed multiple assessment items targeting comprehension of Identifying Sources of FEW and Connections and Trade-offs of FEW Systems using different phenomena (e.g., dams, biomass energy) commonly encountered in IES courses (Table 1 ). Items about important phenomena in IES courses were presented in relevant disciplinary context and broadly focused on one of the three main foci identified previously. For example, the assessment item about reservoirs is designed to have students identify sources of water and energy usage, then explain how these usages may be connected (Identifying sources of FEW, Connections between FEW systems). Items were structured to contain several sub-parts or prompts to better elicit student thinking, each of which was designed to assess a specific construct. For example, in Table 1 , parts A and B of the “Sources of FEW & Connections: Reservoir” item was designed to assess student's ability to identify relevant sources of energy and water resources, while the last sub-question assesses how students understand connections between these sources. Thus, many of these items are multi-dimensional, as they require students to integrate disciplinary knowledge and crosscutting concepts.

Data collection

Higher education institutions were invited to participate in this research from the existing connections of the PIs and via an email to the Association of Environmental Studies and Sciences Listserv. Ten institutions were purposefully selected to represent the three primary categories of 4-year colleges according to the Carnegie Classifications of Institutions of Higher Education (Carnegie Foundation for the Advancement of Teaching, 2011 ) and the three approaches to IES curriculum design outlined by a representative survey of higher education institutions (see Vincent et al., 2013 for further description of the three curricular designs in IES program). The IES program curriculum research conducted by the NCSE found statistical alignment of all undergraduate degree programs in a large, nationally representative sample with one of the three broad approaches to curriculum design (Vincent et al., 2013 ). Our sample includes representation from baccalaureate colleges (4), master’s college and universities (3), and doctoral/research universities (4) and programs/tracks representative of the three approaches to curriculum design—emphasis on natural systems (7), emphasis on societal systems (6), and emphasis on solutions development (4). By selecting programs that represent different types of four-year institutions and the three empirically determined curriculum design approaches, we ensured the inclusion of course materials representative of the diversity of the IES field. We focus on four-year programs for the development of the NGCI due to resource constraints and the lack of equivalent research on community college IES curriculum design that would allow us to select representative programs. Additionally, community college IES degree programs are designed to either articulate with 4-year degree programs or to prepare students for immediate employment (Vincent et al., 2013 ).

Student responses ( n  = 698) were collected from introductory IES courses during Fall and Spring semesters from Spring 2022 through Spring 2023 by having students complete the assessment questions pre- and post-course discussion of the FEW Nexus. Demographic information revealed 57.45% identified as female, 4% as non-binary, and the remaining 38.55% as male. Racial and ethnic identities reported were 73.67% white, 5.3% Asian, 4.7% Hispanic/Latino/latinX, 1.78% black or african american, 1.38% american indian or Alaskan native and a majority choosing more than one identity (11.79%). We then added the items in a Qualtrics survey and administered the survey to over 400 IES undergraduates from seven post-secondary institutions across the United States to collect student responses (UNCO IRB#158867-1). Responses were then de-identified for coding to create training and testing data for machine learning.

We surveyed the eight IES instructors who had surveyed their students about the pilot items to collect content validity evidence and feedback on question structure. During this survey instructors were asked to both respond to the question item as if they were a student completing the assignment and then, in a separate survey, instructors were asked questions about the question items in the context of their courses. Instructors indicated that assessment phenomena (e.g., food vs. energy production, and energy flows) were typically covered in their introductory IES courses and the multi-part question structure was accessible to student learners.

Rubric development

Rubric development began by reviewing examples of previously published rubrics that were used in similar assessments and intended for use with automatic scoring (Jescovitch et al., 2021 ; Sripathi et al., 2023 ). We agreed upon a scale that would best represent the students’ varying levels of knowledge (Table 2 ). We created each rubric by first analyzing the range of student answers we had received from the different participating institutions. During this initial review, we used an inductive approach and read student answers to identify common themes that revealed student knowledge regarding food, energy, and water systems and their relationships to each other, to other natural and to human systems. During this process we also re-examined our assessment items and the intended goal(s) of the item and also reviewed instructor responses as examples of “expert responses” and alignment with what types of responses students were providing. This was to ensure that students understood the questions the way we intended and to determine if our questions and, therefore, rubrics would need further alterations. To fully capture students’ knowledge, the majority of the NGCI questions needed to have separate rubrics for each sub-question, i.e., sub-questions A–C would each have their own rubrics. At this stage in rubric development, we relied on the previously acquired instructor responses to define an expert-level answer. Instructor responses were similar, and where there were divergences we identified commonalities across responses. We then compared instructor responses to student responses to create a range of scores reflecting novice to expert knowledge.

We designed dichotomous, analytic rubrics with parallel structures for each node of the FEW Nexus. Each response is categorized based on the ideas it contains, with each response receiving a zero or one score for each code based on the presence or absence of the targeted ideas. We provide an example rubric for parts of the Trade-offs of FEW Systems: Biomass Energy Production question item (hereafter referred to as “Biomass question item”) in Table 2 , and the other rubrics are available in the Supplemental Methods file.

To determine the level of expertise a student displayed in their response, we defined a certain combination of bins to receive a holistic score of one through four (Table 3 ). For example, the following student response to Biomass Part A is considered an expert level response (coded as 4) because it contains the following ideas: water usage will increase (bin A) and there will be changes to the local river (bin D). The student therefore makes two connections between energy and water (water usage increasing, impacts to the river).

While the turn to biomass is a more sustainable option, the use of fresh water is going to increase drastically to be able to sustain such a change to the energy source. More than likely the local river will have drastic impacts from such dependency upon it especially if it is a dry season for rain .

Human coding

After the development of the initial rubrics, we iteratively refined the rubrics over several rounds of human coding. During each iteration, two or three researchers separately assigned scores to a set of 30 randomly selected student responses. Each student response received a 0 or 1 for each bin in the rubric for the absence or presence of the corresponding theme in the response. After scoring the set of 30 responses separately, the researchers compared assigned scores and calculated percent agreement. A percent agreement of at least 85% per bin was considered the acceptable level of agreement between human coders to move forward with coding the rest of the dataset independently (80% agreement is acceptable per Hartmann, 1977 ). The scorers met to discuss agreement for each code; in cases of high percent disagreement, the rubric was revised to improve clarity on those codes. During these discussions, decisions about removing or revising codes with very low agreement or low frequency in the dataset were also made. For example, a reservoir code, “Energy needed for food production or irrigation” originally lacked clarification. It was then further described for coders with the addition of, “Irrigation minimum: POWERING the transport/pumping of water, but not implied movement of water without tying to energy. When to code with machinery: machinery + either harvest, produce, or process food.” Specificities like this helped improve coder agreement.

After revising the rubric, a new sample of 30 student responses was compiled, which were independently scored by two to three researchers against the bins with previously high disagreement. This iteration of separate scoring, calculating percent agreement, and revising the rubric continued until scorers either reached 85% agreement for each code in the rubric or resolved remaining disagreements through discussion until consensus was reached (5 iterations for the Biomass question item and 4 iterations for the Reservoir question item). After reaching a consensus for the rubric, all student responses were divided between two members of the research team and were scored independently. A total of 346 responses were scored for the Reservoir question item and 483 responses for the Biomass question item (Supplemental Tables 5 and 6 , respectively).

Text classification model development

We employed a supervised ML text classification approach to assign student written responses a score. During our ML process, each individual student response was treated as a document and the bins in each scoring rubric were treated as classes (Aggarwal and Zhai, 2012 ). The predicted output of a ML model is a dichotomous outcome of whether a response would be categorized in each rubric bin or not. We decided to combine student responses for both parts of the Sources of FEW & Connections: Reservoir question item (hereafter referred to as “Reservoir question item”) into a single text response for text classification model development for two reasons. First, the final coding rubric for each part of the question was identical, although certain ideas/bins were expected to be more frequent in one part than the other. Second, the human coding team adopted a similar approach when assigning codes: regardless of in which response part the student included the idea, the human coders marked the code as “present” for the response as a whole. For the Biomass question item, student responses to each part of the question were kept separated during model development since different parts have different coding rubrics (see Table 2 ).

Text features (single or strings of words) were extracted as n-grams from each response using NLP methods. We used a default set of extraction settings and processing, including stemming, stop word removal, and number removal, to generate a set of text n-grams. The computerized scoring system then generated predictions on whether each given document was a member of each class (i.e., rubric bin) using the extracted n-grams in a bag-of-words approach as input variables in a series of ML classification algorithms. To generate these predictions, we used an ensemble of eight individual machine-learning algorithms (Jurka et al., 2013 ) to score responses to each question. The predictions of the set of individual algorithms are then combined to produce a single class membership prediction for each response and rubric bin. The text classification, including the ensemble ML model, was generated using a 10-fold cross-validation approach using the Constructed Response Classifier (CRC) tool (Noyes et al., 2020 ). The CRC has been used previously to score short, concept-based CR even in complex disciplinary contexts and is described in more detail elsewhere (Jescovitch et al., 2021 ). For evaluation, we compared the machine-predicted score from the ensemble for each response in each rubric category to the human-assigned score for each response.

For each of the models developed in this study, we optimized model performance based on the training set by starting with a default set of extraction parameters, then adjusted several other common model parameters (e.g., n-gram length, digit removal) and retrained classification models to evaluate model performance. This is what we describe as exploratory, basic feature engineering, and we applied a similar approach to every model for each rubric bin. We used the human-coded data for Reservoir and Biomass questions, and we removed several responses with a missing value for a human-assigned score. We used 345 coded student responses for the Reservoir question item, 480 for the Biomass question item Part A, and 466 for Part B as our initial training and testing sets. During this and further iterative rounds, we used common benchmarks of Cohen’s kappa as our targets (kappa > 0.6 as substantial; kappa > 0.8 as “almost perfect” (Nehm et al., 2012 ). Cohen’s kappa is a measure of agreement between raters (in this case, human and machine) that takes into account chance agreement and is frequently reported in evaluating the overall performance of ML applications to science assessments (Zhai et al., 2021b ). We further considered evaluation metrics of accuracy, sensitivity, specificity, F1 score and Cohen’s kappa to guide iterations of model development and to evaluate the overall performance of models once a benchmark was achieved (Rupp, 2018 ). It is noted that while Cohen’s kappa serves as the primary metric for reporting our model’s overall performance, we also routinely consider other evaluation metrics during model building and evaluation. The assessment of these metrics should not be construed as an all-encompassing validation, as their effectiveness is contingent upon the distribution of scores assigned by humans and the quality of those human scores (Williamson et al., 2012 ). In our specific context, we encountered a challenge with the disproportionate representation of certain score points, particularly in some specific analytic rubric bins where cases scored as 1 were significantly fewer than 0. Such low cases of positive occurrences in the training set led to decreased sensitivity metrics for those rubric bins. In some cases (e.g. Reservoir B3), the overall model still exhibited an acceptable overall performance metric and an acceptable F1 score.

Analysis of model outputs and iterative model development

After performing the initial model development and examining the basic feature turning settings, we examined the outputs of the model for low-performing rubric bins, including model evaluation metrics and groups of responses that showed disagreement between human and machine-assigned scores. We hoped to find possible ways to adjust the model parameters and/or training set of data to improve model performance in subsequent iterations. For example, we collected responses with disagreement in assigned human and machine scores. We examined the false negative and false positive predicted responses (compared to the human coding) in a rubric bin and performed conventional content analysis to try to identify words, phrases, or ideas that were common among these misscored responses (Hsieh and Shannon, 2005 ). We also reexamined the criteria of coding rubrics with low-performing models to ensure the criteria clearly identify important disciplinary ideas and to confirm the original assigned human codes to responses (Sripathi et al., 2023 ). The coding team met to discuss the results of miscode analysis and changes to target during iterative cycles, including possible changes to the rubric, best approaches to tuning model parameters consistent with assessment items and student ideas, and/or adjusting training sets.

The insufficiency of educational data (Crossley et al., 2016 ; Wang and Troia, 2023 ), which often suffers from limited availability of data for training ML models as compared to other sectors, and the observed lack of diversity in undergraduates’ CR (Jescovitch et al., 2021 ) have long posed challenges for educational researchers. These issues present difficulties for ML algorithms in discerning patterns effectively and reliably identifying a broad range of student ideas. To address these challenges, we have adopted a set of extended model tuning strategies, which have been both theoretically and empirically validated (Bonthu et al., 2023 ; Jescovitch et al., 2021 ; Romero et al., 2008 ). We employed these extended strategies beyond our exploratory, basic parameter tuning (described above). The extended strategies we employed are:

Additional feature engineering

In certain instances, we implemented two advanced feature engineering techniques, often arising to address patterns identified during our miscode analysis. These techniques encompassed (1) substituting specific words with synonyms and (2) extending N-gram analysis to more complex levels, including trigrams (three words combined into one feature) and quadgrams (four words combined into one feature).

Data rebalancing

Training sets that heavily represent only certain types of responses can impede model training; therefore, we applied data rebalancing strategies to address situations where the dichotomous coding significantly favored one category (over three times). When our dataset exhibited such imbalances, we implemented data rebalancing techniques by removing responses associated with the most frequently occurring codes to achieve a more equal distribution of the dichotomous codes. In our data set, cases coded as 0 often outnumbered those coded as 1. Since cases coded as 0 sometimes failed to provide meaningful patterns for ML algorithms to learn from, we selectively removed excess cases coded as 0 to equalize or enhance the distribution (i.e., reducing the ratio to equal to or less than two times difference).

Dummy responses

For datasets characterized by a balanced distribution of dichotomous scoring codes, yet still yielding low performance metrics, another extended strategy was devised. In this strategy, we initially ensured dataset balance, saved cases with human rater scores, and ML-predicted scores and outputs of the CRC tool after the initial round of analysis. Subsequently, we filtered out responses that were incorrectly classified, identified by a misalignment between human and ML predicted scores. These misclassified cases underwent further qualitative examination, with notes indicating which phrases and segments included in (or absent from) the response were indicative of the critical concept targeted by the rubric. We then generated new cases (i.e., dummy responses), which only replaced the identified segments of responses with new words or phrases, without altering the sentence’s underlying meaning. This procedure offers advantages, including mitigating overfitting concerns in which the model is only effective on responses very similar to the training set and augmenting the training dataset’s size. The dummy responses were integrated into the overall dataset solely for model training purposes. To derive the final performance metrics of the classifier model, the dummy responses were subsequently removed for model evaluation calculations.

Merging rubric bins

In some instances, despite the explicit indication in the original rubric descriptors that certain ideas are intended to be scored separately as they are designed as mutually exclusive during rubric development, some machine models faced challenges in effectively identifying these subtle textual patterns. Collaborative discussions with expert raters led to a consensus among researchers to combine these rubric bins. This decision was informed by empirical investigation revealing overlapping content, and the re-coding of these bins to a single code / score to enhance the model’s performance, aligning with practical considerations in the procedure.

It is important to note that these strategies can be combined or used consecutively as needed. Nevertheless, the initial round of analysis consistently adhered to the default and basic settings of the CRC tool, utilizing the parameter options provided therein. Further details on the application of these approaches to individual items and rubric bins, along with illustrative examples of dummy response creation, can be found in the supplementary materials.

Here, we report on the use of ML-based text classification models to assess CR questions focused on the FEW Nexus. This section is organized by the research question, beginning by describing the successes and challenges in applying ML to score student CR to questions about sources of FEW resources and trade-offs associated with biomass energy production. We then examine the two questions related to reservoirs and biomass to describe FEW connections in student CR and co-occurrences across responses to understand student system thinking capacities. Co-occurrence suggests evidence of systems thinking as multiple FEW systems are interacting simultaneously in student responses.

Research Question (1): can natural language processing be used to identify instructor-determined important concepts in student responses?

We developed a total of 11 text classification models for the Reservoir item, one each for the 11 “bins” contained in the coding rubric (Table 1 ). These eleven models had a range of overall performance metrics (Table 4 ), ranging from Cohen’s kappa of 0 to 0.957 and accuracies ranging from 0.892 to 0.992. Only one model (D2) failed to detect positive cases, which resulted in an overall Cohen’s kappa = 0.000. This was due to a severe data imbalance in the human-assigned codes in this rubric bin, meaning that there were very few positive codes to responses assigned by humans in this bin. All other ten models met acceptable performance levels as measured by Cohen’s Kappa values (kappa > 0.6 as substantial; kappa > 0.8 as “almost perfect” (Nehm et al., 2012 )), with many models exhibiting “almost perfect” agreement with human assigned codes. We note that most models were tuned to this performance using only basic feature engineering manipulations, as described in the methods. There were also a few bins that met our target threshold of 0.6 only after employing extended strategies (e.g., employing dummy responses for A2), and for one bin (B4), we employed data rebalancing in tuning the model. The model for D2 showed high accuracy but decreased performance on other model metrics due to a severe imbalance of human code occurrence.

One result that emerged from discussions during iterative model development for the Reservoir question item was the similarity of codes A2 (producing hydropower) and B4 (energy transformations). Although we were successful in developing text classification for each code separately, the two models did require slightly different tuning strategies. When examining miscoded responses, the coding team noticed similar patterns in the groups of correctly and miscoded responses for each bin. Human coders reflected that during the coding of the responses, students expressed these ideas similarly, and it was, therefore, sometimes difficult to distinguish when students were explaining hydropower versus describing transformations of energy (e.g., moving water turning turbines). Thus, these two codes (A2, B4), which were initially intended to capture a specific understanding of hydropower and a more general description of energy transformations, ended up being more similar than intended in the context of this item. One potential way forward for text classification is to combine the A2 and B4 codes into a single code and redevelop a text classification model to recognize the single code.

We developed 15 text classification models (eight models for Part A; seven models for Part B) to detect student ideas in response to the Biomass question item (Table 5 ). Overall, for this item, models demonstrated lower performance metrics than models for the Reservoir question item. For the Biomass question item, no model achieved a level of almost perfect agreement (as measured by Cohen’s kappa value of >0.8), although the majority still achieved acceptable agreement with human scores. Due to the reduced maximal performance, these fifteen models had a narrower range of overall performance metrics than models for the Reservoir question item, ranging from Cohen’s kappa of 0–0.674 and accuracies ranging from 0.755 to 0.991. Correspondingly, these Biomass models had a much broader range of sensitivity, specificity, and F1 score metrics too. This reduction in performance metrics is likely due in part to the target of the Biomass item: trade-offs around FEW. Although the item still centers on the FEW Nexus, this item allows students to respond in numerous ways about any number of possible trade-offs between any of the vertices. Thus, this item allows for a much wider possible answer space. As a result, a few models failed to reach the benchmark performance metrics (e.g., B2 in Part A), despite having frequent occurrences of both codes. This also suggests that the text complexity of expressing these ideas or the range of possible ideas in these responses is difficult for these text classification models to reliably identify. Although we attempted extended strategies on models for many of the Biomass models, we report on a few of the bins and attempts as exemplars of this work, or findings that were similar between different bins. We provide more detail on applied strategies for each model in the Supplemental Materials.

The model for B3 code in Biomass question item Part A showed very low-performance metrics despite having a fair number of positive cases. The poor model performance is likely reflective of the range of student ideas covered by this rubric bin: a decrease in water availability for other uses (here, “other uses” means outside the context of bean and corn agriculture given in the question). As such, there is a wide range of possible other uses students could suggest, such as drinking water, home water use, and water for other crops. The broad range of acceptable answers was easy for humans to code, but difficult for the model to detect the underlying similarity. Although we tried some extended strategies for model iterations, these had little effect on overall model performance. During iterative rounds of model development, we decided to merge two codes, B3 and B4, since they both identified similar ideas, about less water available for other things and changes in human behavior due to less water. During our review of miscoded responses by the model, we noticed a number of miscoded responses were somewhat borderline cases of human code assignment between the two bins B3 and B4, with responses often implying or vaguely mentioning effects on community usage of water, without being explicit the change in use or behavior. For example, the response, “Since this is a place of limited rainfall, and the source of water is coming from the river I would expect that water use for the community may need to be diverted more towards the crops, and less towards other measures such as household use.” was coded positive for B3 by human coders but miscoded as missing B3 by the model. After merging these two codes into a single code and model, the performance of the overall model for the merged code was significantly improved for B3 and slightly decreased for B4 (see Table 5 ). After merging these bins into a single model, borderline responses, such as the example, were correctly classified by the model.

Similarly, the initial classification model for C1 in Biomass question item Part B failed to meet performance benchmarks even though student responses were nearly equally distributed between positive and negative cases, and we tried several extended strategies to improve model performance. However, the re-examination of coding rubrics for C1 and C2 presented an opportunity to recombine coding criteria as part of the iterative process of using model outputs to iterate on items and rubrics. The rubric was originally designed to identify student ideas about the production of energy (C1), but not when used in conjunction with trade-offs with other energy sources or energy return on investment (C2). After several rounds of model iteration and discussion with the coding team, we decided to recode the original dichotomous rubric bins C1 and C2 as a single, multi-class code (i.e., a holistic coding rubric, with levels as 0, 1, or 2). This preserved the exclusivity of these two codes (C1 and C2 were intended to be mutually exclusive) while encoding the exclusive classes in the model training set. Making this a single, multi-class prediction increased the overall performance of the model, above the performance for the separate, binary models made for the original rubrics.

Research Question (2): what do our students know about the interconnections between food, energy and water, and how have students assimilated “systems thinking” into their constructed responses about FEW?

Here we apply two different strategies for defining and evaluating student responses as novice to expert. To evaluate student knowledge about interconnections and how they have assimilated “systems thinking” into their constructed responses about FEW, we calculated the co-occurrence of codes. Level of expertise for the Reservoir question item is approximated by co-occurrence of the codes, and level of expertise for the Biomass question item is calculated by the code combination provided in Table 3 .

Sources of FEW and connections: reservoir question item

We examined the predicted codes for each response to the Reservoir item to look for co-occurrence of codes in student responses. This can help identify connections students are making between FEW vertices, since the item prompts students to make these connections. For this analysis, we collapsed individual bins in Table 6 for the Reservoir rubric by grouping letter codes (e.g., A1 and A2 together as A bin), since these groupings indicate similar themes (A codes refer to hydroelectricity, B codes refer to energy production, C codes refer to use of energy; Table 1 in Supplemental Methods).

Responses frequently included ideas from A codes with ideas from C codes, indicating the same response connected generating hydropower to uses of energy for agriculture or infrastructure. The C codes also commonly occurred with the B codes, showing students explained connections between types of energy and uses of energy in agriculture or community resource use. D codes (uses of water) were the least frequently coded; however, when D was coded, these responses were very frequently connected to hydropower (A codes). Co-occurrence within A codes and D codes suggests that students understand that hydropower is powered by water and is needed to create electricity. A–C codes were the most likely to occur together when students were making connections between FEW systems (59 responses). Only 12 students made connections between A–D codes, suggesting that water use beyond hydropower is not as commonly associated with energy use and production in this scenario despite water providing the primary source of energy in the reservoir.

Co-occurrence is how we can approximate the level of understanding of the respondee from novice to expert for the Reservoir question item. The assumption is that the quantity of co-occurrences indicates students have an understanding that there is some sort of connection between Food, Energy, and Water. For example, student responses could be coded in a number of bins regarding the type of energy, and what the energy is used for, e.g., irrigation or powering homes. We assume that students’ answers indicating a greater understanding of the relationships between Food, Energy, and Water will include bin codes for hydroelectricity, irrigation for food, energy for machinery, and energy for housing/farm bins (Table 7 ). Novice responses show they know that the dam is used to create hydropower, but they do not have any further knowledge about how this energy can be used and how it relates to food (Table 7 ).

Trade-offs systems: biomass energy production question item

Overall, students perform at a higher level for explaining changing water usage (Part A) than discussing trade-offs (Part B) (Table 8 ). The large majority of students discuss at least one trade-off in their response for Part B and, therefore, are placed in level 1 or higher (see Table 9 for an example of student responses). Due to the ML model performance for this question item, we have also included the number of responses for each Novice to Expert Level as Supplemental Methods Table 9 .

For the Biomass question item Part A, slightly over half of the responses scored a level 3, with over 20% as Level 4 and about 23% as Level 1, and no level 2 responses (example responses provided in Table 9 ). For Part B, about half of the responses were grouped in level 2 and roughly 20% in level 1; both of these levels) had similar numbers of responses in those levels by ML and human-assigned codes. A small percentage of responses (~11%) were placed in level 3 by the ML model, while human codes had slightly more responses (13.5%) in that level. There were no student responses predicted for level 4 by the ML model and only one response in that level based on human-assigned codes.

The lack of level 2 responses for Part A is due to having only one positive ML predicted for the C component. However, this response was scored to level 3 response because the student response also included one of the other codes. Since this was a poor-performing ML model for the C code (meaning that the model did not recognize any responses for this code), we explored using human scores for this code; even so, only three responses from the data set end up at level 2. Most responses in the dataset which are categorized in code C end up at levels 3 and 4, since these responses tend to incorporate water price increase as an effect of increased water use or water scarcity within their explanation (Table 9 provides an example student response).

For Biomass Part B, we found no level 4 responses in our data set, which was driven by the lack of ML predictions for category A2, which is a requirement for obtaining this level. A2 is an infrequent category in the dataset with only 4 positive cases assigned by human coders. Even when we explored using human scores in place of ML-predicted scores for this specific rubric bin, we observed only a single response in Level 4. About one-third of the student responses score at Level 2, which demonstrates an ability to connect at least two FEW vertices when discussing trade-offs. The largest group of students (~40%) end up at Level 1, which is a trade-off focused on a single vertice of the nexus (food, energy, or water).

Of the 138 responses that do not fit the other patterns in Part A and the 77 responses categorized as Level 0 in Part B, most were a combination of derivations of “I don’t know” or trivial responses such as “it will go up” or “You need all food, energy, and water in this situation.” However, there were also responses that the ML model did not predict any expertise level, but would be considered one of the expertise levels by human coders. For example, this student's response that was not predicted to achieve an expertise level includes concepts that occurred infrequently and, as such, was not provided a code—reduced water availability means that water would need to come from someplace else, and require more labor and cost for transportation:

“A shift from agriculture to biomass production means the community will need to pay for excess water. If there is very minimal rainfall during a year, the community will need to gain a water supply from the surrounding neighborhoods. Buying water, transporting it, and ensuring the corn is watered requires extra labor, which requires extra pay.”

The application of ML for assessing interdisciplinary learning involves both the development of the process as well as using that process to understand student thinking and learning. The ML process here shows promise for use in evaluating complex constructed responses for systems thinking, especially as part of formative assessment practice, and we also report on the evaluation itself. Here we discuss findings in the context of our research questions and results, including limitations pertaining to each topic within each section.

Use of ML to uncover student understanding of FEW Nexus

Considerations for future assessments of student CRs, particularly in the context of science-related items, demand significant attention. Despite the relative success of current applications, there are remaining challenges to using ML approaches to score a broader range of assessment constructs and response types (Zhai et al., 2020a ). These challenges can be characterized by limitations such as insufficient data (or specific types of responses/ideas in CR), subjectivity, imbalances, and the prevalence of noise, and these all present substantial obstacles within the iterative ML training process (Maestrales et al., 2021 ). These challenges, if not effectively addressed, have the potential to compromise the achievement of optimal model accuracy, thereby raising questions about the validity and reliability of ML applications in educational evaluation settings (Suresh and Guttag, 2021 ). Another challenge is the complexity of the assessment target (i.e., what you are trying to measure), and the complexity of expected student responses can pose challenges to such AI-based evaluation (Zhai et al., 2020a ). Others have suggested that features of the assessment item itself, such as the subject domain or scenarios used in the assessment, might impact the accuracy of ML models (Lottridge et al., 2018 ; Zhai et al., 2021b ). To address these challenges, we utilized automated scoring approaches for text classification, which examine complex systems integration. In this study, our technical strategies have introduced a practical solution through data augmentation to help address insufficient data and data imbalance, yielding promising implications. This approach involves generating dummy responses that are subsequently revised with identified synonym sets, thus facilitating the measurement of responses with similar structures and content while preserving the overall meaning and essence. Notably, we found that this approach effectively improved model performance, particularly when dealing with specific descriptors in Reservoir and Biomass question items.

One complexity of assessing complex CRs in postsecondary education is that there are varying disciplinary requirements and usages of student literacy compared to the more consistent expectations of K-12 education. As such, student responses considered holistically consist of a range of literacy abilities, which can impact the “understanding” of natural language processing and text classification models. For this research, student responses were collected from across the United States at different institution types (baccalaureate colleges, master’s colleges, and doctoral universities) to provide a wider range of student responses from which to develop the ML models. The resulting models are thus trained on the many ways that people may write about the question item concepts. High variation in the responses, which can be the result of variation in literacy, language, and understanding, result in more complexity, and are thus more difficult items for model development. Some of this difficulty may be addressed with a larger sample size, but if student responses are too varied or certain types of responses are too infrequent in the sample, then accurate ML models may not be easily achievable. Further, although we refer to the scoring of responses into rubric bins, we posit another important outcome of this work is characterizing students' thinking about FEW concepts. The inclusion of automated text scoring systems into formative assessment evaluation isn’t only for “scoring” but provides a way for instructors to use open-response items and identify complex student ideas, or potential barriers to student learning (Harris et al., 2023 ). This is a critical aspect of formative assessment practice, allowing instructors a richer, more nuanced view of how students’ think about complex systems like the FEW nexus.

Defining criteria for developing text classification models

During the course of our iterative process, models exhibited superior performance in certain rubric categories characterized by well-defined criteria and a robust explanatory framework outlining the expected content under each rubric category. This finding aligns with prior research that underscored the efficacy of ML algorithms in successfully discerning the quality of student responses using fine-grained analytic scoring methodologies ( Ariely et al., 2023 ) . Conversely, challenges become apparent in scenarios where substantial overlap exists between rubric categories, leading to redundancy and a lack of clarity (Liu et al., 2014 ). In such instances, the Kappa value frequently falls short of the desired threshold (Zhai et al., 2021). These insightful observations underscore the imperative need for the refinement of rubric definitions within future assessments. This refinement should be guided by a comprehensive and quantitative delineation of assessment criteria, aimed at mitigating the issues of overlap and ambiguity that our study and prior research have duly highlighted. For example, we revised closely related yet exclusive rubric bins to a single, multi-class prediction after attempting multiple model improvement strategies, yet failing to meet threshold performance metrics. Changing the structure of the rubric maintained the coding criteria of individual bins, now as “levels”, but provided additional information about exclusivity which resulted in better overall model performance. Alternatively, other coding bins with overlapping criteria or developed with too fine-grained of categories than needed to differentiate student ideas, can be merged into a single code. Conversely, other rubric codes that are too broad initially may need to be split or have better-defined coding criteria to better categorize cases (Sripathi et al., 2023 ).

We also note different levels of successful performance metrics for text classification models for the Reservoir versus Biomass question items. Indeed, most models for the Reservoir question item rubric bins achieved very good performance (i.e., “almost perfect” Cohen’s kappa measures), but most models for the Biomass question item rubric bins achieved only “acceptable” performance. This is despite both assessment items being in the Environmental Science domain, being centered on the FEW Nexus as context, and undergoing similar iterations in ML development. We interpret these findings to provide further evidence that the underlying construct of the assessment items and/or the expected complexity in student response can influence ML model performance, as noted by others ( Haudek and Zhai, 2023 ; Lottridge et al., 2018 ) . Thus, a practical implication of this work is that more complex assessment targets (e.g., trade-offs in socio-ecological systems), or assessment items that encompass larger systems will need additional feature engineering or more advanced ML techniques for accurate response evaluation ( Wiley et al., 2017 ; Zhai et al., 2020a ) . Further, this highlights the need for an iterative approach in these research efforts. Although we lay out our approach as a “cycle” (see Fig. 1), in practice, it is highly iterative, with results from all stages informing the work of other stages, often in feedback loops. To improve final model outcomes, all stages of item development, data collection, and rubric alignment should be revisited, not only tuning specific model features. Following principled item design procedures (e.g. Harris et al., 2019 ) and incorporating automated scoring systems into the methodological pipeline (Rupp, 2018 ) are important considerations. Nevertheless, successful item/rubric/model development often takes multiple iterative rounds, which we continue to do, and models should be updated and expanded.

Such challenges to using NLP for short answer scoring are well reported and exist for assessments across science domains (Shermis, 2015 ; Liu et al., 2016 ). This leads to a broad range of scoring model performances (see Zhai et al., 2021b ). These iterative cycles of revision do require an investment of human effort with an outcome of having automated classification models that can predict categories for any number of new responses and for any number of new users. Further, researchers also learn about student thinking about the targeted key concepts (see section “Student understanding of systems thinking in the FEW nexus” below) as they work to design items, rubrics, and models (e.g. Sripathi et al., 2023 ).

Scoring novice to expert levels

Scoring through levels [Level 1–Level 4] allows us to see the real distribution of knowledge for students in introductory courses. Level 4 responses were least frequent, most likely due to this level’s creation being based on an instructor’s expert response. Although, level 4 responses were seldom seen in students, it allows us to set a growth goal and see students who have previous knowledge at the expert level. As seen previously, only one student was able to achieve that level, which suggests that the task at hand is indicative of student ability. The level 4 response level is a baseline for exemplary understanding, it can also be used in the future to see if senior level or graduate students are performing at the expected level or to evaluate different strategies for achieving higher learning outcomes. Another We did have one student be within the level, which suggests that it is possible that students can strive to that level at a beginning level course. In addition, this supports student learning and growth, as we can expect as learning improves the FEW system understanding and could be a good baseline for growth as more students learn better. Additionally, no students fell within the pre-established Level 2 for responses that only included C codes (responses that only addressed a change in water prices), however students who were rated in Level 3 and Level 4 did include that content in their response. This particular content seems to be closely connected with the higher level responses rather than being a piece of information distinct from the other content and future research may delve into the content mapping of student responses.

We report on using the computer predicted scores to place student response in expertise levels. Overall, the computer placement may slightly underpredict student performance on these items as compared to human assignment, especially in the mid-level. This is more notable in the Biomass item, especially for Part A, indicating that the difficulty of this item may affect level assignment. However, although the classifications result from individual models with varying degrees of accuracy, the overall distribution of responses across all levels approximates the distribution from human assigned placements (see Table 9 of the Supplemental Methods for human assigned placements as comparison with the ML predictions of Table 8 ). This supports the use of these automated classification models to evaluate group or large class performance as part of formative assessment practice, even though individual response placement in specific levels may vary. That is, a reasonable approximation of the distribution of a large number of responses collected in an introductory course can be generated in seconds to minutes using the developed classification models, as opposed to the effort of human reading and assigning levels to all collected responses.

Future prospects of generative AI

The recent advancements in generative AI have raised additional considerations about assessment in education, among a host of many different possible applications (Kasneci et al., 2023 ). Although many of these issues are common to uses of classroom assessment in many contexts, some issues are particularly overlapping with the process of assessment development and automated scoring presented here. Recent explorations in using large language models for automated scoring of essays and short responses show great promise (e.g. Cochran et al., 2023 ; Mizumoto and Eguchi, 2023 ; Latif and Zhai, 2024 ). Using such an approach would simplify and expedite the automated scoring process, thus permitting automated scoring for different assessment prompts (Weegar and Idestam-Almquist, 2024 ) and could contribute to generalizability of models (Mayfield and Black, 2020 ). One promising application of generative AI is to do pattern finding,contextualized representation of information, and clustering of collections of student responses to open-ended tasks in support of formative assessment practice (Wang et al., in review ; Wulff et al., 2022 ). This may assist instructors to easily find patterns and capture token-level representations in student responses based on the linguistic context, thus allowing them to attend to student ideas and thinking as exhibited in their classroom, without reading and sorting individual responses.

On the other hand, the use of generative AI in education raises many concerns about academic integrity and students easily finding or asking AI to generate answers to assessments (Chan, 2023 ). Some studies have found that generative AI models still perform less well for producing more complex assessment tasks and tend to do better on quantitative tasks as compared to explanatory (Nguyen Thanh et al., 2023 ). Additionally, regarding the language attributes, current AI-generated responses, when compared to human-authored counterparts, typically manifest a discernible deficiency in cohesive and coherent elements, accompanied by a writing style characterized by uniformity and repetition (Wang et al., 2023 ). It is very likely these shortcomings of these AI models will not last long. Instead, educators should re-evaluate the purposes of assessment (Chan, 2023 ), including how and what content and practices are necessary for students to be “skilled” in a discipline. Therefore, focusing teaching and learning on foundational principles within the discipline, which allows students to see science across contexts and define problem boundaries, like systems and systems models, maybe one such approach. Educators should also consider the purpose learning activities that students engage with, both in the classroom and outside of the classroom. The application of generative AI represents a frontier in the use of technology in support of formative assessment in the classroom (Harris et al., 2023 ).

Student understanding of systems thinking in the FEW Nexus

Systems thinking involves understanding the interdisciplinary connections and relationships between associated components within a system, rather than simply focusing on discrete concepts (Meadows, 2008 ). For teaching and learning contexts, the FEW Nexus provides a scaffold for incorporating systems thinking and sustainability concepts into courses and across curricula. A primary advantage of the NGCI is the potential to capture a student’s understanding of relationships within the FEW Nexus. While the analytic rubrics were developed to score student understanding of FEW isolated discrete parts of the systems in the scenario presented by each item, by examining the constellation of scores a student response achieved across criteria, we quantified student patterns of explanations about these systems.

What our students know about the Food–Energy–Water Nexus

Both the Reservoir and the Biomass question items present students with scenarios about the FEW Nexus relationship centering water with connections to energy production and agriculture. The codes described in the analytic rubric represent the most common concepts students included when presented with these scenarios. The frequency of these concepts may indicate that these ideas are foundational as introductory students construct knowledge about FEW systems. Many of the most common codes could be classified as demonstrating basic knowledge, which is the simplest cognitive task presented in Bloom’s taxonomy model (Bloom and Krathwohl, 1956 ; Krathwohl, 2002 ). For example, in the Reservoir question item rubric, the A codes were the most commonly found in our dataset (Table 6 ), and indicated responses identifying that a dam could be related to hydropower. While this type of statement is reasonable for introductory level courses where students are developing new understanding and aligns with the content presented in introductory IES courses (Horne et al., 2023 ), knowledge statements alone do not achieve the competency goals for IES students (Wiek et al., 2011 ). More complex student responses in our study contained combinations of codes, however exceptionally creative explanations or concepts were not always frequent enough to be included in the analytic rubric or be captured reliably in the ML models.

The Biomass item presents students with an opportunity to consider directionality within trade-offs, and directionality concepts are thus frequent in the associated rubric. In the Biomass sub-questions, students often included at least one statement about directionality of the quantity of food, energy, or water, but responses including predictions across these three ideas were infrequent. Making a statement about change or directionality, such as describing the quantity of food or water decreasing, is a relatively simple task in systems thinking, but is foundational to more complex tasks that consider changes over time (Sweeney and Sterman, 2007 ). Students who described trade-offs in their responses to this question sometimes went beyond discussing the cause-and-effect components of the system and discussed concepts not immediately asked by the question, such as the impact of this scenario on water pricing. However, these types of responses did not always register in the ML models, and some were too infrequent to be included in the rubric. The frequency of simpler codes describing FEW concepts in comparison to codes describing FEW consequences presents a challenge, given that IES curricula prioritizes FEW in relation to socio-environmental topics (Horne et al., 2023 ). The emergence of these concepts in student responses provides insight into what students will need to do with these ideas after the classroom and how students may move from identifying FEW concepts to applying predictions about FEW impacts on people, land, and communities.

How students assimilate systems thinking into their constructed responses

The frequency of co-occurrences in our analysis can serve as a proxy for gauging the level of understanding among respondents, ranging from novice to expert, regarding the relationships between food, energy, and water. The pattern of responses students gave sheds light on the connections between the concepts of food, energy, and water within the context of our study (see Table 6 ). In responses to the Reservoir item, we observed in our data that students frequently combined ideas under A codes (descriptions of hydropower) with C codes (uses of energy). This combination of concepts aligns well with the task presented in the item, and this pattern suggests a moderate association between generating hydropower and its applications in agriculture or infrastructure. Additionally, we noticed a prevalent co-occurrence of connections between C codes and B codes, signifying that students can connect the production of various energy types and their local utilization in agriculture or community resource management. These types of responses represent a robust understanding among students that hydropower is harnessed from water sources and plays a role in electricity generation. When students’ responses were coded into various categories such as the type of energy and its intended purposes (e.g., irrigation or powering homes), we found that responses indicating a more comprehensive understanding tended to include bin codes related to hydroelectricity, energy for irrigation in food production, energy for machinery, and energy for residential or agricultural purposes (see Table 7 ). In contrast, D codes represented facets of student explanations that centered on the use of water , and not necessarily energy, from the reservoir in the prompt. While overall these codes were less frequent than codes describing the use of energy, they were associated with more novice responses that co-occurred with A codes (e.g., stating that hydropower is related to the prompt) but not as frequently with explanations of how energy is produced and used for agriculture. Students commonly linked the concepts of energy generation, energy applications in agriculture, and broader infrastructure. In contrast, novice responses included the basic concept that dams were related to hydropower but lacked further knowledge about how energy is generated, how energy could be employed, or its relevance to food production, and instead offered how water from the reservoir could be used for agricultural purposes (see Table 7 ).

While examining co-occurrences between codes within the Reservoir item explores how students characterize the components of a FEW system, examining co-occurring codes in responses to the Biomass item offers a way to model how students describe trade-offs. The combinations of co-occurring codes reflect the complexity of a students’ response, which serves as the basis for the logic of the Novice to Expert scale (Table 8 ). Without including at least two of the facets of the FEW Nexus, a response to the Biomass item would not describe a trade-off. For example, a Level 1 response to the Biomass item would only include one facet of FEW, while a response including more specific details and more than one FEW element would be more expert-like. Further, moving from describing individual effects to multiple effects may also indicate a student is reasoning about the mechanism behind the system, which is a more expert-like approach to systems thinking (Hmelo-Silver and Pfeffer, 2004 ). However, aligned with previous research in science education indicating the challenge of developing expert-like systems thinking (Hmelo-Silver and Pfeffer, 2004 ; Jacobson and Wilensky, 2006 ; Sweeney and Sterman, 2007 ), expert-like Level 3 and Level 4 responses were infrequent in our dataset compared to responses providing simpler, incomplete explanations of the systems presented in the question.

There is growing support and interest in establishing interdisciplinary environmental education in higher education that integrate concepts and disciplines in addition to providing varied perspectives (Christie et al., 2015 ; Cooke and Vermaire, 2015 ; Wallace and Clark, 2018 ). Most of these IESs do not incorporate systematic evaluation and assessment, and especially non-summative evaluations, with one of the main challenges to developing evaluation being the diversity of content and fields (Vincent et al., 2017 ). There is a need to assess student learning in IESs as well as rigorous evaluation of IES educational practices, especially of complex synthesis concepts. Here, we described initial steps in developing ML text classification models as a tool to assess student systems thinking capabilities using two questions anchored by FEW Nexus phenomena (i.e., water-energy connections, biomass trade-offs). Our two questions are first steps to fulfilling a much-needed gap in educational assessment by providing a means to analyze complex concept integration related to the FEW Nexus using ML. Successes and challenges to ML approaches to scoring student FEW Nexus CR indicate several future research priorities for interdisciplinary, practice-based education research: further development of human scoring methods to specifically prepare training and test data for ML models; developing evaluation systems for student responses on novice to expert scales; developing assessment instruments using multiple CR question items; and examining how students incorporate social competencies and human factors into their explanations of FEW topics. Some of these research priorities address the critical issue of time investment in developing text classification models. Data collection, in the form of hundreds of student responses to the same question, rubric development (an iterative process), human scoring of student responses for training and test data, and model development (also an iterative process), all require a large amount of person-hours. This particular project has included the collaboration of 10 institutions for data collections, as well as two research labs at two additional institutions for scoring and model development with multiple postdoctoral scholars and graduate students. This investment is a severe limitation in the development of such models, and the process information presented here is intended to support other scholars in their model development through in-depth discussion of strategies for model improvement and likely outcomes. However, once a model is developed and has achieved acceptable evaluation metrics, it can be used to very quickly assess large numbers of students’ responses and conduct research on large datasets. This trade-off in investment is also offset by research that makes available resulting models to the scholarly community, as with questions and models presented in this paper (see supplemental information access).

Development of these question items using text classification models and CR assessment items allows evaluation of the relationship between foundational concept understanding and integration of those concepts as well as more nuanced understanding of student comprehension of complex interdisciplinary concepts. This proposed research represents one of the first attempts to assess the links between foundational, discipline-specific concepts and systems thinking and learning. We have been able to engage a range of institutions in all phases of the project thus far. Institutions were chosen as a representative sample of EPs across the US and include baccalaureate colleges (4), master’s colleges (3), and doctoral universities (3). This is critical to ensure that findings and outcomes are applicable to undergraduates across the US. We anticipate that the information gleaned from reviewing environmental curricula across the United States, combined with concept inventory results showing student learning, will better inform those making curricular and staffing decisions regarding college environmental science and studies programs. Thus, students enrolled in IES programs will benefit by having courses and programs evaluated with a valid and reliable instrument. Additionally, combining discipline-specific ideas and phenomena within a new set of CR assessment items focused on complex system thinking will provide faculty with a valid and reliable instrument for evaluating learning. Our instrument development methodology is also applicable to other multidisciplinary assessments. For instance, the Next Generation Science Standards places a strong emphasis on using three-dimensional learning—how science practices, content knowledge, and crosscutting concepts interconnect (Douglas et al., 2020 ). Lastly, environmental and sustainability objectives are becoming commonplace among university mission and vision statements. Providing shared EP objectives with aligned assessments that can inform instruction and student learning helps meet these objectives of undergraduate education.

Data availability

Scored student response data is available through contact with the corresponding author. Source code for the text classification tools used in this study is available at https://github.com/BeyondMultipleChoice/AACRAutoReport . Assessment items are available at https://beyondmultiplechoice.org/ . Text classification models will be saved and published to the public in subsequent papers at https://beyondmultiplechoice.org/ .

Aggarwal CC, Zhai C (eds) (2012) Mining text data. Springer US

Ariely M, Nazaretsky T, Alexandron G (2023) Machine learning and Hebrew NLP for automated assessment of open-ended questions in biology. Int J Artif Intell Educ 33(1):1–34. https://doi.org/10.1007/s40593-021-00283-x

Article   Google Scholar  

Balint PJ, Stewart RE, Desai A, Walters LC (2011) Wicked environmental problems. Island Press/Center for Resource Economics

Blatti JL, Garcia J, Cave D, Monge F, Cuccinello A, Portillo J, Juarez B, Chan E, Schwebel F (2019) Systems thinking in science education and outreach toward a sustainable future. J Chem Educ 96(12):2852–2862. https://doi.org/10.1021/acs.jchemed.9b00318

Article   CAS   Google Scholar  

Bloom B, Krathwohl D (1956) Taxonomy of educational objectives; the classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive Domain. Longmans, Green, New York, NY

Bonthu S, Rama Sree S, Krishna Prasad MHM (2023) Improving the performance of automatic short answer grading using transfer learning and augmentation. Eng Appl Artif Intell 123:106292. https://doi.org/10.1016/j.engappai.2023.106292

Brandstädter K, Harms U, Großschedl J (2012) Assessing system thinking through different concept-mapping practices. Int J Sci Educ 34(14):2147–2170. https://doi.org/10.1080/09500693.2012.716549

Brew C, Leacock C (2013) Automated short answer scoring: principles and prospects. In: Shermis MD, Burstein J (eds) Handbook of automated essay evaluation. Routledge

Brundiers K, King J, Parnell R, Hiser K (2023) A GCSE proposal statement on key competencies in sustainability: guidance on the accreditation of sustainability and sustainability-related programs in higher education. Global Council for Science and the Environment, p. 40

Bustamante M, Vidueira P, Baker L (2021) Systems thinking and complexity science–informed evaluation frameworks: assessment of the economics of ecosystems and biodiversity for agriculture and food. N Dir Eval 2021(170):81–100

Carnegie Foundation for the Advancement of Teaching (2011) The Carnegie Classification of Institutions of Higher Education, 2010 edition. The Carnegie Classification of Institutions of Higher Education

Chan CKY (2023) A comprehensive AI policy education framework for university teaching and learning. Int J Educ Technol High Educ 20(1):38. https://doi.org/10.1186/s41239-023-00408-3

Chi M, VanLehn K, Litman D, Jordan P (2011) An evaluation of pedagogical tutorial tactics for a natural language tutoring system: a reinforcement learning approach. Int J Artif Intell Educ 21(1–2):83–113. https://doi.org/10.3233/JAI-2011-014

Christie BA, Miller KK, Cooke R, White JG (2015) Environmental sustainability in higher education: what do academics think? Environ Educ Res 21(5):655–686. https://doi.org/10.1080/13504622.2013.879697

Clark SG, Wallace RL (2015) Integration and interdisciplinarity: concepts, frameworks, and education. Policy Sci 48(2):233–255. https://doi.org/10.1007/s11077-015-9210-4

Cochran K, Cohn C, Hastings P, Tomuro N, Hughes S (2023) Using BERT to identify causal structure in students’ scientific explanations. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-023-00373-y

Cooke SJ, Vermaire JC (2015) Environmental studies and environmental science today: inevitable mission creep and integration in action-oriented transdisciplinary areas of inquiry, training and practice. J Environ Stud Sci 5(1):70–78. https://doi.org/10.1007/s13412-014-0220-x

Crossley SA, Allen LK, Snow EL, McNamara DS (2016) Incorporating learning characteristics into automatic essay scoring models: What individual differences and linguistic features tell us about writing quality. J Educ Data Min 8(2):1–19

D’Odorico P, Davis KF, Rosa L, Carr JA, Chiarelli D, Dell’Angelo J, Gephart J, MacDonald GK, Seekell DA, Suweis S, Rulli MC (2018) The global food–energy–water nexus. Rev Geophys 56(3):456–531. https://doi.org/10.1029/2017RG000591

Article   ADS   Google Scholar  

Deane P (2006) Strategies for evidence identification through linguistic assessment of textual responses. In: Williamson DM, Bejar II, Mislevy RJ (eds) Automated scoring of complex tasks in computer-based testing. Lawrence Erlbaum Associates, pp. 313–372

Dogra V, Verma S, Kavita, Chatterjee P, Shafi J, Choi J, Ijaz MF (2022) A complete process of text classification system using state-of-the-art NLP models. Comput Intell Neurosci 2022:1883698. https://doi.org/10.1155/2022/1883698

Article   PubMed   PubMed Central   Google Scholar  

Douglas KA, Gane BD, Neumann K, Pellegrino JW. (2020) Contemporary methods of assessing integrated STEM competencies. In: Johnson CC, Mohr-Schroeder MJ, Moore TJ, English LD (eds) Handbook of Research on STEM Education. 1st ed. Routledge: 234–254

Dugan KE, Mosyjowski EA, Daly SR, Lattuca LR (2022) Systems thinking assessments in engineering: a systematic literature review. Syst Res Behav Sci 39(4):840–866

Gao X, Li P, Shen J, Sun H (2020) Reviewing assessment of student learning in interdisciplinary STEM education. Int J STEM Educ 7(1):24. https://doi.org/10.1186/s40594-020-00225-4

Global Council for Science and the Environment (n.d.) Sustainability in Higher Education: Accreditation. https://www.gcseglobal.org/pathways-to-accreditation . Accessed 5 Sept 2023

Gray S, Sterling EJ, Aminpour P, Goralnik L, Singer A, Wei C, Akabas S, Jordan RC, Giabbanelli PJ, Hodbod J, Betley E (2019) Assessing (social-ecological) systems thinking by evaluating cognitive maps. Sustainability 11(20):5753

Grohs JR, Kirk GR, Soledad MM, Knight DB (2018) Assessing systems thinking: a tool to measure complex reasoning through ill-structured problems. Think Skills Creat 28:110–130

Harris CJ, Krajcik JS, Pellegrino JW, DeBarger AH (2019) Designing Knowledge‐In‐Use assessments to promote deeper learning. Educ Meas Issues Pra 38(2):53–67. https://doi.org/10.1111/emip.12253

Harris CJ, Weibe E, Grover S, Pellegrino JW (eds) (2023) Classroom-based STEM assessment: Contemporary issues and perspectives. Community for Advancing Discovery Research in Education (CADRE). Education Development Center, Inc. https://cadrek12.org/resources/classroom-based-stem-assessment-contemporary-issues-and-perspectives

Harrison JS, Josefy MA, Kalm M, Krause R (2023) Using supervised machine learning to scale human-coded data: a method and dataset in the board leadership context. Strateg Manag J 44(7):1780–1802. https://doi.org/10.1002/smj.3480

Hartmann DP (1977) Considerations in the choice of interobserver reliability estimates. J Appl Behav Anal 10(1):103–116. https://doi.org/10.1901/jaba.1977.10-103

Haudek KC, Zhai X (2023) Examining the effect of assessment construct characteristics on machine learning scoring of scientific argumentation. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-023-00385-8

Hestenes D, Wells M, Swackhamer G. (1992) Force concept inventory. Phys Teach 30(3):141–158. https://doi.org/10.1119/1.2343497

Hmelo-Silver CE, Pfeffer MG (2004) Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cogn Sci 28(1):127–138. https://doi.org/10.1207/s15516709cog2801_7

Hmelo-Silver CE, Marathe S, Liu L (2007) Fish swim, rocks sit, and lungs breathe: expert-novice understanding of complex systems. J Learn Sci 16(3):307–331. https://doi.org/10.1080/10508400701413401

Horne L, Manzanares A, Babin N, Royse EA, Arakawa L, Blavascunas E, Doner L, Druckenbrod D, Fairchild E, Jarchow M, Muchnick BR, Panday P, Perry D, Thomas R, Toomey A, Tucker BH, Washington-Ottombre C, Vincent S, Anderson SW, Romulo C (2023) Alignment among environmental programs in higher education: what Food–Energy–Water Nexus concepts are covered in introductory courses? J Geosci Educ 1–18. https://doi.org/10.1080/10899995.2023.2187680

Horne L, Manzanares AD, Atalan-Helicke N, Vincent S, Anderson SW, Romulo C (2024) An exploratory study of drawings as a tool to evaluate student understanding of the Food–Energy–Water (FEW) Nexus. J Environ Stud Sci. https://doi.org/10.1007/s13412-024-00929-x

Hsieh H-F, Shannon SE (2005) Three approaches to qualitative content analysis. Qual Health Res 15(9):1277–1288. https://doi.org/10.1177/1049732305276687

Article   PubMed   Google Scholar  

Jacobson MJ, Wilensky U (2006) Complex systems in education: scientific and educational importance and implications for the learning sciences. J Learn Sci 15(1):11–34. https://doi.org/10.1207/s15327809jls1501_4

Jescovitch LN, Scott EE, Cerchiara JA, Merrill J, Urban-Lurain M, Doherty JH, Haudek KC (2021) Comparison of machine learning performance using analytic and holistic coding approaches across constructed response assessments aligned to a science learning progression. J Sci Educ Technol 30(2):150–167. https://doi.org/10.1007/s10956-020-09858-0

Jordan MI, Mitchell TM (2015) Machine learning: trends, perspectives, and prospects. Science 349(6245):255–260. https://doi.org/10.1126/science.aaa8415

Article   ADS   MathSciNet   CAS   PubMed   Google Scholar  

Jurka TP, Collingwood L, Boydstun AE, Grossman E, Van Atteveldt W (2013) RTextTools: a supervised learning package for text classification. R J 5(1):6–12

Kasneci E, Sessler K, Küchemann S, Bannert M, Dementieva D, Fischer F, Gasser U, Groh G, Günnemann S, Hüllermeier E, Krusche S, Kutyniok G, Michaeli T, Nerdel C, Pfeffer J, Poquet O, Sailer M, Schmidt A, Seidel T, … Kasneci G (2023) ChatGPT for good? On opportunities and challenges of large language models for education. Learn Individ Differ 103:102274. https://doi.org/10.1016/j.lindif.2023.102274

Katz SL, Padowski JC, Goldsby M, Brady MP, Hampton SE (2020) Defining the nature of the nexus: specialization, connectedness, scarcity, and scale in Food–Energy–Water management. Water 12(4):972. https://doi.org/10.3390/w12040972

Krathwohl DR (2002) A revision of bloom’s taxonomy: an overview. Theory Into Pract 41(4):212–218. https://doi.org/10.1207/s15430421tip4104_2

Latif E, Zhai X (2024) Fine-tuning ChatGPT for automatic scoring. Comput Educ: Artif Intell 6:100210. https://doi.org/10.1016/j.caeai.2024.100210

Laverty JT, Underwood SM, Matz RL, Posey LA, Carmel JH, Caballero MD, Fata-Hartley CL, Ebert-May D, Jardeleza SE, Cooper MM (2016) Characterizing college science assessments: the three-dimensional learning assessment Protocol. PLoS ONE 11(9):e0162333. https://doi.org/10.1371/journal.pone.0162333

Article   CAS   PubMed   PubMed Central   Google Scholar  

Leal Filho W, Levesque VR, Salvia AL, Paço A, Fritzen B, Frankenberger F, Damke LI, Brandli LL, Ávila LV, Mifsud M, Will M, Pace P, Azeiteiro UM, Lovren VO (2021) University teaching staff and sustainable development: An assessment of competences. Sustain Sci 16(1):101–116. https://doi.org/10.1007/s11625-020-00868-w

Leck H, Conway D, Bradshaw M, Rees J (2015) Tracing the Water–Energy–Food Nexus: description, theory and practice. Geogr Compass 9(8):445–460. https://doi.org/10.1111/gec3.12222

Lee H-S, Gweon G-H, Lord T, Paessel N, Pallant A, Pryputniewicz S (2021) Machine learning-enabled automated feedback: supporting students’ revision of scientific arguments based on data drawn from simulation. J Sci Educ Technol 30(2):168–192. https://doi.org/10.1007/s10956-020-09889-7

Libarkin JC, Anderson SW (2005) Assessment of learning in entry-level geoscience courses: results from the geoscience concept inventory. J Geosci Educ 53(4):394–401

Libarkin JC, Geraghty Ward EM (2011) The qualitative underpinnings of quantitative concept inventory questions. Geological Society of America Special Papers, vol 474. Geological Society of America, pp. 37–48

Liu OL, Rios JA, Heilman M, Gerard L, Linn MC (2016) Validation of automated scoring of science assessments. J Res Sci Teach 53(2):215–233. https://doi.org/10.1002/tea.21299

Liu OL, Brew C, Blackmore J, Gerard L, Madhok J, Linn MC (2014) Automated scoring of constructed-response science items: prospects and obstacles. Educ Meas: Issues Pract 33(2):19–28. https://doi.org/10.1111/emip.12028

Liu SC (2023) Examining undergraduate students’ systems thinking competency through a problem scenario in the context of climate change education. Environ Educ Res 29(12):1780–1795

Article   MathSciNet   Google Scholar  

Lottridge S, Wood S, Shaw D (2018) The effectiveness of machine score-ability ratings in predicting automated scoring performance. Appl Meas Educ 31(3):215–232. https://doi.org/10.1080/08957347.2018.1464452

Maestrales S, Zhai X, Touitou I, Baker Q, Schneider B, Krajcik J (2021) Using machine learning to score multi-dimensional assessments of chemistry and physics. J Sci Educ Technol 30(2):239–254. https://doi.org/10.1007/s10956-020-09895-9

Mambrey S, Timm J, Landskron JJ, Schmiemann P (2020) The impact of system specifics on systems thinking. J Res Sci Teach 57(10):1632–1651. https://doi.org/10.1002/tea.21649

Manzanares AD, Horne L, Royse EA, Azzarello CB, Jarchow M, Druckenbrod D, Babin N, Atalan-Helicke N, Vincent S, Anderson SW, Romulo C (in review). Undergraduate students’ knowledge about the relationships between climate change and the Food–Energy–Water Nexus. Int J Sustain High Educ

Martins FP, Cezarino LO, Liboni LB, Botelho Junior AB, Hunter T (2022) Interdisciplinarity-based sustainability framework for management education. Sustainability 14(19):12289. https://doi.org/10.3390/su141912289

Mayfield E, Black AW (2020) should you fine-tune BERT for automated essay scoring? In: Burstein J, Kochmar E, Leacock C, Madnani N, Pilán I, Yannakoudakis H, Zesch T (eds) proceedings of the fifteenth workshop on innovative use of NLP for building educational applications. Association for Computational Linguistics. 151–162. https://doi.org/10.18653/v1/2020.bea-1.15

McNamara D, Graesser AC (2011) Coh-Metrix: an automated tool for theoretical and applied natural language processing. In Applied Natural Language Processing. IGI Global, pp. 188–205

Meadows DH (2008) Thinking in systems: a primer. Chelsea Green Publishing

Mitchell TM (1997) Machine learning, vol 1. McGraw-hill New York

Mitkov R, Le An H, Karamanis N (2006) A computer-aided environment for generating multiple-choice test items. Nat Lang Eng 12(2):177

Mizumoto A, Eguchi M (2023) Exploring the potential of using an AI language model for automated essay scoring. Res Methods Appl Linguist 2(2):100050. https://doi.org/10.1016/j.rmal.2023.100050

Momsen J, Speth EB, Wyse S, Long T (2022) Using systems and systems thinking to unify biology education. CBE—Life Sci Educ 21(2):es3. https://doi.org/10.1187/cbe.21-05-0118

National Research Council (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165

National Science Foundation (2020) STEM Education for the Future—2020 Visioning Report.pdf. https://www.nsf.gov/ehr/Materials/STEM%20Education%20for%20the%20Future%20-%202020%20Visioning%20Report.pdf

Nehm RH, Ha M, Mayfield E (2012) Transforming biology assessment with machine learning: automated scoring of written evolutionary explanations. J Sci Educ Technol 21(1):183–196. https://doi.org/10.1007/s10956-011-9300-9

NGSS Lead States (2013) Next generation science standards: for states, by states. The National Academies Press

Nguyen Thanh B, Vo DTH, Nguyen Nhat M, Pham TTT, Thai Trung H, Ha Xuan S (2023) Race with the machines: Assessing the capability of generative AI in solving authentic assessments. Australas J Educ Technol 39(5):59–81. https://doi.org/10.14742/ajet.8902

Noyes K, McKay RL, Neumann M, Haudek KC, Cooper, MM (2020) Developing computer resources to automate analysis of students’ explanations of London dispersion forces. J Chem Educ 97(11):3923–3936. https://doi.org/10.1021/acs.jchemed.0c00445

Pellegrino JW, Wilson MR, Koenig JA, Beatty AS (2013) Developing assessments for the next generation science standards. National Academies Press

Randle JM, Stroink ML (2018) The development and initial validation of the paradigm of systems thinking: development and validation of systems thinking. Syst Res Behav Sci 35(5):645–657

Ravi M, Puente-Urbina A, van Bokhoven JA (2021) Identifying opportunities to promote systems thinking in catalysis education. J Chem Educ 98(5):1583–1593. https://doi.org/10.1021/acs.jchemed.1c00005

Redman A, Wiek A, Barth M (2021) Current practice of assessing students’ sustainability competencies: a review of tools. Sustain Sci 16(1):117–135. https://doi.org/10.1007/s11625-020-00855-1

Redman A, Wiek A (2021) Competencies for advancing transformations towards sustainability. Front Educ 6 . https://www.frontiersin.org/articles/10.3389/feduc.2021.785163

Romero C, Ventura S, Espejo PG, Hervás C (2008) Data mining algorithms to classify students. In: Baker RSJd, Barnes T, Beck JE (eds) Educational data mining 2008. The 1st International Conference on Educational Data Mining, Proceedings. Montréal, Québec, Canada

Rupp AA (2018) Designing, evaluating, and deploying automated scoring systems with validity in mind: methodological design decisions. Appl Meas Educ 31(3):191–214. https://doi.org/10.1080/08957347.2018.1464448

Shermis MD (2015) Contrasting state-of-the-art in the machine scoring of short-form constructed responses. Educ Assess 20(1):46–65. https://doi.org/10.1080/10627197.2015.997617

Shermis MD, Burstein J (2013) Handbook of automated essay evaluation: Current applications and new directions. Routledge

Shiroda M, Uhl JD, Urban-Lurain M, Haudek KC (2022) Comparison of computer scoring model performance for short text responses across undergraduate institutional types. J Sci Educ Technol 31(1):117–128. https://doi.org/10.1007/s10956-021-09935-y

Simpson GB, Jewitt GPW (2019) The development of the Water-Energy-Food Nexus as a framework for achieving resource security: a review. Front Environ Sci 7:8. https://doi.org/10.3389/fenvs.2019.00008

Smajgl A, Ward J, Pluschke L (2016) The water–food–energy Nexus – Realising a new paradigm. J Hydrol 533:533–540. https://doi.org/10.1016/j.jhydrol.2015.12.033

Soltis NA, McNeal KS (2022) Development and validation of a concept inventory for earth system thinking skills. J STEM Educ Res 5(1):28–52. https://doi.org/10.1007/s41979-021-00065-z

Sripathi KN, Moscarella RA, Steele M, Yoho R, You H, Prevost LB, Urban-Lurain M, Merrill J, Haudek KC (2024) Machine learning mixed methods text analysis: an illustration from automated scoring models of student writing in biology education. J Mixed Methods Res 18(1):48–70. https://doi.org/10.1177/15586898231153946

Stone A, Allen K, Rhoads TR, Murphy TJ, Shehab RL, Saha C (2003) The statistics concept inventory: a pilot study. 33rd annual frontiers in education, 2003. FIE 2003. T3D_1-T3D_6. https://doi.org/10.1109/FIE.2003.1263336

Suresh H, Guttag J (2021) A framework for understanding sources of harm throughout the machine learning life cycle. In: Proceedings of the 1st ACM Conference on Equity and Access in Algorithms, Mechanisms, and Optimization. Association for Computing Machinery. https://doi.org/10.1145/3465416.3483305

Sweeney LB, Sterman JD (2007) Thinking about systems: Student and teacher conceptions of natural and social systems. Syst Dyn Rev 23(2–3):285–311. https://doi.org/10.1002/sdr.366

Tornabee R, Lavington E, Nehm RH (2016) Testing validity inferences for genetic drift concept inventory scores using Rasch and item order analyses [Conference paper]. National Association for Research in Science Teaching (NARST) Annual International Conference

Underwood SM, Posey LA, Herrington DG, Carmel JH, Cooper MM (2018) Adapting assessment tasks to support three-dimensional learning. J Chem Educ 95(2):207–217. https://doi.org/10.1021/acs.jchemed.7b00645

Urban-Lurain M, Merrill J, Haudek K, Nehm R, Moscarella R, Steele M, Park M (2015) Automated analysis of constructed responses: what are we modeling? [Conference paper]. National Meeting for the Society for the Advancement of Biology Education Research (SABER)

Varela-Losada M, Vega-Marcote P, Pérez-Rodríguez U, Álvarez-Lires M (2016) Going to action? A literature review on educational proposals in formal environmental education. Environ Educ Res 22(3):390–421. https://doi.org/10.1080/13504622.2015.1101751

Vincent S, Bunn S, Sloane S (2013) Interdisciplinary environmental and sustainability education on the nation’s campuses: curriculum design. National Council for Science and the Environment, Washington, DC

Vincent S, Rao S, Fu Q, Gu K, Huang X, Lindaman K, Mittleman E, Nguyen K, Rosenstein R, Suh Y (2017) Scope of interdisciplinary environmental, sustainability, and energy baccalaureate and graduate education in the United States. National Council for Science and the Environment: Washington DC

Wallace RL, Clark SG (2018) Environmental studies and sciences in a time of chaos: problems, contexts, and recommendations. J Environ Stud Sci 8(1):110–113. https://doi.org/10.1007/s13412-018-0469-6

Wang H, Troia GA (2023) Writing quality predictive modeling: integrating register-related factors. Writ Commun 40(4):1070–1112. https://doi.org/10.1177/07410883231185287

Wang H, Li T, Haudek K, Royse EA, Manzanares M, Adams S, Horne L, Romulo C (2023) Is ChatGPT a threat to formative assessment in college-level science? an analysis of linguistic and content-level features to classify response types. In: Schlippe T, Cheng ECK, Wang T (eds) artificial intelligence in education technologies: new development and innovative practices. AIET 2023. Lecture Notes on Data Engineering and Communications Technologies, vol 190. Springer, Singapore. https://doi.org/10.1007/978-981-99-7947-9_13

Wang H, Haudek KC, Manzanares AD, Romulo CL, Royse EA (in review) extending a pretrained language model (BERT) using an ontological perspective to classify students’ scientific expertise level from written responses

Weegar R, Idestam-Almquist P (2024) reducing workload in short answer grading using machine learning. Int J Artif Intell in Educ 34(2):247–273. https://doi.org/10.1007/s40593-022-00322-1

Wiek A, Withycombe L, Redman CL (2011) Key competencies in sustainability: A reference framework for academic program development. Sustain Sci 6(2):203–218. https://doi.org/10.1007/s11625-011-0132-6

Wiek A, Bernstein MJ, Rider WF, Cohen M, Forrest N, Kuzdas C, et al. (2016) operationalising competencies in higher educationfor sustainable Development. In Barth M, Michelsen G, Rieckmann M, Thomas I (eds) handbook of higher education for sustainable development. (London: Routledge), 297–317

Wiley J, Hastings P, Blaum D, Jaeger AJ, Hughes S, Wallace P, Griffin TD, Britt MA (2017) Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. Int J Artif Intell Educ 27(4):758–790. https://doi.org/10.1007/s40593-017-0138-z

Williamson DM, Xi X, Breyer FJ (2012) A framework for evaluation and use of automated scoring. Educ Meas: Issues Pract 31(1):2–13. https://doi.org/10.1111/j.1745-3992.2011.00223.x

Wilson CD, Haudek KC, Osborne JF, Buck Bracey ZE, Cheuk T, Donovan BM, Stuhlsatz MAM, Santiago MM, Zhai X (2023) Using automated analysis to assess middle school students’ competence with scientific argumentation. J Res Sci Teach 61:38-69. https://doi.org/10.1002/tea.21864

Wulff P, Buschhüter D, Westphal A, Mientus L, Nowak A, Borowski A (2022) bridging the gap between qualitative and quantitative assessment in science education research with machine learning—a case for pretrained language models-based clustering. J Sci Educ Technol 31(4):490–513. https://doi.org/10.1007/s10956-022-09969-w

Zehner F, Sälzer C, Goldhammer F (2015) Automatic coding of short text responses via clustering in educational assessment. Educ Psychol Meas 76(2):280–303. https://doi.org/10.1177/0013164415590022

Zhai X, Krajcik J, Pellegrino JW (2021a) On the validity of machine learning-based next generation science assessments: a validity inferential network. J Sci Educ Technol 30(2):298–312. https://doi.org/10.1007/s10956-020-09879-9

Zhai X, Shi L, Nehm RH (2021b) A meta-analysis of machine learning-based science assessments: factors impacting machine-human score agreements. J Sci Educ Technol 30(3):361–379. https://doi.org/10.1007/s10956-020-09875-z

Zhai X, Haudek K, Shi L, H. Nehm R, Urban-Lurain M (2020a) From substitution to redefinition: a framework of machine learning-based science assessment. J Res Sci Teach 57(9):1430–1459. https://doi.org/10.1002/tea.21658

Zhai X, Yin Y, Pellegrino JW, Haudek KC, Shi L (2020b) Applying machine learning in science assessment: a systematic review. Stud Sci Educ 56(1):111–151. https://doi.org/10.1080/03057267.2020.1735757

Download references

Acknowledgements

Our team would like to acknowledge and thank the students and faculty who contributed materials, time, and responses to this research. This material is based upon work supported by the National Science Foundation under Grant Nos. 2013373 and 2013359.

Author information

Authors and affiliations.

Aims Community College, Greeley, USA

Emily A. Royse

School of Psychological Sciences at the University of Northern Colorado, Greeley, CO, USA

Amanda D. Manzanares & Caterina Belle Azzarello

Department of Counseling, Educational Psychology and Special Education at Michigan State University, East Lansing, MI, US

Heqiao Wang

Department of Biochemistry and Molecular Biology at Michigan State University, East Lansing, MI, USA

Kevin C. Haudek

Unity Environmental University, Unity, ME, USA

Lydia R. Horne

Department of Earth and Chemical Sciences at Rider University, Lawrenceville, NJ, USA

Daniel L. Druckenbrod

Department of Human Biology at Michigan State University, East Lansing, MI, USA

Megan Shiroda

Metropolitan State University of Denver, Denver, CO, USA

Sol R. Adams

Pacific Northwest National Laboratory, Richland, WA, USA

Ennea Fairchild

Vincent Evaluation Consulting LLC, Tulsa, OK, USA

Shirley Vincent

Department of Earth and Atmospheric Sciences, University of Northern Colorado, Greeley, CO, USA

Steven W. Anderson

Department of Geography, GIS and Sustainability at University of Northern Colorado, Greeley, CO, USA

Chelsie Romulo

You can also search for this author in PubMed   Google Scholar

Contributions

CLR, SWA, KCH, and SV conceived the original project; all authors contributed to conceptual design and provided background perspectives; EAR, ADM, LRH, CBA, SRA, EF, and CLR, completed human coding for training and test data and HW, created the machine learning natural language processing algorithms; All authors contributed to the the Introduction, Results and Discussion. All authors discussed results and interpretation, as well as reviewed and edited the manuscript at all stages.

Corresponding author

Correspondence to Chelsie Romulo .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Ethical approval

This work uses human subject matter data in the form of a survey that collected responses from over 400 IES undergraduates at seven post-secondary institutions across the United States. The protocol was reviewed by the lead institution (University of Northern Colorado) Institutional Review Board (IRB) and approved by all other participating institutions (UNCO IRB#158867-1). Responses were de-identified prior to human coding and for machine learning model development.

Informed consent

Prior to completing the IRB-approved survey, students consented to the research study by agreeing to the consent form provided in supplemental materials.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplemental methods and results file, student survey consent form, constructed response question items, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Royse, E.A., Manzanares, A.D., Wang, H. et al. FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts. Humanit Soc Sci Commun 11 , 1033 (2024). https://doi.org/10.1057/s41599-024-03499-z

Download citation

Received : 22 September 2023

Accepted : 22 July 2024

Published : 13 August 2024

DOI : https://doi.org/10.1057/s41599-024-03499-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Title Page Setup

A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.

Student title page

The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.

Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6

Related handouts

• Student Title Page Guide (PDF, 263KB)
• Student Paper Setup Guide (PDF, 3MB)

Student papers do not include a running head unless requested by the instructor or institution.

Follow the guidelines described next to format each element of the student title page.

Professional title page

The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example.

Follow the guidelines described next to format each element of the professional title page.