The 21st century has witnessed higher education shifting from the traditional interaction to then utilisation of digital tools, communication technologies as instructional tools giving birth to concepts like digital culture and digital literacy among others. Digital culture and digital literacy are concepts that merit scholarly attention examining whether they contribute to social justice in higher education (HE). The purpose of the paper is to examine the nuanced nexus between digital culture, digital literacy and social justice. The paper examines how digital culture promotes social justice in African universities through access, representation, participation, equality, and inclusiveness. The paper utilizes Amartya Sen's capability approach and John Rawls' theory of justice as equality as the anchor pins to understand the actions, HE digitally in promoting social justice. The study concluded that the implementation of digital culture is a daunting task, but HE in Africa is attempting to promote social justice in digital form. The complexity is influenced by numerous factors such as, capabilities, functioning's rurality, colonialism, and epistemicide, among others, which will be explored in the subsequent sections. Despite the subtle yet devastating consequences of social justice, it was concluded that digital literary and culture are currently essential in achieving social justice in HE. The paper recommended that governments should continue to promote theory and practice of social justice in the wider world by investing in higher education digitally.
Mery Noviyanti, Sudirman Sudirman, Thesa Kandaga
et al.
Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective.
Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning.
Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions.
Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs.
Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
Das Kontinuum von Aus- und Weiterbildung gewinnt angesichts gestiegener beruflicher Anforderungen und des anhaltenden Lehrkräftemangels an Aufmerksamkeit. Trotz vielversprechender Konzepte für eine kohärente Verbindung von Ausbildung, Berufseinführung und Weiterbildung sind strukturelle Weiterentwicklungen notwendig, um die Wirksamkeit der Verbindung zu entfalten. Erhöhte strukturelle Mindeststandards und Verbindlichkeiten erfordern einen schweizweiten Dialog zwischen Bildungspolitik, Pädagogischen Hochschulen und dem Schulfeld. So können die gegenwärtigen Herausforderungen als Chance genutzt werden, um den Lehrberuf als Profession zu stärken und seine Attraktivität nachhaltig zu erhöhen.
Digital transformation and globalization processes require universities to adapt to new challenges and demands of society and integrate the principles of sustainable development into all areas of their activities. Under martial law, the issue of increasing the competitiveness of universities is particularly relevant. Each university seeks to attract the most talented students, teachers, and researchers. One of the tools for assessing the competitiveness of universities is international rankings, including those aimed at measuring the achievements of universities in the field of sustainable development and their contribution to the implementation of the Sustainable Development Goals, which are an indicator of effective management and improvement of the quality of education for its sustainability. The key rankings that rank universities by their contribution to the Sustainable Development Goals are the Times Higher Education Impact Rankings, QS World University Rankings, and UI GreenMetric. Based on the analysis of the methodologies of these rankings, are identified the main criteria and indicators used in each of the rankings that have a significant impact on the competitiveness of the university in the context of sustainable development. The analysis made it possible to outline the guidelines for the university's activities to improve its ranking in the context of sustainable development, and the recommendations of the European Association of Universities prompted and became the basis for the development of the Roadmap (Policy) for Sustainable Development, which consolidates key strategic guidelines aimed at systematic integration of sustainable development principles in the areas of the university's activities: education for sustainable development, research and innovation, social impact, public engagement, partnership and cooperation, image and sustainable reputation, sustainable infrastructure. The Sustainable Development Roadmap (Policy) is aimed at systematically integrating sustainability principles into the educational process, research, and management processes of the university. The goals identified by the areas of activity will serve as indicators for the development of an internal sustainability rating of the university's structural units, which will improve the university's ranking in international sustainability rankings and ensure its competitiveness.
The aim of the study is a theoretical understanding of the process of generating foreign language written speech from the standpoint of a psycholinguistic approach to optimize the content of teaching writing in a foreign language in training students of both linguistic and non-linguistic specialties. The article theoretically examines the opinions of domestic and foreign scientists regarding the basic models of generating foreign language written speech, and also identifies psychological components such as self-regulation, motivation to learn a language, autonomy, attitude towards learning a language, anxiety, self-efficacy and willingness to communicate in a foreign language, ensuring success in the process of teaching writing in a foreign language. The scientific novelty of the study lies in identifying the basic provisions of the written speech generation process necessary to solve the problems associated with organizing the process of teaching foreign language written speech in higher education. As a result of the study, it was found that the success of generating a written text depends not only on the knowledge of the quantitative and qualitative levels of its structuring, but also on the focus of the learners’ personality and their individual differences.
Religious Moderation is one of the Strategic Programs of the Ministry of Religion which is reduced from the 2020-2024 National Medium-Term Development Plan (RPJMN). The Religious Moderation Program was released by the Ministry of Religion to be implemented in all areas of life, including education. Moreover, one of the authorities of the Ministry of Religion is related to religious and religious education. This is the basis for grounding the idea of Religious Moderation in religious and religious education in formal and informal educational institutions. The application of the values of religious moderation is the main key to realizing them. This assumption is based on the empirical conditions of educators in Padangsidimpuan City. Based on this analytical study of educators, there is a need for a Manual for Strengthening Religious Moderation for educators. In addition, this book is needed especially for Islamic Religious Education teachers who are considered to be a solution in increasing the level of knowledge, understanding, and application of the values of religious moderation both in learning Islamic Religious Education and in the context of life in madrasas and Islamic boarding schools. While it is known that the area around Padangsidimpuan City is a mountainous area which is relatively difficult to access online sources of information, even though this book is provided in electronic or digital form. Therefore, not many educators know and can access this book.
Development of the EIEE (electronic information and educational environment) is one of the most important topics in modern pedagogical research. This process is currently undergoing a lot of changes and requires its detailed understanding within the framework of pedagogical science, as modern educational programmes for specialists’ training require implementation of innovative digital technologies. Therefore, the purpose of the study is to carry out theoretical analysis and case study in order to systematize this concept in the context of implementing educational programs for training highly qualified specialists in various sectors of the digital economy.
EIEE plays the key role in terms of implementing educational programs for training highly qualified specialists in various areas of digital economy. This paper provides generalized analysis of existing theoretical approaches to the concept of "ecosystem" and considers various views on EIEE’s development. Particular attention is paid to the authors’ approach, which is based on cooperation with industrial partners. In this context, it is proposed to create EIEE through the development of technical specifications, integration of cross-platform solutions and sharing resources.
In the course of the study, the author comes to the conclusion that EIEE’s development is an important step towards evolution of educational programmes that meet the requirements of modern digital economy and contribute to training of a new generation of specialists, who are ready for challenges that future presents.
Education (General), Theory and practice of education
This study determined the constructions of administrators and teachers in the articulation and implementation of the Philippine Professional Standards for Teachers (PPST) in teacher education institutions. A qualitative descriptive approach was employed to explore the narratives of the 20 purposively selected participants from the five higher education institutions in Cebu. Coding and categorization of participants' vignettes, following Clarke and Braun's (2014) thematic analysis model, resulted in five indexed themes: neediness not readiness, tenacity, and supportability, challenged but not frustrated, receptivity and positivity, and responsibility and accountability. Points of convergence and divergence were also identified from the TEIs articulation and implementation of PPST. The rationalization attached to integrating the beginning teacher indicators in the teacher education curriculum provides input on establishing contextualized, professional development initiatives for teacher quality. As such, forging partnerships between and among teacher education institutions through curriculum quality audits may be considered.
The current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding
The purpose of the study is to test the model developed in relation to the mediator role of the need for social approval in the relationship between perfectionism and codependency. The study was conducted on a total of 188 students (144 females and 44 males) attending the Education Faculty of Amasya University. In the study, Spann-Fischer Codependency Scale, Need for Social Approval Scale and Frost Multidimensional Perfectionism Scale were used. The theoretical model proposed in the study was tested with the structural equation model. In the analysis of the collected data, LISREL 8.51 was used. The goodness-of-fit indices calculated for the model were found to be good. The goodness-of-fit indices found for the structural model are as follows: RMSEA=0.07, Standardized RMR=0.08, NNFI=0.90, CFI=0.91 and IFI=0.91. It was found that the structural model constructed to reveal the mediator role of the need for social approval in the relationship between perfectionism and codependency has a good fit and the need for social approval was found to have a partial mediator role in the model.
Alla Durdas, Liliia Mostytska, Olga Kostenko
et al.
The article analyzes the current trends in teaching foreign languages for professional purposes at universities, which have become especially widespread in recent years, when Ukraine made the final decision to move along the path of the European integration. The newest effective technologies for the formation of professional competence at classes of foreign language for professional purposes have been characterized; the importance of knowledge of a foreign language in the context of globalization and internationalization of economic relations was noted and the need for high-quality knowledge of a foreign language has been substantiated, which becomes not only a means of obtaining information from primary sources, but also, in the future, a means of establishing business ties with foreign partners. The role of new information technologies and resources in the process of teaching a foreign language, which are becoming increasingly popular, has been emphasized: video conferences, case studies, psychodrama, TED video talks, round tables, brainstorming, podcasting, debates, business games, trainings, etc. etc. Multimedia, interactivity and the use of Internet technologies, messengers, tools and platforms for video communication have been stated as the main approaches to teaching foreign languages for professional purposes at universities in modern conditions; the importance of online communication, which is becoming increasingly relevant in the context of the COVID-19 pandemic has been emphasized. The article describes the possibilities of using the Internet, software, special computer programs, electronic dictionaries, translators, test shells and other multimedia technologies at classes of foreign language for professional purposes in order to search for additional material, prepare educational assignments, check individual assignments, etc. The deductive principle has been characterized as a new strategy for studying foreign languages for professional purposes at higher education institutions, according to which didactic dynamics proceeds from the general to the partial, and, as a result, a student-centric approach is implemented. The systemic communication method has been outlined the basis for the development and development of a mobile communication activity at the professional level.
Irina Aleksandrovna Marinchenko, Elena Vasil'evna Vasil'eva
The paper examines a film review competition as a form of organizing pedagogical students’ media education on the basis of the aesthetically oriented approach. The authors analyse experience of School of Education of the Far Eastern Federal University (Branch in Ussuriysk) in organizing short film review competitions. Course and diploma works of film school students from Russia and the CIS countries served as material for review. Scientific originality of the study involves the aesthetically oriented approach to organizing a film review competition as an event that promotes students’ analytical, aesthetic, communicative and practical activities in the media environment. The findings indicate that a film review competition is a relevant form of young people’s media education. Competition activities help to develop students’ aesthetic taste, information search skills, skills of the media text perception and interpretation, skills to create the media content, presentation skills and critical thinking skills. Competition papers analysis allows identifying the level of future teachers’ artistic development.
The study summarizes the experience of the team that developed the HistoryLab digital application for working with sources (during 2016–2021) that included authors of this text. Analytical data and experience from the ongoing verification of educational software are used to reflect on a key problem of historical education in the Czech Republic: the tension between didactic theory and pedagogical practice. In conclusion, the authors propose three models of perceptual transmission of theory based on verification in school practice.
Trigonometry is integral to mathematics education. The field of trigonometry plays a crucial role in the study of mathematics and its applications. Despite the importance of the subject, students struggle to understand trigonometric constructs such as angle measure. It has also been noted how students struggle to understand transformations of functions generally. Our review of the literature found few studies specifically on students’ understanding of transformations of trigonometric functions, but evidence exists showing students have difficulties with the concept. Here, a MATLAB program called 'TrigReps' is discussed. 'TrigReps' accepts four inputs for the algebraic representation '(a)sin(bx' + 'c) + d', and provides three additional representations as outputs. Students are presented with a graphical representation, an auditory representation, and a dynamic representation of a radius rotating around a unit circle. 'TrigReps' has potential to be a useful tool for teaching transformations of trigonometric functions. In particular, it may be able to help students justify why combinations of horizontal transformations are counterintuitive. 'TrigReps' is analytically sound in its design: it is interactive, dynamic, and displays Multiple External Representations (MERs) simultaneously. Initial data support its usefulness in a trigonometry classroom, but more research must be conducted to draw firm conclusions.
The article aims to describe the “online education” phenomenon, which has become popular in our country nowadays due to the development of distant and electronic learning systems. The paper summarizes the experience of the West European and American education systems, which influences directly the development of the Russian online education. The analysis of the advantages and shortcomings of online education leads the authors to the conclusion about the necessity to develop the so called “hybrid education” system, which is synthesis of traditional and electronic formats of teaching.
Alexandre Sotelino Losada, Miguel A. Santos Rego, Jesús García Álvarez
El proyecto PEINAS (Pedagogía Intercultural y aprendizaje-servicio) nace en el curso 2010/2011 asociado a la asignatura rotulada como “Pedagogía Intercultural” (Segundo curso del Grado en Pedagogía, Universidade de Santiago de Compostela). El proyecto tiene por finalidad mejorar el conocimiento de la realidad social y educativa que viven cotidianamente las diferentes comunidades culturales en Galicia. Para ello se establecen vínculos con entidades en las que los estudiantes desarrollan un servicio, sobre bases académicas, en función de necesidades específicas. Lo que esta aportación pretende es mostrar el desarrollo de competencias cívicosociales en estudiantes universitarios que participan en un proyecto de estas características. Además, comparamos alumnos/as participantes y no participantes en la citada modalidad formativa, haciendo uso del postest elaborado en el marco de un proyecto del Plan Nacional de I+D+I (EDU2013-41687-R), lo cual nos ha de permitir ver las diferencias entre los grupos de estudiantes. Terminamos señalando que los estudiantes que participan en experiencias de esta índole incrementan sus oportunidades de
adquirir una serie de competencias de corte relacional y cívico-social, de apreciable importancia para su formación práctica y el desarrollo de estructuras sólidas de aprendizaje.
Education (General), Theory and practice of education
No âmbito do Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec) foi incluída em 2017, a ação Mediotec. Essa ação visa aprimorar a oferta de vagas gratuitas nos cursos técnicos correlacionados ao ensino médio, disponibilizados na rede pública de educação. Este artigo visa analisar a contribuição da ação Mediotec no cumprimento da meta 11, contida no Plano Nacional de Educação (PNE) e no Plano Estadual de Educação de Mato Grosso do Sul (PEE/MS), vigentes no período decenal de 2014-2024. Diante disso, constata a exígua expansão das matrículas estudantis pertencentes à Educação Profissional Técnica de Nível Médio (EPTNM) durante os anos de 2014-2017, no Brasil, além de apresentar retração no quantitativo de matrículas na EPTNM, ao longo desse período no Mato Grosso do Sul. Por conseguinte, o aporte de matrícula estudantil na ação Mediotec foi diminuto para contribuir no cumprimento da meta 11.
Education (General), Theory and practice of education
Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.
The article provides an overview of publications on the role and place of the English language in the Swiss educational system from the perspective of the extent and breadth of the “English Language” discipline distribution in key educational organizations. The specificity of teaching English in different cantons both at public and private educational institutions is discussed. High quality of teaching foreign languages is emphasized. Particular attention is paid to the possibility of obtaining education in English at private schools in Switzerland.