Education and New Developments 2023 – Volume 2最新文献

{"title":"WHAT IS IMPORTANT FOR ME? ANALYSIS OF UNIVERSITY STUDENTS’ ANSWERS AS TOOL OF WELL-BEING RESEARCH","authors":"Veronika Michvocíková, M. Sirotová","doi":"10.36315/2023v2end070","DOIUrl":"https://doi.org/10.36315/2023v2end070","url":null,"abstract":"The analysis of subjective perception of well-being is very important part of current inclusive education. For this reason, the main aim of presented content is the analysis of surveyed university students answers. Answers of university students were acquired by own empirical research. Empirical research of mentioned issue was realized by the content analysis of the methodical concept one page profile. The methodical concept one page profile has three question and the answer of one question (What is important for me) is one of the important ways of subjective well-being perception in the inclusive education. In the empirical research there were 194 surveyed university students. Surveyed university students were studying at the Slovakian university. 98 surveyed university students were full time students and 96 university students were students of external form of study. Presented context submits created categories by results of research. These categories are defined by subjective answers of surveyed university students. Subjective answers of surveyed university students’ emphasis what is important in respondent life and it is the way of better understanding of university students’ well-being. The main aim of the presented results is the comparison of created categories of both forms of university study. Presented conclusions will improve well-being of university students. Presented study is a part of scientific project solving KEGA 004-UCM-4/2022 with the name “Promoting Health and Well Being through inclusive education in Higher Education” and project BIN SGS02_2021_002 with the name “University enhancing active smart aging”.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115397455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHERS’ ROLES IN REALISING HUMAN RIGHTS IN CHALLENGING CONTEXTS","authors":"Dikeledi Emily, Mogorosi, Annamagriet de Wet","doi":"10.36315/2023v2end066","DOIUrl":"https://doi.org/10.36315/2023v2end066","url":null,"abstract":"The promotion and protection of human rights is a critical issue, particularly in contexts such as South Africa’s township classrooms where there are unique challenges that make it difficult for teachers to fulfil their responsibilities in this regard. Therefore, there is a need to equip teachers with the appropriate knowledge and training to enable them to carry out their roles effectively. The purpose of this paper is to report on a study that explored the role of teachers in promoting and protecting human rights in township classrooms. The study drew on theoretical concepts in the domains of human rights literacy, human rights education, and legal literacy to conceptualize the roles that teachers play in the realization of human rights in the classroom. The research was conducted using a qualitative research design in the form of narrative inquiry, with 29 purposively selected township teachers who work in challenging school contexts in a South African township. Participants were asked to provide written narratives of their positive and negative experiences, opportunities and barriers related to realizing human rights in their classrooms. Six main themes emerged from the data, including support, safety, discipline, resources, and resilience. The findings revealed that teachers lack support from the Ministry of Education and parents, and they struggle with unacceptable student behaviour. This lack of support and the challenges they face in their classrooms drive teachers towards prohibited measures to control unruly students. Additionally, the study found that teachers feel unsafe in schools and that they rely on divine intervention to perform their roles effectively. The paper concludes with practical guidelines that can assist teachers in effectively fulfilling their role in the realization of human rights. The guidelines focus on the need for adequate training and support for teachers, as well as the importance of creating a safe and supportive learning environment. The study highlights the importance of promoting human rights in township classrooms and the need for teachers to be equipped with the necessary skills and knowledge to fulfil their roles effectively.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124890739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DOES IDENTIFYING AND ADDRESSING ACADEMIC DIFFICULTIES EARLY ON CONTRIBUTE TO ENHANCED STUDENT SUCCESS AND HIGHER RETENTION RATES FOR A DISTANCE LEARNING COURSE?","authors":"Neil Anderson, Aidan McGowan, Janak Adhikari, David Cutting, Leo Galway, Matthew Collins","doi":"10.36315/2023v2end026","DOIUrl":"https://doi.org/10.36315/2023v2end026","url":null,"abstract":"In UK universities there is a problem with academic under-performance, failure and dropout of students enrolled on programming-based courses such as computer science & software development. One way to address the issue of high dropout rates in these courses is to implement targeted interventions for students who are at risk of failing or dropping out. By providing timely interventions to students who are struggling, it is possible to improve academic performance and decrease dropout rates. This requires the ability to quickly and accurately identify these students and provide them with the support they need. One challenge with current approaches for identifying students at risk of academic failure or dropout is that they often do not identify these students until it is too late to provide meaningful interventions. To improve the effectiveness of interventions and support for at-risk students, it may be necessary to consider additional sources of data and to implement interventions earlier in the academic process. When working with students in a distance learning programme the problem is more complex than when working with those enrolled on campus-based programmes. The nature of distance delivery means that academic staff are often denied the opportunity to regularly observe a student's performance in a classroom or computer laboratory setting. Furthermore, the literal remoteness of a distance teaching modes often stands between an academic and a struggling student and often blocks the possibility of a quick and informal chat where the student might have outlined their academic difficulties. These are both classic examples of on-campus triggers for intervention that could help to support a student; in a distance learning setting these triggers are much less likely to happen. Our approach to identifying students at risk of academic failure or dropout involves using a wide range of data sources, including pre-matriculation socio-demographic data, aptitude test scores, assessment results, attendance data, and Learning Management System (LMS) activity data. This diverse range of inputs can provide a more comprehensive and accurate picture of a student's academic performance and risk of struggling in their studies. We frequently recalculate the prediction of likely academic success for each student, which helps to avoid the issue of \"staleness\" by using the most up-to-date data available. This can help to ensure that interventions are timely and tailored to the needs of each student.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124985016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION: TOOL OR TRICKERY?","authors":"Jeroen Lievens","doi":"10.36315/2023v2end141","DOIUrl":"https://doi.org/10.36315/2023v2end141","url":null,"abstract":"With the release of ChatGPT in November 2022 by OpenAI, the field of higher education was rudely awakened to the revolutionary impact of generative AI on the traditional means of assessing academic performance. New – and ever-improving – “large language models” (LLMs) are now capable of on-demand generation of coherent, comprehensive and academic-grade content - be it in the form of (long-format) text, code or mathematical symbols. Many universities have, as yet, not officially positioned themselves with respect to these new developments and those that have, did so in strikingly diverse ways, from outright bans on any form of AI to investigating how AI can be leveraged by students and staff alike to enhance the academic learning process. This workshop aims to guide participants in the process of 1) gaining awareness of the potential, limitations and pitfalls of AI tools; 2) critically assessing these tools within the framework of participants’ (domain-specific) practices for teaching, learning and assessment; 3) comparing observations and sharing opinions with co-practitioners in the domain; and 4) developing a position towards these new technologies and translating this position into (tentative) policy guidelines, either on a personal or institutional level.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123797937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CORPORATE UNIVERSITY THE LIGHT OF THE EDUCATIONAL PSYCHOLOGY IN ORGANIZATIONS: AN EXPERIENCE REPORT","authors":"Victória Mabily Cavalin, Victória Trezza, Cosenza Oliveira, Caroline de Windsor Gonçalves, Lucas Cavalin","doi":"10.36315/2023v2end138","DOIUrl":"https://doi.org/10.36315/2023v2end138","url":null,"abstract":"Currently, educational psychology is directed at children and youth, and organizational psychology treats people as recourses for production, which reduces the possibilities of psychological intervention. The Corporate University increases competitiveness in the job market, transmitting the organizational culture and providing training based on the company's objectives, having employees better instructed. The report is related to an experience of a Corporate University in the metallurgic sector in Brazil, where the training took place between 2021, September, and 2022, August. Objective: Evaluate the impact of internal training on employees' daily lives based on responses in satisfaction assessments applied at the end of training and personal reports at graduation. Methodology: Three satisfaction surveys were rated, totaling 44 responses, from three different training courses (Technical Drawing Basic –TD, Lean Level 1 –LL1-and Laser Cutting Machine Operation –LaserOp), which followed the UniMemo Methodology, developed by participating industry's training sector (UniMemo), after each training graduation, was collected the data through a questionary accessed by a link sent by UniMemo to the graduated participants. Additional data assumed were the employee's reports during each training's graduation. Thus, all participants could say what the experience represented in their personal and professional lives. Results: The DT satisfaction survey had 14 responses, LL1 had 22, and LaserOp had eight. The reports and responses in the surveys showed that the training is therapy for introducing a sense of belonging to the company and valuing the employee himself. In addition to the subjective results, a financial return was developed from the application of projects to reduce production costs, improve processes and reduce production stops. The projects also improve work conditions by reorganizing the fabric areas and co-construction knowledge, having a better training team, and with less doubt. It provided an increase in the possibility of replacing people with unexpected absences. Conclusion: Good learning, productivity, and personal development results have been obtained with the application of Rogers and Vigotsky's knowledge within the organizational context, considering the evaluated industry. Although the results are still preliminary, they indicate the possibility of a new psychological perspective to be explored in the educational/corporate interface.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHERS' PERCEPTIONS AND INTENTIONS ABOUT INTEGRATING COMPUTATIONAL THINKING INTO SCIENCE INSTRUCTION","authors":"A. Ogegbo","doi":"10.36315/2023v2end101","DOIUrl":"https://doi.org/10.36315/2023v2end101","url":null,"abstract":"This study explored teachers' perceptions of integrating computational thinking in South African science classrooms using the Technology Acceptance Model (TAM). This research adopted a combination of informal discussions and closed and open-ended questions to elicit responses from fifty science teachers in an education circuit in Johannesburg, South Africa, via a google form. Responses from the open-ended questions and informal discussions were analysed using content analysis, and data from the structured questions were analysed using correlation analysis. It was found that teachers demonstrated a positive perception towards the integration of CT in their science classrooms but lacked appropriate technological knowledge and technological pedagogical to teach the concepts of CT in science lessons, affecting their CT teaching efficacy beliefs. The findings of the study revealed a strong positive correlation between teachers' interest in CT and behavioural intention (r = 0.539), perceived ease of use of CT with behavioural intention (r = 0.543), perceived usefulness of CT with behavioural intention (r = 0.599), and a moderate positive correlation between teachers' attitude and behavioural intention (r = 0.312). However, there was no statistically significant relationship between teachers' self-efficacy and behavioural intention. Based on these findings, it is recommended that teachers engage in practical training programs that will provide them with the pedagogical experience needed to develop their self-confidence in using CT concepts and practices to teach science. Besides that, teacher education programs need to introduce students to the knowledge of CT and provide learning experiences that can promote the development of teachers' interest, knowledge and efficacy in using CT to teach science content.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128442800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RECOGNISING SOUTH AFRICAN SIGN LANGUAGE: IMPLICATIONS FOR SOUTH AFRICAN LOCAL MUNICIPALITIES","authors":"Sephiri David Hlohlolo","doi":"10.36315/2023v2end047","DOIUrl":"https://doi.org/10.36315/2023v2end047","url":null,"abstract":"This article posits that the implications of Sign Language within the South African local municipalities, remains a challenge, notwithstanding existing attempts by language policies to promote multilingualism. Thus, guard against the use of other spoken languages to perpetuate inequalities which were entrenched by the history of the country. In this article it is argued that the use of other spoken languages as the only communication between South African local municipalities as the only languages of communication, impedes access to effective communication with residents. South African government has recognised eleven plus official languages, inclusive of Sign Languages. For this study, three Free State local municipalities were approached to help with data on the topic, wherein officials involved in an open-ended interview, with a voice-recorder used. Only one local municipality had a translator/ interpreter, and who does not know South African Sign Language. The other two local municipalities do not have a translator or an interpreter at all. Thus, implying that only 33,3% (only one local municipality) partially comply with the regulations as enshrined in the South African Constitution (1996); and the other two with 66,4% (two local municipalities) of the selected municipalities do not comply at all. The findings suggest that most South African local municipalities do not comply with regulations regarding the introduction and development of South African Sign Languages. Thus, this implies that South African Local Municipalities do not communicate with all its residents. Local municipalities are therefore expected to employ people who will help deaf people when the visit their offices to enquire or attend to other problems. The article poses recommendations as to how the apparent linguistic imperialism, which is a human rights violation, can be turned around to linguistic diversity that is based on linguistic justice.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123844073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING STYLES, TECHNOSTRESS & BLENDED LEARNING – IMPLICATIONS FOR THE EDUCATIONAL MODEL OF THE FUTURE","authors":"Iris Stocker, Teresa Spiess, Christian Ploder","doi":"10.36315/2023v2end095","DOIUrl":"https://doi.org/10.36315/2023v2end095","url":null,"abstract":"Although the blended learning teaching format has been existing for several years, the COVID-19 pandemic has shown us once again how important digitization is in the education industry. The aim of this study is therefore to find out what opportunities and risks blended learning has as a teaching format from the perspective of students with the learning style \"pragmatist\" and to what extent technostress will be relevant in this context. A qualitative study was conducted in which 11 undergraduate students with the learning style “pragmatist” were asked about their personal experience and opinion regarding the three teaching formats face-to-face, distance and blended learning in order to find out the individual advantages and disadvantages. The results have shown that blended learning is suitable as a teaching model from the students` perspective. However, attention must be paid to good organization and communication in order to be able to take advantage of both teaching formats, namely face-to-face and distance learning. The effects of technostress could not be determined after the COVID-19 pandemic as an external influencing factor strongly affected the students' perceptions of distance learning.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134105991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BENEFITS AND CHALLENGES IN USING AI-POWERED EDUCATIONAL TOOLS","authors":"Irina Tzoneva","doi":"10.36315/2023v2end079","DOIUrl":"https://doi.org/10.36315/2023v2end079","url":null,"abstract":"The introduction of large language model tools, such as Open AI’s ChatGPT in November 2022, has sparked considerable discussion on the impact of artificial intelligence (AI) in education. Educators in both K-12 and post-secondary settings began to integrate AI in their classrooms during ongoing discussions about ethical technology use, maintaining academic integrity, safeguarding personal information, and other potential concerns. This poster discusses the current state of AI in education, exploring the various applications of AI in the classroom, the benefits and challenges that come with it, and the potential impact on students and educators. It highlights the role of AI in supporting personalized learning experiences, providing adaptive assessments, automating administrative tasks, and enhancing teaching and learning outcomes. Additionally, this poster examines the need to create effective university policies for AI to promote the ethical and responsible use of AI, reduce legal risks, and ensure a safe and inclusive learning environment for all students.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116999407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ECODIDACTICS: AN ECOLOGICAL EDUCATIONAL PERSPECTIVE","authors":"Raffaella C. Strongoli","doi":"10.36315/2023v2end139","DOIUrl":"https://doi.org/10.36315/2023v2end139","url":null,"abstract":"Within an epistemological and didactic framework inspired by ecological perspectives in the Batesonian sense, the work proposes to advance an innovative framework of understanding and educational design of the connection between environmental education and the ecological perspective through the configuration of the ecodidactic perspective. Through a discussion of an analytical methodological approach, the essay identifies and defines the peculiar aspects that make up the ecodidactic proposal: it is understood as an activist, democratic, eco-feminist education that fosters the development of empathy in a biophilic sense, aimed at fostering the development of ecological intelligence through ecoliteracy paths that aim to promote biospheric egalitarianism. The intent of the work is to pave a way, to indicate a direction for a possible fruitful cross-fertilisation between ecology and didactics by outlining a guiding framework within which educational professionals can organically and consciously inscribe their activities.","PeriodicalId":132012,"journal":{"name":"Education and New Developments 2023 – Volume 2","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124020489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}