European Journal of Education and Pedagogy最新文献

{"title":"Students’ Attitudes Towards E-learning: BA Students at the University of Belgrade as a Case Study","authors":"Mehdi Belghmi, Elhassane EL HILALI, Latifa Belfakir","doi":"10.24018/ejedu.2024.5.4.851","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.4.851","url":null,"abstract":"The Republic of Serbia has undergone several transformations within its educational system, which resulted in significant improvements over time. The current study investigates Serbian BA students’ perceptions of distance education at the University of Belgrade and their attitudes towards their teachers during online classes. Quantitative and qualitative research designs have been relied on, hence using a questionnaire and an interview to collect data. Furthermore, findings highlight how students view distance learning positively and how a good student-teacher relationship affects learning outcomes. These results provide valuable insights for policymakers, educators and educational institutions seeking to reinvent Serbia’s online learning experience.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141653870","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":"Perspectives of Pre-services Teachers on Indigenous Knowledge Practices and Their Integration into the Teaching and Learning of Science","authors":"A. M. Naah, V. Osei-Himah","doi":"10.24018/ejedu.2024.5.4.834","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.4.834","url":null,"abstract":"Available research suggests the need to integrate indigenous practices into classroom pedagogy to facilitate learners’ understanding of scientific concepts within the context of the local environment. To this end, it is thought having a good knowledge of what learners think about these practices and whether they could be infused into teaching and learning is worth considering. This becomes even more plausible given the pedagogical principle of teaching from the ‘known’ to the ‘unknown’. An assessment of pre-service teachers’ perspectives could help ascertain what they already know or must know about indigenous knowledge and its integration into lessons. Using the quantitative descriptive cross-sectional research design, this study assessed pre-service teachers’ perspectives on indigenous practices and their infusion into science lessons using a population of 492 third-year pre-service teachers in a College of Education affiliated with the University of Cape Coast. The accessible population comprised 312 third-year pre-service teachers offering primary education. A closed-ended questionnaire was used to collect data, which was analysed using descriptive statistics. The findings showed that the pre-service teachers generally viewed indigenous knowledge as emerging from activities related to everyday life settings. They also agreed that the objective of integrating indigenous knowledge into science lessons is to foster teaching from the ‘known’ to the ‘unknown’, to help learners relate school knowledge to everyday experiences, and hence promote a sense of self-belief and self-reliance in solving local problems. In conclusion, the pre-service teachers welcomed the appropriateness of integrating lessons with indigenous practices, which showed how predisposed they were to adopt the practice. It was recommended that, for teachers to effectively integrate indigenous practices, they first assess learners’ perspectives on the practices and their relevance to the classroom so that what they already know can be built on.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"327 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691779","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":"Examining the Role of School Leadership in the Digital Advancement of Educational Organizations","authors":"Nikolaos Raptis, Nikolaos Psyrras, Sevasmia-Ekaterini Koutsourai, Paschalina Konstantinidi","doi":"10.24018/ejedu.2024.5.2.817","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.817","url":null,"abstract":"This study examines the viewpoints of primary education teachers in the Dodecanese Prefecture regarding the role of school leadership in the digital development of educational organizations during the 2022–2023 school year. More specifically, it examines the recent developments in schools in the aftermath of the COVID-19 pandemic, with a particular emphasis on two major themes: (a) the utilization of novel technologies to enhance communication channels among school leadership, educational staff, and parents, and (b) the significance of digital leadership and investment in educational organizations. The study is founded on a quantitative survey of 117 teachers, with data collected through an online questionnaire. After presenting the respondents’ demographic profile, a descriptive and inferential analysis was conducted using the SPSS 29.0 statistical program. The article concludes by presenting the results of the research questions, conclusions, and recommendations for future research. The study found a positive correlation between teachers’ level of education and their level of digital literacy. Nevertheless, it appears that the gender of the principal did not noticeably affect the views of teachers regarding their role in promoting the integration of digital technologies in the school.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708823","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":"Significance of Experiments in Inquiry-based Science Teaching","authors":"Konstantinos T. Kotsis","doi":"10.24018/ejedu.2024.5.2.815","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.815","url":null,"abstract":"Inquiry-based science teaching (IBST) has garnered considerable interest in recent years due to its ability to improve students’ comprehension of scientific ideas and procedures. Experiments are crucial in IBST since they are key instruments for promoting inquiry, investigation, and discovery in the classroom. This research thoroughly analyses the importance of experiments in IBST, focusing on how they encourage active involvement, critical thinking, and better conceptual comprehension in students. This study highlights the many advantages of experiments in IBST using theoretical frameworks, empirical research, and practical insights. It also provides advice for effectively implementing them in educational practice.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"100 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140728685","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":"Experiences of Part-time Primary School Teachers Studying in One University in Lesotho","authors":"M. C. Morena, S. J. Mokhetsengoane, Maqenehelo Letseka-Manka","doi":"10.24018/ejedu.2024.5.2.794","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.794","url":null,"abstract":"This study explored the experiences of part-time students at a university in Lesotho, aiming to comprehensively examine both the challenges and opportunities that come with this mode of study. Moore’s Theory of Transactional Distance was used as the theoretical framework as it is relevant in understanding the dynamics between educational structure, dialogic interactions, and the psychological and communication gap in distance learning environments. Additionally, semi-structured interviews were conducted with twelve participants, evenly distributed across the first-year to third-year level, with four students representing each academic year of study. The researchers employed the Google Meet video conferencing platform to collect data from the participants. All interviews were recorded, and subsequently, the collected data were transcribed and subjected to thematic analysis. The findings revealed that the challenges outweigh the opportunities presented by part-time study. Although some coordinators and lecturers provided psychosocial support, students reported challenges such as feeling isolated and discriminated against, lack of time management, financial constraints, and infrastructural limitations, among others. The study recommends that financial aid programs, grants, and scholarships should be designed specifically for part-time students to make higher education more accessible to them. Additionally, flexible payment options should be made available to accommodate various financial circumstances, easing the anxiety that financial constraints impose. Lastly, institutions should take proactive measures to create a more inclusive and respectful campus environment.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"272 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730314","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":"Higher Education Students’ Perceptions of Risk and Crisis Management in Universities","authors":"Nikolaos Skoulidas, Nikolaos Alexopoulos, Nikolaos Raptis","doi":"10.24018/ejedu.2024.5.2.805","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.805","url":null,"abstract":"Universities, as social organizations, are places where hazardous risks and crises are occurring with an ever-increasing pace and intensity. Therefore, their administrations are required to be properly prepared for any eventuality, regardless of how extreme or excessive a case may be considered or the probability of its occurrence. Among other things, such readiness requires the formation of positive perceptions and attitudes among the members of the university community towards risk and crisis management. Based on the lack of relevant research in the literature, the purpose of this paper is to investigate the perceptions and attitudes of students at the University of Thessaly regarding risk management and crisis management in the institution’s wider environment (educational, research, social and work environments). The main results of the current research show that, although the operation of the university takes place in a reasonably protected environment, risks are ever-present and critical incidents take place frequently. However, the level of preparedness of the university community in terms of risk and crisis management is judged to be low.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"120 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140731257","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":"Socioeconomic Status of Teachers and Its Impact on Teaching Quality","authors":"Besim Lutfiu, Laura Lutfiu Hoxha","doi":"10.24018/ejedu.2024.5.2.790","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.790","url":null,"abstract":"This research highlights correlational variables derived from teachers’ attitudes regarding the impact of socioeconomic status on the quality of education and teaching in Kosovo. The research design is descriptive with a theoretical-empirical character. The population is determined numerically and includes around 23,200 teachers from seven regions of Kosovo working in pre-university education from grades 1 to 12. The research was conducted with a sample of 738 teachers from over 50 schools. The study’s results indicate that the socioeconomic status of teachers is correlated with the quality of teaching and education in general. Through teachers’ attitudes, the study enabled the understanding of a consistent correlation regardless of variables such as marital status, rural-urban residence, number of employed family members, qualifications, work experience, and professional development. The findings recommend that the socioeconomic status of teachers should be taken into account when formulating strategies and policies for enhancing the quality of education and teaching in pre-university education in Kosovo.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140387157","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":"“Coursebook or No Coursebook”? A False Dilemma","authors":"Angeliki Ypsilanti, Ioannis Karras","doi":"10.24018/ejedu.2024.5.2.808","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.2.808","url":null,"abstract":"The outdated debate over whether an EFL coursebook is necessary or not seems as relevant as ever since it is by no means a self-evident truth to every EFL educator. This paper argues that among the range of factors affecting the assessment of a given textbook is the teacher’s promptness to promote closer collaboration with students through appropriate means. More specifically, a pre-use textbook evaluation through the compilation of an appropriate checklist was put to the test with the aim of checking the serviceability of the new coursebook for the first grade of Greek General Lyceum. The case of an EFL teacher who tried to predict the impact of a textbook on her specific teaching context indicated that the expectation of student inputs to the implementation of learning activities (e.g., participation in activities using technology) was valued as a key determinant in setting priorities for in-use textbook evaluation.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140387341","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":"Social Justice in Education: Creating an Inclusive Culture at Schools Through Critical Multicultural Theory","authors":"Argyro Rentzi","doi":"10.24018/ejedu.2024.5.1.802","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.802","url":null,"abstract":"During the 21st century, major social changes have occurred, such as technological development and the COVID-19 pandemic, along with war conflicts and economic crises, which have created refugee and migration flows. In addition, globally, by promoting social justice, efforts are made to combat any kind of discrimination and exclusion related to race, religion, ethnicity, disability, sexual orientation, and gender identification. School is an organization alive and open to society, affected by every social change. Within this organization, the citizens of the future are formed. Social justice in school education contributes significantly to this, as it is a process in which teachers and students actively contribute to the formation of a democratic, inclusive environment. This study presents the theoretical approaches of social justice in education, emphasizing, however, the critical multicultural theory, as it delves into finding the most effective ways to eliminate social inequalities and exclusion.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140411641","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":"Employability of Computing Students in the Age of Disruption: A Graduate Tracer Study","authors":"Mitch Andaya, Jay R San Pedro, Carl Louie So, Bennett Tanyag","doi":"10.24018/ejedu.2024.5.1.793","DOIUrl":"https://doi.org/10.24018/ejedu.2024.5.1.793","url":null,"abstract":"This descriptive study traced the employability of graduates in the course program of Bachelor of Science in Computer Science, Bachelor of Science in Information and Technology, and Bachelor of Science in Game Development from a Philippine Private Higher Education Institution in this age of disruption caused by the COVID-19 pandemic. Furthermore, the study assesses the relevance of the imparted competencies and skills in the respondents’ jobs. Appropriate protocols were observed during data collection. Purposive and snowball sampling techniques were used to identify and reach graduates from 2016 to 2020. Hence, results show that most of the respondents were male, single, and residents of the National Capital Region, Philippines. In addition, the respondents were able to secure employment from local and international competitive companies within less than three months after their graduation. Thus, the acquired competencies and skills are very relevant to their job. On the one hand, the findings of this study can be used as a basis for the institution and other HEIs to innovate the educational programs, practices, and services relevant to computing courses following guidelines and standards set by the Philippine Commission on Higher Education.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418162","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}