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DOAJ Open Access 2025
Exploring the impact of smart learning technologies on student engagement, e-trust, and satisfaction in higher education institutions: the moderating role of ethical perceptions

Ichrak Riahi, Wafa Battikh, Hanen Khanchel

Abstract The increasing adoption of digital technologies necessitates understanding factors impacting student engagement, trust, and satisfaction with smart learning technology (SLT) in Tunisian Higher Education Institutions (HEIs). The objective of this study was to examine these relationships among Tunisian undergraduate students at four HEIs and gather data on their level of engagement with SLT, level of trust with respect to e-learning Mentor (ELM), satisfaction with ELMs, and ethical considerations. This study provides a sample of students from a wide variety of academic disciplines using SLT, and is relevant in that the students sampled are point-of-use students of that technology in a HEI context. The online survey was administered between March and May 2024 to ensure the data collected was contemporaneous with their experiences with integration of SLT. Through a structural equation modeling approach, the results showed that students’ engagement was influenced by perceived usefulness (β = .42), e-trust (β = .84), perceived ease of use (β = .35), and satisfaction (β = .38). It also found that ethical perception moderated some relationships as it strengthened the effect of e-trust on engagement (β = .0918, p = .045); and it magnified the effect of satisfaction on engagement (β = .1091, p = .021). These moderating effects demonstrate that students' ethical perceptions are critical to informing their engagement processes with SLT. The study findings highlight the important angle that both technological benefits and ethical perceptions of students need to be considered for the responsible implementation of SLT to support student engagement and academic achievement. In addition, it provides an integrated framework for educators and policymakers to consider the evolution of education evolves.

Education, Theory and practice of education
DOAJ Open Access 2024
The role of school leadership in education policy implementation

Ivana Aleksić

In the field of education policy, ‘translating’ national policies into practice requires numerous synchronized interventions of a multiplicity of actors at different levels of education administration and its outer environment. Prompted by the lack of understanding about what may facilitate or hinder the policy success at school level and the role school leadership plays in this process, in this article we propose the use of an emerging conceptual framework organised around three analytical axes: a. contextualising the known factors affecting policy implementation within the education policy field, b. developing a typology of school leadership, and c. conceptualising an approach to explain the dynamic processes of exercising influence over the factors of policy implementation by the key school-level ‘agents’ of change – school leaders. Given the absence of a grand theory of (education) policy implementation, we argue that in designing a research framework for an empirical examination of a dynamic and multi-layered phenomenon of policy implementation from the perspective of school leaders researchers need to use a holistic approach while building on the legacy of the scholarly work from the multiple academic disciplines.

Political science
DOAJ Open Access 2024
ПРАВОВЕ РЕГУЛЮВАННЯ ЕЛЕКТРОННОЇ ІДЕНТИФІКАЦІЇ ТА ЕЛЕКТРОННИХ ДОВІРЧИХ ПОСЛУГ В УКРАЇНІ: ПЕРСПЕКТИВИ ВДОСКОНАЛЕННЯ Й РОЗВИТКУ В УМОВАХ ГАРМОНІЗАЦІЇ З ПРАВОМ ЄВРОПЕЙСЬКОГО СОЮЗУ

Марія Вовк, Ольга Заяць, Юрій Юркевич

Електронні документи, обмін такими документами, засвідченими електронним підписом і печаткою, все частіше застосують у всіх царинах життя суспільства. У сфері приватно-правових відносин він прискорює процедуру укладання договорів. Підвищення ефективності їх підписання, своєю чергою, дозволяє прискорити виконання договірних відносин і тим самим підвищити якість обслуговування клієнтів, партнерів і постачальників. Стаття присвячена аналізові правового регулювання електронної ідентифікації та електронних довірчих послуг. Автори акцентують увагу на важливості гармонізації українського законодавства з правом Європейського Союзу у відповідній царині. Проаналізовано спроби втілити досвід міжнародних стандартів щодо електронної ідентифікації та електронних довірчих послуг у національне законодавство. Стаття присвячена вивченню змісту термінів «електронний підпис» та «електронна печатка» у межах дослідження видів указаних понять, зокрема: удосконалений електронний підпис та печатка, кваліфікований електронний підпис та печатка. Також акцентовано увагу на тих вимогах, під які суворо підпадає кваліфікація електронного підпису й печатки. У межах дослідження чинного законодавства загалом і судових практик зокрема з’ясовані правові наслідки  відсутності на електронних документах електронного підпису або печатки. Для прикладу, у випадках відсутності на електронних документах електронного підпису або печатки внеможливлюється ідентифікація відправника того чи іншого повідомлення. Крім того, у такому випадку доцільно відзначити й незахищеність такого типу документа від можливості корекції тексту чи правки. Відтак констатовано, що у випадку відсутності в електронному документі електронного підпису чи печатки, такий документ не розглядають у судовому процесі як доказ. Підтримано позицію про те, що на національному рівні договір між сторонами, підписаний не з використанням кваліфікованого електронного підпису, не означатиме недійсність такого договору, тому використання звичайного та вдосконаленого електронних підписів є цілком законним і створюватиме права та обов'язки для сторін, котрі підписали такий договір.

Education (General), Theory and practice of education
S2 Open Access 2023
Teacher Professional Development in the 21st Century

Hanan AbdulRab

Purpose: Professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive and continues until retirement. The importance of teacher professional development stems from the fact that teachers are the most important change agents in the educational system. This paper investigates teacher professional development in the 21st Century in terms of the three theories: constructivism theory, adult learning theory and transformational leadership theory. Methodology: This theoretical paper draws from the three theories: constructivism theory, adult learning theory and transformational leadership theory to outline approaches for teacher professional growth in the 21st century. Based on a review of literature, there are new models and chances to develop teacher professional development for 21st Century education. Findings: Continuing professional development of teachers helps them to become better teachers by acquiring new skills and improving their competencies. Unique Contribution to Theory, Practice and Policy: This study highlighted effective methods of teacher professional development for 21st century education and emphasized the positive impact of such methods and approaches on the growth and development of teachers in an era characterized by rapid technological advancements and changing educational paradigms. All these approaches and methods are supported by the three theories: constructivism theory, adult learning theory and transformational leadership theory.

27 sitasi en
S2 Open Access 2020
A systematic literature review of the influence of the university’s environment and support system on the precursors of social entrepreneurial intention of students

C. Bazan, Hannah Gaultois, Arifusalam Shaikh et al.

This systematic literature review aims at understanding the influence of the university’s environment and support system (ESS) in shaping the social entrepreneurial intention (SEI) of post-secondary education students. Social entrepreneurs play an important role in the economic and social developments of the communities in which they operate, thus many post-secondary institutions are starting to encourage more students to engage in social entrepreneurial behaviour. Consequently, there is a need for systematic approaches to evaluate the impact of various motivational factors related to the university’s entrepreneurial ecosystem that could affect the SEI of students. Based on a systematic literature review and narrative synthesis of the antecedents of the SEI of post-secondary education students, the authors proposed a customized SEI model that modifies and extend the one proposed by Hockerts (Entrepreneurship: Theory and Practice, 2017) and Mair and Noboa (Social entrepreneurship, 2006). This study fills a gap in the literature by providing a methodology grounded in theory that can help universities to design their educational and other interventions aimed at encouraging more students to consider social entrepreneurship as a viable career choice after graduation.

124 sitasi en Sociology
S2 Open Access 2021
Teacher, Learner and Student-Teacher Identity in TESOL

J. Richards

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

71 sitasi en Sociology
S2 Open Access 2022
CLIL in the 21st Century

Christiane Dalton-Puffer, Julia Hüttner, Ana Llinares

This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education.

DOAJ Open Access 2022
El Bienestar Social del profesorado durante su formación: el rol de la ciudadanía y la participación

Miguel Ángel Albalá Genol, Antonio Francisco Maldonado Rico

En los últimos años, se han evidenciado las implicaciones que pueden tener las instituciones y profesionales educativos en la construcción de nuevas sociedades con mayor compromiso cívico y bienestar social. En este sentido, diversos factores relacionados con la concepción y el ejercicio de la participación ciudadana, se asocian a mayores niveles de bienestar social, situándose como un aspecto a considerar Desde la formación del profesorado. En el estudio se analizaron cuantitativamente los niveles de bienestar social, compromiso cívico y participación sociopolítica de 583 futuros docentes, de entre 17 y 42 años, que cursaban diferentes niveles formativos. Los resultados mostraron diferencias en las variables estudiadas en función de la etapa formativa del futuro profesorado, con niveles superiores en posgrado que en grado. Además, el compromiso cívico y la participación del profesorado en formación se sitúan como predictores del bienestar social que muestran. Se concluye que, para avanzar mediante la educación hacia una ciudadanía con un mayor compromiso cívico y bienestar social, será de gran relevancia considerar la formación del profesorado, así como sus diferentes formas de entender y ejercer la ciudadanía.

Theory and practice of education
DOAJ Open Access 2021
Distance Educational Links: a qualitative study on the perception of kindergarten teachers

Luisa Zecca

The outbreak of novel coronavirus infection that originated in 2020 resulted in the immediate closure of all Italian school services for several months. Children who attend ECEC (Early Childhood Education and Care) services have particularly suffered from not being able to take advantage of consolidated distance learning models specifically designed for them. The main priority was to re-establish the bond between them and the teachers so that the educational path they embarked on did not disappear from their daily lives. To this end, LEADs (Distance Educational Links) have been established in Italy, a new relational modality involving children, teachers, and families, who could rely exclusively on communication through digital devices. The research presented here explored what happened during the first lockdown phase, corresponding to the start of LEADs, and during the resumption of the school in presence. The study aimed to detect and record reactions, experiences, and changes in children, families, and teachers, with attention to new pedagogical and social practices and a main focus on the unprecedented use of technology as the primary tool to maintain the bond. IT devices revealed new potential as relational and educational resources, making them indispensable during emergencies, not only for basic communication but also for recreating the setting in which bonding occurs and is built. Bonding was possible even at a distance because technology supported it. The unprecedented involvement of families as educational partners, the rethinking of teachers’ roles, and close collaboration among colleagues emerged as equally significant results.

Theory and practice of education
DOAJ Open Access 2021
Protecting Autonomy of Rohingya Women in Sexual and Reproductive Health Interventions

Haaris Siddiqi

Photo by Sébastien Goldberg on Unsplash ABSTRACT Rohingya women face challenges that ought to be acknowledged and addressed to ensure that when they seek health care, they can act autonomously and decide freely among available options. Self-determination theory offers valuable insight into supporting these women within their unique situations. INTRODUCTION In August of 2017, military and paramilitary forces in Myanmar began purging the Rohingya Muslim population from the country, motivated by anti-Muslim prejudice of the Buddhist political and social majority. Mass murder, property destruction, kidnapping, torture, and sexual violence still affect Rohingya communities. As a result, more than a million individuals have fled Myanmar.[1] As of February 2021, approximately 880,000 Rohingya Muslims have taken refuge in Cox’s Bazar, Bangladesh, the site of the largest refugee camps in the world.[2] The public health focus in these camps is on treatment of physical ailments and infectious diseases.[3] While women of reproductive age and adolescent girls experience the highest level of violence among Rohingya communities in both Myanmar and Bangladesh, they have consistently lacked access to sufficient sexual and reproductive care. In 1994, the Women’s Commission for Refugee Women and Children exposed issues surrounding the sexual and reproductive health of displaced populations and propelled the recognition of SRH as a human right.[4] Human rights interventionists and public health officials have made progress in the integration of sexual and reproductive health education, facilities, and resources into refugee camps in Cox’s Bazar. This includes the introduction of menstrual cleanliness facilities and educational conversations. However, Rohingya women and male cultural leaders, or gatekeepers, remain reluctant to accept these resources and education.[5] The prevalence of gender-based violence against women and restrictive policies enforced by the Bangladesh government heighten the barriers to the effective introduction of sexual and reproductive health resources and services.[6]  A wealth of literature has pushed for the extension of clinical duties of beneficence and non-maleficence in the diagnosis and treatment of refugee and asylum-seeking communities.[7] Additionally, extensive research on Rohingya refugee communities has searched for ways to work around the complex social history and to accommodate power structures by integrating gatekeepers into SRH discussions.[8] However, as interventions have sought to overcome cultural and religious barriers, they have largely overlooked the protection of autonomy of sexual and reproductive health patients in Cox’s Bazar. This paper argues two points. First, attempts at improving outcomes in Cox’s Bazar ought to lead to Rohingya women’s autonomy and self-determination, both in mitigating control of male leaders over sexual and reproductive decisions and in ensuring the understanding and informed consent between patients and providers. Second, policy decisions ought to ensure post-treatment comprehensive care to shield Rohingya women from retribution by male community members. Self-determination theory offers guidance for state leaders and healthcare providers in pursuing these goals. l.     Barriers to Sexual and Reproductive Health Services for Rohingya Women As part of its anti-Muslim narrative, the Buddhist majority has painted Rohingya women as hyper-reproductive. False narratives “of a Rohingya plan to spread Islam by driving demographic shifts” and accusations against Rohingya women for having “unusually large families” have motivated violent behavior and discriminatory regulations against Rohingya communities.[9] In reality, demographic data shows that “the Rohingya population has remained stable at 4% since 1980.”[10] In 2013, the government of Myanmar imposed regulations on Rohingya families in the Rakhine state, the region with the highest population of Rohingya Muslims, enforcing a two-child limit and requiring that Rohingya women obtain government authorization to marry and take a pregnancy test before receiving such permission. The majority has also subjected Rohingya females to acts of sexual violence to ostracize them and “dilute” Rohingya identity.[11] As a result, Rohingya women in Cox’s Bazar experience unique illnesses and vulnerabilities requiring imminent treatment. Due to national policies in Bangladesh, “Rohingya [women] cannot receive HIV/AIDS testing and treatment in camps; birth control implants delivered by midwives; and comprehensive abortion care.”[12] Additionally, in accordance with patriarchal Rohingya community structure, male gatekeepers hold high authority over sexual and reproductive decisions of women, evidenced by the persistence of gender-based violence within refugee camps and traditional practices such as the marriage of minor girls to older Rohingya men.[13] Surveys of community members reveal that cultural and religious stigma against sexual and reproductive health care exists among these male gatekeepers as well as Rohingya women.[14] Due to their cultural and political position, Rohingya women are subject to unique power relations. This paper analyzes the ethical dilemmas that arise from two of those power relations: Rohingya women’s relationships with male gatekeepers and their relationships with interventionist healthcare providers. ll.     Ethics of Including Male Community Members in Decisions Affecting Women’s Healthcare Autonomy A November 2019 survey of Rohingya women in Cox’s Bazar that had married or given birth within the past two years found that “around one half of the female Rohingya refugees do not use contraceptives, mainly because of their husbands’ disapproval and their religious beliefs.”[15] There are widespread misconceptions such as the belief that Islam does not permit the use of contraceptives.[16] The existence of such misconceptions and the power husbands and male leaders hold over the delivery of treatment creates dilemmas for healthcare practitioners in conforming to ethical principles of care. lll.     Beneficence in Providing Care to Refugees While public health scholars and government officials hold divided opinions on the level of treatment required to fulfill refugees’ right to sexual and reproductive health care, most support enough care to ensure physical and psychological well-being.[17] Beneficence requires that healthcare providers and states “protect the rights of others[,] prevent harm from occurring to others[, and] remove conditions that will cause harm to others.”[18] Under the principle of beneficence, there is a duty to provide sexual and reproductive treatment to Rohingya women in Cox’s Bazar that is comparable to that received by citizens of the host state. In addition, the ethical principle of nonmaleficence may call for the creation of specialized care facilities for refugee communities, because a lack of response to refugees’ vulnerability and psychological trauma has the potential to generate additional harm.[19] In response to gendered power relations among the Rohingya community, husbands and male leaders are included in decisions surrounding maternal health and sexual and reproductive care for women. For example, healthcare professionals “have been found to impose conditions on SRH [sexual reproductive health] care that are not stated in the national… [menstrual regulation] guidelines, such as having a husband’s permission.”[20] The refugee healthcare community could do more to mitigate the potential of retribution taken by male community members against women that accept care by dispelling common misconceptions and precluding male community members from influencing female reproductive choices.[21] However, some current practices allow the infiltration of male community leaders and husbands into the diagnosis, decision-making, and treatment spaces. Deferring decisions to male leaders for the sake of expediency risks conditioning women’s access to care on male buy-in and diminishes Rohingya women’s autonomy over their sexual and reproductive health. lV.     Male Influence and Female Autonomy Ensuring patients control their own treatment decisions is an essential component of the ethical obligation of healthcare professionals to respect patients’ autonomy. While patients can exercise their autonomy to accept the direction of the community, their autonomy is undermined when “external sources or internal states… rob [such persons]… of self-directedness.”[22] Sexual and reproductive health research on Rohingya women revealed that the presence of male family members during conversations “made female respondents uncomfortable to speak openly about their SRH [sexual and reproductive health]related experiences.”[23] The same study found that when male family members were absent, Rohingya women were more transparent and willing to discuss such topics.[24] These findings indicate that the mere presence of male family members exerts control over Rohingya women in conversations with practitioners. Male involvement also stalls conversations between providers and Rohingya women which may harm the achievement of understanding and informed consent in diagnosis and treatment spaces.[25] Women do have the option of bringing their male community leaders and family members into sexual health discussions. Yet healthcare providers ought to monitor patients individually and avoid programmatic decision making regarding male involvement in the treatment space. While it is the ethical imperative of health interventionists and the state of Bangladesh to fulfill the duties of care required by the principles of beneficence and non-maleficence, the sole prioritization of expanding sexual and reproductive health care in Cox’s Bazar risks ignoring autonomy. V.     Ethics of Paternalism in Provide-Patient Relations Rohingya women’s negative beliefs about contraceptives, such as the belief that they cause irreversible sterilization, are the second largest factor inhibiting their use.[26] To an extent, the Rohingya are justified in their skepticism. Prior to the 1990’s, Bangladesh used nonconsensual sterilization as a mechanism of population control to attain access to international aid. Though the international conversation surrounding reproduction shifted its focus towards reproductive rights following the 1994 UN International Conference on Population and Development, delivery of reproductive care in the global South is frequently characterized by lack of transparency and insufficient patient understanding of the risks and consequences of treatment. Additionally, women’s lack of control impacts follow-up care and long-term contraception. For example, when women seek the removal of implantable contraceptives, healthcare professionals often refuse to perform the requisite operation.[27] Patients must understand the risks of treatment in their own culture and circumstances where societal views, misconceptions, or fears may influence healthcare practices. Healthcare providers need to recognize the coercive potential they hold in their relations with patients and guard against breaches of patient autonomy in the delivery of treatment. In accordance with the principle of beneficence, healthcare providers treating refugees or individuals seeking asylum ought to abide by the same fiduciary responsibilities they hold toward citizens of the host state.[28] When patients show hesitancy or refusal toward treatment, healthcare providers ought to avoid achieving treatment by paternalistic practice such as “deception, lying, manipulation of information, nondisclosure of information, or coercion.”[29] Although well-intentioned, this practice undermines the providers’ obligation to respect patients’ autonomy.[30] The hesitancy of Rohingya women to accept some sexual or reproductive health care does not justify intentional lack of transparency, even when that treatment furthers their best health interests. However, paternalistic actions may be permissible and justified during medical emergencies.[31] Vl.     Informed Consent Respecting Rohingya women’s autonomy also places affirmative duties on healthcare providers to satisfy understanding and informed consent. However, language barriers and healthcare providers’ misconceptions about Rohingya religion and culture impede the achievement of these core conditions of autonomy for Rohingya women.[32] In an interview, a paramedic in Cox’s Bazar described the types of conversations healthcare providers have with Rohingya women in convincing them to accept menstrual regulation treatment, a method to ensure that someone is not pregnant after a missed period: “We tell them [menstrual regulation] is not a sin… If you have another baby now, you will get bad impact on your health. You cannot give your children enough care. So, take MR [menstrual regulation] and care for your family.”[33] This message, like others conveyed to Rohingya women in counseling settings, carries unvalidated assumptions regarding the beliefs, needs, and desires of clients without making a proper attempt to confirm the truth of those assumptions. Healthcare providers’ lack of cultural competence and limited understanding of Bangladesh’s national reproductive health policy complicates communication with Rohingya women. Additionally, the use of simple language, though recommended by the WHO’s guideline on Bangladesh’s policy, is inadequate to sufficiently convey the risks and benefits of menstrual regulation and other treatments to Rohingya women.[34] For informed consent to be achieved, “the patient must have the capacity to be able to understand and assess the information given, communicate their choices and understand the consequences of their decision.”[35] Healthcare providers must convey sufficient information regarding the risks, benefits, and alternatives of treatment as well as the risks and benefits of  forgoing treatment.[36] Sexual and reproductive health policies and practices must aim to simultaneously mitigate paternalism, promote voluntary and informed choice among Rohingya women, and foster cultural and political competency among healthcare providers. Vll.     Self-Determination Theory Self-determination theory is a psychological model that focuses on types of natural motivation and argues for the fulfillment of three conditions shown to enhance self-motivation and well-being: autonomy, competence, and relatedness.[37] According to the theory, autonomy is “the perception of being the origin of one’s own behavior and experiencing volition in action;” competence is “the feeling of being effective in producing desired outcomes and exercising one’s capacities;” and, relatedness is “the feeling of being respected, understood, and cared for by others.”[38] Bioethicists have applied self-determination theory to health care to align the promotion of patient autonomy with traditional goals of enhancing patient well-being. Studies on the satisfaction of these conditions in healthcare contexts indicate that their fulfillment promotes better health outcomes in patients.[39] Like principlism, self-determination theory in Cox’s Bazar could allow for increased autonomy while maximizing the well-being of Rohingya women and behaving with beneficence Fostering self-determination requires that healthcare professionals provide patients with the opportunity and means of voicing their goals and concerns, convey all relevant information regarding treatment, and mitigate external sources of control where possible.[40] In Cox’s Bazar, health care organizations in the region and the international community can act to ensure women seeking health care are respected and able to act independently. A patient-centered care model would provide guidelines for the refugee setting.[41] Providers can maximize autonomy by utilizing language services to give SRH patients the opportunity and means to voice their goals and concerns, disclose sufficient information about risks, benefits, and alternatives to each procedure, and give rationales for each potential decision rather than prescribe a decision. They can promote the feeling of competence among patients by expressly notifying them of the level of reversibility of each treatment, introducing measures for health improvement, and outlining patients’ progress in their SRH health. Finally, they can promote relatedness by providing active listening cues and adopting an empathetic, rather than condescending, stance.[42] Healthcare organizations ought to provide training to promote cultural competency and ensure that practitioners are well-versed on national regulations regarding sexual reproductive health care in Bangladesh to avoid the presumption of patients’ desires and the addition of unnecessary barriers to care. Increased treatment options would make autonomy more valuable as women would have more care choices. Given the historical deference to international organizations like the UN and World Bank, multilateral and organizational intervention would likely bolster the expansion of treatment options.  International organizations and donors ought to work with the government of Bangladesh to offer post-treatment comprehensive care and protection of women who choose treatment against the wishes of male community members to avoid continued backlash and foster relatedness.[43] CONCLUSION Rohingya women in Cox’s Bazar, Bangladesh face unique power relations that ought to be acknowledged and addressed to ensure that when they seek health care, they are able to act autonomously and decide freely among available options. While providers have duties under the principles of beneficence and non-maleficence, patient well-being is hindered when these duties are used to trump the obligation to respect patient autonomy. Current approaches to achieving sexual and reproductive health risk the imposition of provider and communal control. Self-determination theory offers avenues for global organizations, Bangladesh, donors, and healthcare providers to protect Rohingya women’s autonomous choices, while maximizing their well-being and minimizing harm. DISCLAIMER: As a male educated and brought up in a Western setting, I acknowledge my limitations in judgement about Rohingya women’s reproductive care. Their vulnerability and health risks can never be completely understood. To some extent, those limitations informed my theoretical approach and evaluation of Rohingya women's SRH care. Self-determination theory places the patients’ experiences and judgement at the center of decision-making. My most important contributions to the academic conversation surrounding Rohingya women are the identification of dilemmas where autonomy is at risk and advocating for self-determination. - [1] Hossain Mahbub, Abida Sultana, and Arindam Das, “Gender-based violence among Rohingya refugees in Bangladesh: a public health challenge,” Indian Journal of Medical Ethics (June 2018):1-2, https://doi.org/10.20529/IJME.2018.045. [2] “UN teams assisting tens of thousands of refugees, after massive fire rips through camp in Bangladesh,” United Nations, last modified March 23, 2021, https://news.un.org/en/story/2021/03/1088012#:~:text=The%20Kutupalong%20camp%20network%2C%20which,(as%20of%20February%202021). [3] Hossain et al., “Gender-based violence,” 1-2. [4] Benjamin O. Black, Paul A, Bouanchaud, Jenine K. Bignall, Emma Simpson, Manish Gupta, “Reproductive health during conflict,” The Obstetrician and Gynecologist 16, no. 3 (July 2014):153-160, https://doi.org/10.1111/tog.12114. [5] Margaret L. Schmitt, Olivia R. Wood, David Clatworthy, Sabina Faiz Rashid, and Marni Sommer, “Innovative strategies for providing menstruation-supportive water, sanitation and hygiene (WASH) facilities: learning from refugee camps in Cox's bazar, Bangladesh,” Conflict and Health Journal 15, no. 1 (Feb 2021):10, https://doi.org/10.1186/s13031-021-00346-9. [6] S M Hasan ul-Bari, and Tarek Ahmed, “Ensuring sexual and reproductive health and rights of Rohingya women and girls,” The Lancet 392, no. 10163:2439-2440, https://doi.org/10.1016/S0140-6736(18)32764-8. [7] Janet Cleveland, and Monica Ruiz-Casares, “Clinical assessment of asylum seekers: balancing human rights protection, patient well-being, and professional integrity,” American Journal of Bioethics 13, no. 7 (July 2013):13-5, https://doi.org/10.1080/15265161.2013.794885.; Christine Straehle, “Asylum, Refuge, and Justice in Health,” Hastings Center Report 49, no. 3 (May/June 2019):13-17, https://doi.org/10.1002/hast.1002. [8] Hossain et al., “Gender-based violence,” 1-2.; Schmitt et al., “Innovative strategies,” 10. [9] Audrey Schmelzer, Tom Oswald, Mike Vandergriff, and Kate Cheatham, “Violence Against the Rohingya a Gendered Perspective,” Praxis: The Fletcher Journal of Human Security, last modified February 11, 2021, https://sites.tufts.edu/praxis/2021/02/11/violence-against-the-rohingya-a-gendered-perspective/. [10] Schmelzer et al., “Violence Against.” [11] Schmelzer et al., “Violence Against.” [12] Liesl Schnabel, and Cindy Huang, “Removing Barriers and Closing Gaps: Improving Sexual and Reproductive Health and Rights for Rohingya Refugees and Host Communities,” Center for Global Development: CGD Notes (June 2019):6, https://www.cgdev.org/sites/default/files/removing-barriers-and-closing-gaps-improving-sexual-and-reproductive-health-and-rights.pdf. [13] Schnabel and Huang, “Removing Barriers,” 4-9.; Andrea J. Melnikas, Sigma Ainul, Iqbal Ehsan, Eashita Haque, and Sajeda Amin, “Child marriage practices among the Rohingya in Bangladesh,” Conflict and Health Journal 14, no. 28 (May 2020), https://doi.org/10.1186/s13031-020-00274-0. [14] Nuruzzaman Khan, Mofizul Islam, Mashiur Rahman, and Mostafizur Rahman, “Access to female contraceptives by Rohingya refugees, Bangladesh,” Bull World Health Organ, 99, no.3 (March 2021):201-208, https://doi.org/10.2471/BLT.20.269779. [15] Khan et al., “Access to,” 201-208. [16] Khan et al., “Access to,” 201-208. [17] Ramin Asgary, and Clyde L. Smith, “Ethical and professional considerations providing medical evaluation and care to refugee asylum seekers,” American Journal of Bioethics 13, no. 7 (July 2013):3-12, https://doi.org/10.1080/15265161.2013.794876.; Cleveland and Ruiz-Casares, “Clinical assessment,” 13-5.; Straehle, “Asylum,” 13-17. [18] Tom L. Beauchamp, and James Childress, Principles of Biomedical Ethics. Eighth Edition, (New York, NY: Oxford University Press, [1979] 2019), 219. [19] Beauchamp and Childress, “Principles,” 155.; Straehle, “Asylum,” 15. [20] Maria Persson, Elin C. Larsson, Noor Pappu Islam, Kristina Gemzell-Danielsson, and Marie Klingberg-Allvin, “A qualitative study on health care providers' experiences of providing comprehensive abortion care in Cox's Bazar, Bangladesh,” Conflict and Health Journal 15, no. 1 (Jan 2021):3, https://doi.org/10.1186/s13031-021-00338-9. [21] Rushdia Ahmed, Bachera Aktar, Nadia Farnaz, Pushpita Ray, Adbul Awal, Raafat Hassan, Sharid Bin Shafique, Md Tanvir Hasan, Zahidul Quayyum, Mohira Babaeva Jafarovna, Loulou Hassan Kobeissi, Khalid El Tahir, Balwinder Singh Chawla, and Sabina Faiz Rashid, “Challenges and strategies in conducting sexual and reproductive health research among Rohingya refugees in Cox's Bazar, Bangladesh,” Conflict and Health Journal 14, no. 1 (Dec 2020):83, https://doi.org/10.1186/s13031-020-00329-2.; Khan et al., “Access to,” 201-208. [22] Beauchamp and Childress, Principles, 102. [23] Ahmed et al., “Challenges and strategies," 6. [24] Ahmed et al., “Challenges and strategies," 7. [25] Beauchamp and Childress, Principles. [26] Khan et al., “Access to,” 201-208. [27] Kalpana Wilson, “Towards a Radical Re-appropriation: Gender, Development and Neoliberal Feminism,” Development and Change 46, no. 4 (July 2015):814–815, https://doi.org/10.1111/dech.12176. [28] Asgary and Smith, “Ethical and professional,” 3-12. [29] Beauchamp and Childress, “Principles,” 231. [30] Beauchamp and Childress, “Principles,” 231. [31] Beauchamp and Childress, “Principles.” [32] Beauchamp and Childress, “Principles.” [33] Persson et al. “A qualitative study,” 8. [34] Persson et al. “A qualitative study.” [35] Christine S. Cocanour, “Informed consent-It's more than a signature on a piece of paper,” American Journal of Surgery 214, no. 6 (Dec 2017):993, https://doi.org/10.1016/j.amjsurg.2017.09.015. [36] Cocanour, “Informed consent,” 993. [37] Richard M. Ryan, and Edward L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being,” American Psychologist 55, no. 1 (Jan 2000):68-78. [38] Johan Y.Y. Ng, Nikos Ntoumanis, Cecilie Thøgersen-Ntoumani, Edward L. Deci, Richard M. Ryan, Joan L. Duda, Geoffrey C. Williams, “Self-Determination Theory Applied to Health Contexts: A Meta-Analysis,” Perspectives on Psychological Science 7, no. 4 (July 2021):325-340, https://doi.org/10.1177/1745691612447309. [39] Ng et al., “Self-Determination Theory.”; Nikos Ntoumanis, Johan Y.Y. Ng, Andrew Prestwich, Eleanor Quested, Jennie E. Hancox, Cecilie Thøgersen-Ntoumani, Edward L. Deci, Richard M. Ryan, Chris Lonsdale & Geoffrey C. Williams, “A meta-analysis of self-determination theory-informed intervention studies in the health domain: effects on motivation, health behavior, physical, and psychological health,” Health Psychology Review 15, no. 2 (Feb 2020), https://doi.org/10.1080/17437199.2020.1718529. [40] Leslie William Podlog, and William J. Brown, “Self-determination Theory: A Framework for Enhancing Patient-centered Care,” The Journal for Nurse Practitioners 12, no. 8 (Sep 2016):e359-e362, https://doi.org/10.1016/j.nurpra.2016.04.022. [41] Podlog and Brown, “Self-determination Theory.” [42] Podlog and Brown, “Self-determination Theory.” [43] Podlog and Brown, “Self-determination Theory.”

Medical philosophy. Medical ethics, Ethics
DOAJ Open Access 2021
A Relação Teoria-Prática Docente no Ensino de Ciências: uma Análise Materialista Histórico-Dialética à Luz da Práxis Autêntica de Freire

Cristiane Aparecida Madureira, Juliana Rezende Torres

Entender a práxis pedagógica permeia compreender a dialética implícita ao ato educativo. Buscando entendimento pela ótica das dimensões praxiológicas em que as práticas pedagógicas se situam, o trabalho docente fez-se objeto de estudo, visando dimensionar limites e possibilidades do ato de Ensino de Ciências de um grupo docente da rede pública estadual paulista, na relação teoria-prática docente, à luz da práxis autêntica freireana. Empregou-se observação participante e entrevistas estruturadas, tomando o conceito de práxis em Marx como categoria analítica a priori, desdobrando-se em dimensões praxiológicas em Lefebvre e Vázquez até a práxis autêntica de Freire. Tais dimensões da práxis foram balizadas a partir de estruturantes (sujeitos, contextos e processos) em suas respectivas variações, bem como nos níveis de consciência de Freire acerca da teoria-prática docente. Resultados apontam que a dimensão da práxis pedagógica que o docente se encontra depende do movimento dialético dos estruturantes da práxis atrelado aos níveis de consciência acerca do trabalho docente, o que pode estar mais próximo da dimensão da inversão da práxis, da dimensão transicional ou da dimensão da práxis autêntica. Esta pesquisa propiciou a elaboração de um construto teórico em torno dos estruturantes da práxis pedagógica em suas respectivas variações, visando a explicitação da dimensão da práxis pedagógica dos docentes investigados frente às suas próprias posturas epistemológicas e pedagógicas.

Special aspects of education, Theory and practice of education
S2 Open Access 2019
Factors developing nursing students and novice nurses' ability to provide care in acute situations.

Anders Sterner, M. Hagiwara, N. Ramstrand et al.

Nurses play an important role in detecting, interpreting and deciding appropriate actions to take in order to care for patients in acute situations. Nevertheless, novice nurses are reported as feeling unprepared to provide appropriate care in acute situations. In order to address this issue, it is important to describe factors in nursing education and first year of practice that enable nurses to provide appropriate care in acute situations. 17 novice nurses were interviewed in this qualitative study. A phenomenographic analysis was applied and four categories were discovered: Integrating theory into practice, access to adequate support, experience-based knowledge and personality traits. Results suggest that a variety of factors contribute to novice nurses' ability to provide appropriate care in acute situations. Experience of acute situations and the integration of theory and practice are pivotal in acquiring skills to provide appropriate care. To accomplish this, reflection, practice and/or applied training with a patient perspective is recommended.

37 sitasi en Medicine, Psychology
DOAJ Open Access 2020
THE EFFECTIVENESS OF THE SCRAMBLE METHOD TO IMPROVE THE STUDENTS’ ABILITY IN READING ALOUD AT GRADE II ELEMENTARY SCHOOLS

Yeni Sulaeman, Muhardila Fauziah, Aan

The purpose of this study was to improve the students' ability in reading aloud by using the scramble method and to find out the students' sentence comprehension skills. This research was a classroom action research conducted in two learning cycles. Each cycle consisted of two meetings with 2x30 minutes each. The data were obtained by observing the learning process, learning activities, and the results of the reading aloud comprehension test. The results showed that the students' ability to read aloud at grade II increased after the implementation of the scramble method in the learning process. Then, the results of the observation in the first cycle found several shortcomings so that they affected the students’ learning activities. The tests given at the second meeting were categorized as fairly good. After that, in the second cycle, the learning process became more conducive and fun. The students became active and enthusiastic about the learning process. It was found that 95% of students actively participated in learning and the average score of the test was 93.50 with very good category. Thus, the implementation of the scramble method improved the students’ ability to read aloud at grade II SDN Nameng 1 Rangkasbitung.

Theory and practice of education
S2 Open Access 2019
Towards Adaptive E-Learning among University Students: by Applying Technology Acceptance Model (TAM)

E-learning is a form of education that is increasingly being used in higher education in the developed world. The aim of the study was to evaluating students’ satisfaction of e-Learning. In this research, we apply and use the theory of technology acceptance model (TAM). We employ structural equation modelling (SEM) approach with SmartPLS software to investigate students’ adoption process. Findings indicates that the perceived ease of use, perceived usefulness and intention to use e-learning among university students have a positive impact and substantially associated with learning performance and learning satisfaction. The study concludes that university students in Malaysia have positive perceptions towards e-learning and intend to practice it for educational purposes

32 sitasi en
S2 Open Access 2009
Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception

E. van Roekel, R. Scholte, R. Didden

This study examined: (a) the prevalence of bullying and victimization among adolescents with ASD, (b) whether they correctly perceived bullying and victimization, and (c) whether Theory of Mind (ToM) and bullying involvement were related to this perception. Data were collected among 230 adolescents with ASD attending special education schools. We found prevalence rates of bullying and victimization between 6 and 46%, with teachers reporting significantly higher rates than peers. Furthermore, adolescents who scored high on teacher- and self-reported victimization were more likely to misinterpret non-bullying situations as bullying. The more often adolescents bullied, according to teachers and peers, and the less developed their ToM, the more they misinterpreted bullying situations as non-bullying. Implications for clinical practice are discussed.

351 sitasi en Psychology, Medicine
DOAJ Open Access 2019
UM ESTUDO DE CASO SOBRE IMPORTÂNCIA DO ENSINO MÉDIO INTEGRADO À EDUCAÇÃO PROFISSIONAL PARA AS TRAJETÓRIAS DE VIDA DE EGRESSOS DO INSTITUTO FEDERAL DO CEARÁ/CAMPUS FORTALEZA

Francisco das Chagas Torres de Oliveira, Samuel Brasileiro Filho

O presente trabalho constitui um recorte de uma pesquisa de mestrado realizada junto a egressos dos cursos técnicos em Mecânica Industrial, Química e Telecomunicações, ofertados pelo do Instituto Federal do Ceará – IFCE/Campus Fortaleza na modalidade do Ensino Médio Integrado à Educação Profissional e Tecnológica – EMI, os quais concluíram seus respectivos cursos no período compreendido entre os anos de 2016 e 2018. Compreende, portanto, um estudo de caso, que contou com a utilização de métodos e técnicas de natureza qualitativa para a coleta e tratamento dos dados obtidos a partir da realização de entrevistas semiestruturadas. Partindo das reflexões de autores como Moura, (2007); Bremer e Kuenzer (2012); Ramos (2014) Frigotto, Ciavatta e Ramos (2005); dentre outros, esta pesquisa objetivou evidenciar os sentidos que os egressos atribuem à formação recebida, bem como a importância que ela assume para a melhoria de suas condições materiais de existência e para sua autorrealização. Os resultados encontrados revelaram que os egressos, em sua ampla maioria, percebem a formação recebida como muito importante para o delineamento de suas trajetórias profissionais e acadêmicas, constituindo-se um “divisor de águas” para a transformação de suas condições materiais de vida e para o seu desenvolvimento humano.

Education, Theory and practice of education
DOAJ Open Access 2019
Revisitando o conflito para pensar a prática educativa

Moacir Fernando Viegas, Adriana Janice Lenz

O artigo constitui-se de revisão teórica e reflexão sobre o conceito de conflito e seu significado na realidade atual, em especial na educação, apontando possibilidades de experiências com o mesmo na realidade escolar. O objetivo é compreender o significado dos conflitos sociais, de modo a subsidiar as discussões sobre o tema, assim como estimular a crítica de concepções tradicionais. A base teórica principal do texto é a dialética, entendendo essa teoria como fundamento essencial para pensar as relações sociais em que se configuram as diferentes formas de conflito nos dias de hoje. O texto parte das características básicas do conceito de conflito, onde, destacando as teorias de Durkheim e de Marx, menciona as ideias as quais têm sido associado na prática social. Depois enfoca as relações entre conflito e consenso, priorizando o debate sobre a teoria da solidariedade durkheiminiana. Conclui com uma discussão inicial sobre o conflito na escola na perspectiva da mediação, em que realça a problemática da compreensão das relações sociais de conflito para a construção das práticas educativas. Palavras-chave: Conflito e Educação. Conflito e Relações Sociais. Mediação de Conflitos. Revisiting the conflict to think about the educative practice Abstract The article is made of a theoretical review and a reflexion about the concept of conflict and its meaning in reality nowadays, mainly in education, pointing possibilities of experience with it on schools. The main goal is to contribute theoretically to the comprehension of the meaning of social conflicts, in a way to subsidize and stimulate the criticism of traditional conceptions. The main theoretical base of the text is the dialectic, understanding that this theory as an essential foundation to think about the social relationships in which the different forms of conflict are configured nowadays. Coming from the basic characteristics of the concept of conflict, the article focuses, next, on the relations between conflict and consensus, to then discuss about the conflicts in the social relationships and conclude with a initial discussion about the school conflict in the mediation perspective. Key words: Conflict and Education. Conflict and Social Relationship. Conflict Mediations. Revisitando el conflicto para pensarse la practica educativa Resumen El artículo se constituye de revisión teórica y reflexión sobre el concepto de conflicto y su significado en la realidad actual, en especial en la educación,  señalando posibilidades de experiencias con el mismo en la realidad escolar. El objetivo es comprender el significado de los conflictos sociales, de modo a subsidiar las discusiones sobre el tema, así como estimular la crítica de concepciones tradicionales. La base teórica principal del texto es la dialéctica, entendiendo esa teoría como fundamento esencial para pensar las relaciones sociales en que se configuran las diferentes formas de conflicto en los días de hoy. El texto parte de las características básicas del concepto de conflicto, en que destacan las teorías de Durkheim y de Marx, mencionando las ideas que se han asociado en la práctica social. Luego enfoca las relaciones entre conflicto y consenso, priorizando el debate sobre la teoría de la solidaridade Durkheim. Concluye con una discusión inicial sobre el conflicto en la escuela en la perspectiva de la mediación, subrayando la problemática de la comprensión de las relaciones sociales de conflicto para la construcción de las prácticas educativas. Palabras-clave: Conflicto y Educación. Conflicto y Relaciones Sociales. Mediación de Conflictos

Education (General)
S2 Open Access 2019
No Time to Think: A Theory about What Architects Do in the Age of Artificial Intelligence [AI]

Shai Yeshayahu, Eric Strain, Maria University of Las Vegas Nevada

History tells us that the nine-square grid did not ignite the education of an architect,1 blobitecture did not stifle it,2 and DIY software is not killing the profession.3 Instead, the duration of time allotted to aggregate knowledge and implement research in both learning and practice is under attack. At risk is the logic for how humans cede cognitive praxes to machines.4 In other words, for space thinkers and designers, the time to out-put results is vastly shrinking, challenging the ways we teach, learn, and gain the ability to apply innovative research outputs mindfully. Should having no time to evaluate and assimilate the particularities of our cognitive experiences in meaningful ways worry us? The answer is an emphatic Yes! At the crux of this response lies the claim that Artificial Intelligence [AI] and deep learning are singularly computational systems capable of evolutionary acts and random mutations that will continuously deliver optimal answers upon request. 5 How and in what ways has Architecture (AIA 2018) concede that design development, construction documents, and building construction are a mundane task, left for machines to execute in the absence of design innovators? If so, what are the tasks of architects, and how will innovation and creative-thinking continue to evolve beyond AI?

S2 Open Access 2018
The influence of sociocultural and structural contexts in academic change and development in higher education

C. Englund, Anders D. Olofsson, Linda Price

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.

2 sitasi en

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