Pub Date : 2023-10-13DOI: 10.33423/jhetp.v23i16.6464
Elizabeth Margarita Hernández López
Based on the understanding that Intercultural Competence (ICC) is not necessarily achieved by studying abroad, as part of a teacher’s level initiative, this paper intends to shed light on the usefulness of the implementation of a series of cultural experiential activities to a group of pre-graduate students, undertaking a B.A. in English Language Teaching at a public university in Mexico, for the development of Intercultural Competence. Data were collected by means of three online focus groups and were analysed thematically into four dimensions: knowledge, attitudes, skills, and awareness. Findings indicate there had been, to a lesser or greater extent, enhancement in each of these intercultural subcomponents.
{"title":"Fostering Intercultural Competence in a Pre-Graduate Course at a Public University in Mexico","authors":"Elizabeth Margarita Hernández López","doi":"10.33423/jhetp.v23i16.6464","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6464","url":null,"abstract":"Based on the understanding that Intercultural Competence (ICC) is not necessarily achieved by studying abroad, as part of a teacher’s level initiative, this paper intends to shed light on the usefulness of the implementation of a series of cultural experiential activities to a group of pre-graduate students, undertaking a B.A. in English Language Teaching at a public university in Mexico, for the development of Intercultural Competence. Data were collected by means of three online focus groups and were analysed thematically into four dimensions: knowledge, attitudes, skills, and awareness. Findings indicate there had been, to a lesser or greater extent, enhancement in each of these intercultural subcomponents.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We conducted a systematic literature review searching for articles discussing complex problem-solving (CPS) in education. We used keywords such as “complex problem solving,” “education,” and “mathematics” to search for articles in Harzing’s Publish or Perish Scopus source. The findings revealed 44 articles published between 2013 and 2022. The majority of these articles were from Germany, and most focused on assessing and measuring CPS. Research topics included the process of cognition, metacognition, working memory, intelligence, motivation, CPS ability, and intention. Although CPS is closely related to the abilities needed for learning mathematics, there is currently limited research on complex problem-solving in education.
{"title":"A Systematic Review of Complex Problem-Solving in Education and Mathematics Education","authors":"Megita Dwi Pamungkas, Stevanus Budi Waluya, Scolastika Mariani, None Isnarto","doi":"10.33423/jhetp.v23i16.6465","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6465","url":null,"abstract":"We conducted a systematic literature review searching for articles discussing complex problem-solving (CPS) in education. We used keywords such as “complex problem solving,” “education,” and “mathematics” to search for articles in Harzing’s Publish or Perish Scopus source. The findings revealed 44 articles published between 2013 and 2022. The majority of these articles were from Germany, and most focused on assessing and measuring CPS. Research topics included the process of cognition, metacognition, working memory, intelligence, motivation, CPS ability, and intention. Although CPS is closely related to the abilities needed for learning mathematics, there is currently limited research on complex problem-solving in education.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University students in Abu Dhabi used stimulants and nutritional supplements at gyms. The study pinpointed variations based on the variables (years of practice, education level, age, and gender) and other. 512 male and female students from various colleges made randomly up the sample. The questionnaire was used to obtain the results. Findings revealed that (46 %) took tablets at a rate of (30.9%), (9.8%) take injections at a rate of (6.3%). Statistically, (8.2%) used supplements for more than five years, (91.2%) of students realized the difference between nutritional supplements and stimulants. The first-year attained the greatest rate in age variable. However, the gender variable was (63.1%) for males and (36.9%) for females in (19-25 Years) age group. The years of physical activity variable showed the most in the use of nutritional supplements and stimulants. All in all, this is to provide supervision for gyms and nutrition centers, get doctor’s approval for such materials, and conduct educational courses and workshops for trainers and gym supervisors to limit stimulants and supplements use.
{"title":"The Prevalence of Stimulant and Nutritional Supplement Usage Among Students at Abu Dhabi Universities in Gyms","authors":"Majed Saleem El-Saleh, Ziyad Ellala, Balkees Abuawad, Mohamed Sharaf","doi":"10.33423/jhetp.v23i16.6459","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6459","url":null,"abstract":"University students in Abu Dhabi used stimulants and nutritional supplements at gyms. The study pinpointed variations based on the variables (years of practice, education level, age, and gender) and other. 512 male and female students from various colleges made randomly up the sample. The questionnaire was used to obtain the results. Findings revealed that (46 %) took tablets at a rate of (30.9%), (9.8%) take injections at a rate of (6.3%). Statistically, (8.2%) used supplements for more than five years, (91.2%) of students realized the difference between nutritional supplements and stimulants. The first-year attained the greatest rate in age variable. However, the gender variable was (63.1%) for males and (36.9%) for females in (19-25 Years) age group. The years of physical activity variable showed the most in the use of nutritional supplements and stimulants. All in all, this is to provide supervision for gyms and nutrition centers, get doctor’s approval for such materials, and conduct educational courses and workshops for trainers and gym supervisors to limit stimulants and supplements use.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.33423/jhetp.v23i16.6461
Abd Gafur, Andy Sapta, Ami Hibatul Jameel
YouTube is an interesting learning media that many people, especially students, favor. This study aims to analyze the feasibility of using YouTube as a learning medium, understand the effect media has on learning outcomes, and describe student’s responses. The learning videos uploaded on YouTube were first reviewed by experts using an assessment form distributed online using Google Form. This study is a mixed methods research. This study was conducted at a private high school in Surakarta City. The assessment data obtained from experts was analyzed using standard eligibility criteria, while the YouTube effectiveness test was by comparing the pretest and posttest. The results showed that YouTube media based on the assessment of media experts, material experts, and students, positively responded to learning using YouTube.
{"title":"Learning Through Youtube: Is it Effective for Improving Student Learning Outcomes?","authors":"Abd Gafur, Andy Sapta, Ami Hibatul Jameel","doi":"10.33423/jhetp.v23i16.6461","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6461","url":null,"abstract":"YouTube is an interesting learning media that many people, especially students, favor. This study aims to analyze the feasibility of using YouTube as a learning medium, understand the effect media has on learning outcomes, and describe student’s responses. The learning videos uploaded on YouTube were first reviewed by experts using an assessment form distributed online using Google Form. This study is a mixed methods research. This study was conducted at a private high school in Surakarta City. The assessment data obtained from experts was analyzed using standard eligibility criteria, while the YouTube effectiveness test was by comparing the pretest and posttest. The results showed that YouTube media based on the assessment of media experts, material experts, and students, positively responded to learning using YouTube.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.33423/jhetp.v23i16.6462
Ángel Esteban Torres-Zapata, Juan Pablo Sánchez-Domínguez
A study of the curriculum of the nutrition careers of institutions attached to the National Council for the Quality of Educational Programs in Nutrition was carried out with the objective of examining the characteristics of biochemical education. The research was descriptive, and the methodology focused on the bibliographic review. It was identified that the graduation profiles generally do not mention training in biochemistry; however, 11.11% have only one subject, 77.78% (28) with two and 11.11% (4) three, addressing contents of structural and metabolic biochemistry. Although the objectives and contents are similar, the time devoted to teaching them varies greatly, so it is believed that this factor should be taken into account when evaluating the study plans of each educational institution in order to determine the appropriate time for teaching. of biochemistry.
{"title":"The Biochemical Discipline in the Study Plan of the Bachelor of Nutrition in Mexico","authors":"Ángel Esteban Torres-Zapata, Juan Pablo Sánchez-Domínguez","doi":"10.33423/jhetp.v23i16.6462","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6462","url":null,"abstract":"A study of the curriculum of the nutrition careers of institutions attached to the National Council for the Quality of Educational Programs in Nutrition was carried out with the objective of examining the characteristics of biochemical education. The research was descriptive, and the methodology focused on the bibliographic review. It was identified that the graduation profiles generally do not mention training in biochemistry; however, 11.11% have only one subject, 77.78% (28) with two and 11.11% (4) three, addressing contents of structural and metabolic biochemistry. Although the objectives and contents are similar, the time devoted to teaching them varies greatly, so it is believed that this factor should be taken into account when evaluating the study plans of each educational institution in order to determine the appropriate time for teaching. of biochemistry.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.33423/jhetp.v23i16.6466
Reni Dwi Susanti, Agung Lukito, Rooselyna Ekawati
Computational thinking is significant in the 21st century, especially for problem-solving. For students, this process requires problem understanding that can apply semiotic perspective. According to Peirce, semiotic components include representament, object, and interpretant, the components that exist in computational thinking as it encourage students to think logically and appropriately. This research is a qualitative case study with one student as its object to receive tasks on problem-solving and interviews. The study results indicate that in semiotics, the object component of the study refers to the ability to understand the given problem, mathematical model, and information that is known from the task given. The representament refers to the student's ability to interpret any given object in computational thinking, such as writing down a function formula and drawing a graph. As for interpretant, students must prove the ability to interpret and give meaning to the problem. Therefore, a semiotic perspective in computational thinking can help identify students' problem-solving.
{"title":"Peirce’s Semiotic in Computational Thinking for Mathematical Problem-Solving Process","authors":"Reni Dwi Susanti, Agung Lukito, Rooselyna Ekawati","doi":"10.33423/jhetp.v23i16.6466","DOIUrl":"https://doi.org/10.33423/jhetp.v23i16.6466","url":null,"abstract":"Computational thinking is significant in the 21st century, especially for problem-solving. For students, this process requires problem understanding that can apply semiotic perspective. According to Peirce, semiotic components include representament, object, and interpretant, the components that exist in computational thinking as it encourage students to think logically and appropriately. This research is a qualitative case study with one student as its object to receive tasks on problem-solving and interviews. The study results indicate that in semiotics, the object component of the study refers to the ability to understand the given problem, mathematical model, and information that is known from the task given. The representament refers to the student's ability to interpret any given object in computational thinking, such as writing down a function formula and drawing a graph. As for interpretant, students must prove the ability to interpret and give meaning to the problem. Therefore, a semiotic perspective in computational thinking can help identify students' problem-solving.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135919763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.33423/jhetp.v23i15.6432
Putu Aditya Antara, I Wayan Widiana, Setemen Komang, I Made Tegeh, Made Aryawan Adijaya
This study aimed at analyzing the effect of learner autonomy and institutional support systems on agile learners, independence, and work readiness of students in higher education. The research used the Ex-Post Facto method. The sample was 240 students were chosen by using random sampling. The data collection method used in this study was a questionnaire. The validity test was conducted by six validators and resulted in a CVR of 1.00 and a CVI value of 1.00, therefore, was declared valid. The results of the overall item were valid and reliable. The results of the classical assumption test of prerequisite requirements and the results of the path analysis test revealed that student autonomy and institutional support systems obtained a value > 0.05 for students who were agile and had a greater value on student autonomy, education, and institutional support system through agile learners. In conclusion, student autonomy and institutional support systems had a direct effect on agile students and indirectly affect students’ independence and work readiness.
{"title":"The Effect of Learner Autonomy and Institutional Support System on Agile Learners, Independence, and Work Readiness of Students Participating in the Merdeka Belajar Kampus Merdeka Program","authors":"Putu Aditya Antara, I Wayan Widiana, Setemen Komang, I Made Tegeh, Made Aryawan Adijaya","doi":"10.33423/jhetp.v23i15.6432","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6432","url":null,"abstract":"This study aimed at analyzing the effect of learner autonomy and institutional support systems on agile learners, independence, and work readiness of students in higher education. The research used the Ex-Post Facto method. The sample was 240 students were chosen by using random sampling. The data collection method used in this study was a questionnaire. The validity test was conducted by six validators and resulted in a CVR of 1.00 and a CVI value of 1.00, therefore, was declared valid. The results of the overall item were valid and reliable. The results of the classical assumption test of prerequisite requirements and the results of the path analysis test revealed that student autonomy and institutional support systems obtained a value > 0.05 for students who were agile and had a greater value on student autonomy, education, and institutional support system through agile learners. In conclusion, student autonomy and institutional support systems had a direct effect on agile students and indirectly affect students’ independence and work readiness.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.33423/jhetp.v23i15.6431
Balsam Touaiti, Abdelhafid Ben Khallouk
Remote learning is increasingly normalized in the education sector after the global coronavirus pandemic. Specifically, multicultural business schools can only adapt to the “new normal” if they globally understand how students and teachers are experiencing remote education. Recognizing the new dynamic between students and teachers is thus becoming ever more relevant. We conducted two studies to (1) explore the students’ and teachers’ experiences of remote learning and teaching and (2) examine the influence of teacher-student exchange on key outcomes previously explored. The first study is a netnographic exploration of the remote learning-teaching experience through 397 observations from eighty-three countries during Covid-19. Our first study’s findings suggest that students-teachers are experiencing remote learning-teaching through six dimensions operated within a three-axis framework. Considering these findings, the second study tests the impact of teacher-student exchange on students’ emotional exhaustion, learning performance, and emotional consonance in a business school multicultural sample. Our findings suggest that social exchange reduces students’ emotional exhaustion and increases their emotional consonance differently across cultures.
{"title":"Student-Teacher Experience and Teacher-Student Exchange in Times of Uncertainty: Lessons From Covid-19","authors":"Balsam Touaiti, Abdelhafid Ben Khallouk","doi":"10.33423/jhetp.v23i15.6431","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6431","url":null,"abstract":"Remote learning is increasingly normalized in the education sector after the global coronavirus pandemic. Specifically, multicultural business schools can only adapt to the “new normal” if they globally understand how students and teachers are experiencing remote education. Recognizing the new dynamic between students and teachers is thus becoming ever more relevant. We conducted two studies to (1) explore the students’ and teachers’ experiences of remote learning and teaching and (2) examine the influence of teacher-student exchange on key outcomes previously explored. The first study is a netnographic exploration of the remote learning-teaching experience through 397 observations from eighty-three countries during Covid-19. Our first study’s findings suggest that students-teachers are experiencing remote learning-teaching through six dimensions operated within a three-axis framework. Considering these findings, the second study tests the impact of teacher-student exchange on students’ emotional exhaustion, learning performance, and emotional consonance in a business school multicultural sample. Our findings suggest that social exchange reduces students’ emotional exhaustion and increases their emotional consonance differently across cultures.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.33423/jhetp.v23i15.6435
Yanina Giovanni Mayorca-Martínez, Willy Valle-Salvatierra, Nilo Albert Velásquez-Castillo, Elena Esther Reyna-Márquez, Liz Elva Zevallos-Escobar
This research aimed to verify whether there is a relationship between the use of social networks, self-esteem, academic performance, and the locus of control in university students of Ayacucho in the year 2020. Data collection was by three validated questionnaires: Addiction to Social Networks (ARS), Rosenberg Self-esteem Scale (EAR), and Rotter’s Locus of Control Test. A questionnaire for general data and self-reporting of students’ weighted average achieved was also used. The statistic for non-parametric samples (ANOVA) was used in the statistical package SPSS version 2.7. The results showed a stronger relationship between the use of social networks and self-esteem, and a weaker relationship with the locus of control. Regarding academic performance, no relationship was demonstrated.
{"title":"Social Networks, Self-Esteem, Locus of Control, and Academic Performance in University Students From Ayacucho-Peru During the COVID-19 Pandemic","authors":"Yanina Giovanni Mayorca-Martínez, Willy Valle-Salvatierra, Nilo Albert Velásquez-Castillo, Elena Esther Reyna-Márquez, Liz Elva Zevallos-Escobar","doi":"10.33423/jhetp.v23i15.6435","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6435","url":null,"abstract":"This research aimed to verify whether there is a relationship between the use of social networks, self-esteem, academic performance, and the locus of control in university students of Ayacucho in the year 2020. Data collection was by three validated questionnaires: Addiction to Social Networks (ARS), Rosenberg Self-esteem Scale (EAR), and Rotter’s Locus of Control Test. A questionnaire for general data and self-reporting of students’ weighted average achieved was also used. The statistic for non-parametric samples (ANOVA) was used in the statistical package SPSS version 2.7. The results showed a stronger relationship between the use of social networks and self-esteem, and a weaker relationship with the locus of control. Regarding academic performance, no relationship was demonstrated.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aims to identify how the management of inclusive school learning based on local wisdom is implemented in junior high schools. Our research is qualitative with an explanatory approach. The study participants were selected following a sampling technique with specific criteria. Data collection techniques include observations made by researchers without being directly involved in activities. In addition, interviews were conducted through direct communication between the interviewer and the participant. The data analysis technique was interactive, consisting of three activity lines including (1) data reduction, (2) data display, and (3) data verification. Theoretically, the teacher's research results show that implementing local wisdom-based learning management in inclusive schools has not been effective and needs to be improved in every aspect so that children with special needs can learn like other children.
{"title":"Implementation of Local Wisdom-Based Learning Management in Inclusive Schools","authors":"Shelvie Famella, Sufyarma Marsidin, None Hadiyanto, Nurhizrah Gistituati, None Rifma","doi":"10.33423/jhetp.v23i15.6437","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6437","url":null,"abstract":"The research aims to identify how the management of inclusive school learning based on local wisdom is implemented in junior high schools. Our research is qualitative with an explanatory approach. The study participants were selected following a sampling technique with specific criteria. Data collection techniques include observations made by researchers without being directly involved in activities. In addition, interviews were conducted through direct communication between the interviewer and the participant. The data analysis technique was interactive, consisting of three activity lines including (1) data reduction, (2) data display, and (3) data verification. Theoretically, the teacher's research results show that implementing local wisdom-based learning management in inclusive schools has not been effective and needs to be improved in every aspect so that children with special needs can learn like other children.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：