Abstract In White Fragility, Robin DiAngelo deploys social reproduction theory to identify and account for the phenomenon she calls white fragility: the patterns of perceptions and behaviors exhibited by white people when confronted with evidence that they have perpetrated racism or perpetuated systems of racial inequality. These patterns and perceptions function to maintain and reinforce the racial status quo and insulate white people from self-examination. While not directly addressed to higher education professionals, DiAngelo’s argument offers educators and administrators an opportunity for reflection and enhanced developmental practice in their work.
Keterampilan menulis akademik merupakan kompetensi penting bagi mahasiswa untuk mengembangkan nalar kritis, menyampaikan gagasan ilmiah, sekaligus menunjang keberhasilan studi. Namun, kenyataannya banyak mahasiswa masih menghadapi kendala dalam menulis karya ilmiah, baik terkait penggunaan bahasa maupun penguasaan struktur akademik. Penelitian ini bertujuan mengembangkan bahan ajar menulis akademik berbasis Content and Language Integrated Learning (CLIL) pada mata kuliah Bahasa Indonesia di perguruan tinggi dengan pendekatan Research and Development (R&D) yang dimodifikasi. Subjek penelitian adalah mahasiswa Program Studi Ilmu Komunikasi, Fakultas Ilmu Sosial dan Ilmu Politik Universitas Ichsan Gorontalo (n = 60). Data dikumpulkan melalui observasi, wawancara, validasi ahli (materi, bahasa, media), serta tes keterampilan menulis ilmiah. Analisis kualitatif dan kuantitatif (paired t-test; N-gain) digunakan untuk mengevaluasi kelayakan dan efektivitas. Hasil validasi menunjukkan produk sangat layak dari aspek isi, bahasa, dan penyajian; uji coba terbatas dan luas mengindikasikan peningkatan signifikan pada organisasi gagasan, kohesi, dan ketepatan bahasa (N-gain = 0,62, kategori sedang-tinggi). Artikel ini menampilkan desain konseptual bahan ajar, rekomendasi perbaikan berdasarkan masukan pakar, serta implikasi penerapan CLIL dalam pembelajaran Bahasa Indonesia.
Ibnu Imam Al Ayyubi, Rifqi Rohmatulloh, Irfan Suryana
et al.
This study aims to improve students’ creative thinking skills in problem-based, ill-structured, open-ended learning through stimulus. This study used learning strategies that simultaneously develop problem-solving strategies and knowledge discipline. This learning can be achieved if educational activities are focused on authentic, contextual, and relevant tasks or problems so that students can gather the necessary information, evaluate alternative solutions, and present solutions they believe in. Moreover, the ability to generate uncommon or extraordinary ideas must be raised from the problems that exist in learning. The ability to think creatively in mathematics in education using the Problem-Based Learning (PBL) approach assisted by GeoGebra is expected to be a practical approach to educating students in increasing their intellectual potential and familiarizing them to deal with non-routine problems and applying it in their daily life to become a student who can think creatively. This study used a quasi-experimental research method with a quantitative approach conducted at SMA Negeri 2 Cimalaka. The instruments used in this study were questionnaires and tests. This study's approach, which was integrated with GeoGebra, can be used as an alternative to learning mathematics in schools. It can be developed with other approaches according to problems in mathematics.
Alexandre Cândido de Oliveira Campos, Rute Cristina Domingos da Palma
Resumo O objetivo deste estudo foi verificar, por meio de bases nacionais, em que medida as características profissionais, territoriais e dos sistemas de ensino se correlacionam à satisfação docente. Para tanto, analisamos dados levantados pelo questionário dos professores do Sistema de Avaliação da Educação Básica (Saeb) em 2019, cotejando as estatísticas - obtidas pela regressão logística binária - com os resultados de outros estudos sobre o tema. Diversas pesquisas apontam que a insatisfação profissional está relacionada ao mal-estar docente e à síndrome de Burnout, realidade que afeta, além da pessoa do professor, a própria qualidade da educação. Dada a relevância do tema, cresce o número de trabalhos que investigam os fatores que podem impactar a satisfação docente. No entanto, revisões sistemáticas detectam poucas pesquisas a respeito das características discutidas neste artigo e, quando tratam desses aspectos, elas não utilizam dados de abrangência nacional. Apesar de se mostrarem inconclusivos no tocante às características dos sistemas de ensino, os resultados obtidos demonstram que as características profissionais e territoriais são determinantes para a satisfação docente.
The implementation of inclusive education principles in the field of higher education presents a complex challenge. The paper aims to substantiate the importance of identifying the principles of organizing inclusive education in higher education institutions in the United States, taking into account the need to enrich and expand the opportunities for inclusive education in Russian higher education. The paper explores the theoretical foundation and core principles of inclusive education applied in American universities and examines current trends in organizing inclusive education in the United States. The scientific novelty of the study lies in identifying the fundamental principles of organizing inclusive education in higher education institutions. As a result, the following principles of organizing inclusive education in higher education institutions in the United States have been determined: accessibility, adaptability, methodological support, and professional readiness.
Rebeca Soler-Costa, Pablo Lafarga-Ostáriz, Marta Mauri-Medrano
et al.
In this article, an analysis of the existing literature is carried out. It focused on the netiquette (country, date, objectives, methodological design, main variables, sample details, and measurement methods) included in the Web of Science and Scopus databases. This systematic review of the literature has been developed entirely according to the Preferred Reporting Items for Systematic Reviews (PRISMA). The initial search yielded 53 results, of which 18 exceeded the inclusion criteria and were analyzed in detail. These results show that this is a poorly defined line of research, both in theory and in practice. There is a need to update the theoretical framework and an analysis of the empirical proposals, whose samples are supported by students or similar. Knowing, understanding, and analyzing netiquette is a necessity in a society in which information and communication technologies (ICT) have changed the way of socializing and communicating. A new reality in which there is cyber-bullying, digital scams, fake news, and haters on social networks.
Dans cet article, ce sont les mots « connaissance(s) », « compétences » et « savoir(s) » dans les programmes de langues vivantes étrangères et régionales en France, en vigueur en primaire, au collège et au lycée général, technologique et professionnel en 2022, qui sont analysés, afin de repérer si des continuités ou des ruptures conceptuelles ou représentationnelles existent d’un niveau à l’autre. Ces différents savoirs, retenus par le Ministère de l’Éducation nationale s’inscrivent dans un double contexte : celui de l’économie de la connaissance, qui pose de manière accrue l’importance de cette notion, et celui de la perspective actionnelle, au cœur du CECRL. Cette contribution propose donc une analyse du discours institutionnel autour de trois termes qui traversent les instructions officielles et dont l’ambiguïté appelle à une nécessaire clarification.
M. Parra-González, A. Segura-Robles, Antonio-José Moreno-Guerrero
et al.
Nowadays, we talk about the use of gamification in education, an active methodology that consists of the use of mechanics, design or game structures in class. With this type of methodology, the effort is rewarded, which is treated as a motivating tool in class. There is no valid or well-structured instrument to measure gamification properly in education. This research arises from the need to develop and validate an instrument to measure the experience on gamification in educational contexts (EGAMEDU) as a useful tool of diagnosis so that the teaching staff can guide their teaching practice toward the use of this methodology. The sample used for the validation of the questionnaire is composed of 401 participants related to education and gamified experiences. The results show good validity indexes and a factorial structure according to the one proposed in the theory.
The review followed the preferred reporting items for systematic review and meta-analysis (PRISMA) standard to search and report relevant articles on the use of SOLO model in mathematics. A systematic search was conducted in Education Source, ERIC, JSTOR, and PsycINFO databases and yielded 198 studies. After screening and appraisal, 62 papers (37 qualitative, 17 quantitative, and eight mixed-method studies) published in English between 1990 and 2020 were reported using a narrative synthesis. The findings indicated that SOLO model appropriately reflects students ’ learning outcomes; there is a direct relationship between students ’ performances and their SOLO levels; and SOLO model could explain several other developmental theories and contribute to the development of mathematics curricula. These findings highlight the gaps between theory and practice of this model in mathematics education, and informs education professionals about the diverse applications of the SOLO model for improving mathematics teaching and learning, fair assessment, and curriculum development.
Distance education or learning has been around for a long time and with the advent of mobile devices like the smart phone, it is inevitable that mobility impacts the distance education arena. Mobile learning in this article is defined as the “mobile” state of the learner. In theory, this amplifies the flexibility of distance and online learning, reducing the significance of geographic location while increasing that of contextuality. The affordances of mobility empower students to participate as part of context-aware ubiquitous learning. There are a diversity of contexts, methods, and technologies used. There is a need to have a stronger connection between mobile technology integration and a learning-theoretical framework to guide research, practice, and policy. It is important to integrate mobile and emerging technologies with education through an appropriate evidence-based learning design framework.
ABSTRACT Recent changes in the labour market and higher education sector have placed graduates’ employability on the agenda of researchers, policymakers and employers in both advanced and developing economies. Yet, the question of whether higher education equips graduate students with the employability skills employers require remains under-studied particularly in a developing country like Ghana. Using survey data and employing a paired t-test analyses, our findings reveal that whilst the employers perceive graduate students to possess various critical skills which match industry demands, the graduate students fall short in these critical skills. The differences were statistically significant indicating that there are still gaps between what higher education is offering its students and what industry requires from graduates at the entry-level. Based on the findings, implications for theory, policy, and practice are discussed.
This study aimed to determine the psychological impact in students due to online learning in vocational higher education conducted during the Corona virus disease 2019 (Covid-19). The samples in this study were all the students of the Undergraduate Program Department of Commercial Administration of Politeknik Negeri Bengkalis. The Samples were taken using the purposive sampling technique focused solely on students who gained online learning in theory and Practice courses since the use of online learning because of the COVID-19. The Data was collected using a DASS 42 instrument through online questionnaire. The results of this study showed that online learning in the higher education of psychologically impactful, which resulted in 29% of students having a level of depression above normal, 70% of students had an anxiety level above normal, and 46% of students had a stress level above normal.
In 2020 international and national economies have reached a milestone in their development. A new decade started with the COVID-19 pandemic, which hit the world economy and affected higher education and the labour market interaction. A national model of higher education interaction with the labour market has been shaped under the influence of global trends and challenges of the past decades, e.g. globalisation, marketisation, internationalisation and Europeanisation. The COVID-19 pandemic caused new transformations and digitalisation. The present study explores Ukraine’s higher education interaction with the labour market in the past decade. The research focuses on analysing the trends in higher education and the labour market in the pre-pandemic time. This interdisciplinary research integrates findings and perspectives from analytical reports, statistic data, and original surveys conducted in 2015 and 2020. The current state of play in the national higher education interaction with the labour market is described as an imbalanced model. It resulted in a supply and demand mismatch, a high unemployment rate of higher education graduates, educational and labour migration increase, and entrants’ reduction due to the demographic and economic crisis. It is concluded that on the eve of the COVID-19 pandemic, Ukraine gradually lost modern factors of economic growth – human and intellectual capital. In turn, the Coronavirus crisis caused new challenges – remote working, an emergency transition of higher education to a digitally-based format and online distance learning. These trends will likely widen the gap between national higher education and the labour market.
The article considers the theoretical and practical importance of using general scientific methodology and, in particular, a systematic approach as a methodological basis for understanding the essence of innovative education and the ability to identify, structure and organize the body of knowledge about all its components. It is noted that innovations in education should be focused primarily on the spiritual, human nature of innovative transformations, cultural and professional development of students, stimulate creative thinking, form a spiritual value system, willingness to make decisions and be responsible for them in constant change, risk, innovation. The concept of «principles of innovative education» as a starting point of a systemic nature aimed at improving the quality of innovative education, in particular, improved or new educational systems, components of the educational process, educational technologies, scientific and methodological developments, technical means of educational institutions. The content of the principles of innovative education is defined, substantiated and characterized through the prism of a systems approach: the principle of global goal, the principle of integrity, the principle of structure, the principle of hierarchy, the principle of functionality, the principle of functionality, uncertainty. The study of certain principles of innovative education in the perspective of a systems approach shows that their implementation in the modern educational space will ensure the integrity of transformations of innovative education and integrative outcome, which will significantly exceed significant changes in individual components of its system.
Despite the fact that teacher education determinesthe quality of teachersin a given country, various countries adopt various models of teacher educators’ preparation. Since such models vary in their effectiveness, it has led to some countries being far ahead of others in terms of the quality of their teacher education. Consequently, there has been a growing interest among researchers in comparing teacher education models of different countries as a way of revealing lessons that countries can learn from one another in relation to the models they adopt. Therefore, the present study aimed at comparing critically teacher education models adopted in Tanzania and Singapore to highlight lessons that Tanzania can learn from Singapore. The study was guided by the following questions: a) what are the models for teacher educators’ education in Singapore and Tanzania; b) how effective are the models used for teacher educators’ education in Singapore and Tanzania? The study revealed various models adopted in both Tanzania and Singapore. It has also examined the effectiveness of the revealed models.The study calls for Tanzania educationsystem to link policies and practices with research findings and to centralized teacher education to improve its quality.
ABSTRACT An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced for the students and data based on the student teachers’ experiences was collected through questionnaire and focus-group conversations. The findings show three main arguments for why teacher education should be case-based. First, analysing cases helps students to understand that every situation in practice is unique. Second, cases link to practice and theory, and finally, a case opens for different perspectives depending on how the diagnosis is made.
V. Mkrttchian, L. Gamidullaeva, A. Finogeev
et al.
To respond to the needs of digital transformation, universities must continue to play their role as proving ground for educating the future generation and innovation. The article is devoted to overview, discussion, and investigation of application in higher education of two modern information technologies: big data and internet of things. The article identifies the role of analytics, based on big data, in improvement of education process and outlines the challenges, related with big data mining, storage, and security. Proposed statements are based on practical experience of the authors; architecture of program and methodological solution are the focus of the article. The article contributes to theory by the new approach to combination of big data and internet of things technologies in educational resources and, at the same time, includes implications for practice, presenting examples of the approach's realization and sharing the authors' experiences of such realization.