Pub Date : 2022-11-04DOI: 10.3991/ijep.v12i5.32523
Silvia Barnová, M. Duda, Marta Matulčíková, Gabriela Gabrhelová, T. Hrivíková
Implementation of new technologies and processes influences the changes of many company processes. Some activities change, new ones appear, and others disappear due to gradual digital transformation. This process does not necessarily lead to complete transformation into a digital environment. Each company is unique therefore, its digital transformation is specific too. The result is a hybrid environment combining the digital and analogue world leading to the necessity to select appropriate employees and prepare their further professional training as well. The employees, on the one hand, must demonstrate certain competencies and experience necessary to make the digital transformation a success story and on the other, they need to be prepared for new digital technologies and modern work processes. The paper characterised the development of employees from the perspective of individual and/or team training. Within this scope, it describes various types of training. The empirical research focuses on the necessity of various training activities and their preference in the period of transforming the economy to Industry 4.0.
{"title":"Further Professional On-the-Job Training of Employees in the Digital Era","authors":"Silvia Barnová, M. Duda, Marta Matulčíková, Gabriela Gabrhelová, T. Hrivíková","doi":"10.3991/ijep.v12i5.32523","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.32523","url":null,"abstract":"Implementation of new technologies and processes influences the changes of many company processes. Some activities change, new ones appear, and others disappear due to gradual digital transformation. This process does not necessarily lead to complete transformation into a digital environment. Each company is unique therefore, its digital transformation is specific too. The result is a hybrid environment combining the digital and analogue world leading to the necessity to select appropriate employees and prepare their further professional training as well. The employees, on the one hand, must demonstrate certain competencies and experience necessary to make the digital transformation a success story and on the other, they need to be prepared for new digital technologies and modern work processes. The paper characterised the development of employees from the perspective of individual and/or team training. Within this scope, it describes various types of training. The empirical research focuses on the necessity of various training activities and their preference in the period of transforming the economy to Industry 4.0.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129069962","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 : 2022-11-04DOI: 10.3991/ijep.v12i5.32821
E. Bazhenova, Arzigul Shuzhebayeva, Sarbinas Kuntuganova, M. Bazhenova, Svetlana Murygina
The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.
{"title":"The Impact of Mobile Learning on Undergraduate Students' Cognitive Learning Outcomes: A Meta-Analytic Review","authors":"E. Bazhenova, Arzigul Shuzhebayeva, Sarbinas Kuntuganova, M. Bazhenova, Svetlana Murygina","doi":"10.3991/ijep.v12i5.32821","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.32821","url":null,"abstract":"The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133090971","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 : 2022-11-04DOI: 10.3991/ijep.v12i5.32243
K. K. Krelová, Kateřina Berková, P. Krpálek, Andrea Kubisová
The study is based on an analysis of real educational processes in the period 2020-2021, when the most significant pandemic waves of Covid-19 were recorded in the Czech Republic. In relation to this, the study aims to identify the views of 968 students on the changed conditions of education and the perception of selected aspects of the transition to online learning by respondents from two higher education institutions in the Czech Republic, the first of which is focused on humanities and the second specializes in economics studies. The research is aimed at discovering students’ attitudes towards the form of distance education forced on them by the relevant circumstances, the use of individual components of distance education to support teaching originally designed for the in-person form, the level and effectiveness of the use of information technologies in online learning and the potential of hybrid learning. For a greater degree of analyticity, a combined research model based on both quantitative and qualitative research has been chosen. Aspects of online learning that could be employed as complementary tools in the full-time conventional study mode have been identified. Students of economics can better visualize the inclusion of online learning in the full-time conventional study mode. Master level students are critical of online learning. The results have been used to design and empirically validate appropriate learning strategies with reflection on current student needs.
{"title":"Perception of Selected Aspects of Online Learning by Czech Higher Education Students","authors":"K. K. Krelová, Kateřina Berková, P. Krpálek, Andrea Kubisová","doi":"10.3991/ijep.v12i5.32243","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.32243","url":null,"abstract":"The study is based on an analysis of real educational processes in the period 2020-2021, when the most significant pandemic waves of Covid-19 were recorded in the Czech Republic. In relation to this, the study aims to identify the views of 968 students on the changed conditions of education and the perception of selected aspects of the transition to online learning by respondents from two higher education institutions in the Czech Republic, the first of which is focused on humanities and the second specializes in economics studies. The research is aimed at discovering students’ attitudes towards the form of distance education forced on them by the relevant circumstances, the use of individual components of distance education to support teaching originally designed for the in-person form, the level and effectiveness of the use of information technologies in online learning and the potential of hybrid learning. For a greater degree of analyticity, a combined research model based on both quantitative and qualitative research has been chosen. Aspects of online learning that could be employed as complementary tools in the full-time conventional study mode have been identified. Students of economics can better visualize the inclusion of online learning in the full-time conventional study mode. Master level students are critical of online learning. The results have been used to design and empirically validate appropriate learning strategies with reflection on current student needs.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125369155","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 : 2022-11-04DOI: 10.3991/ijep.v12i5.31283
Sven Strickroth, Michael Striewe
Using grading and feedback systems in the context of learning and teaching programming is quite common. During the last 20 to 40 years research results on several hundred systems and approaches have been published. Existing papers may tell researchers what works well in terms of educational support and how to make a grading and feedback system stable, extensible, secure, or sustainable. However, finding a solid basis for such kind of research is hard due to the vast amount of publications from a very diverse community. Hardly any recent systematic review includes data from more than 100 systems (most include less than 30). Hence, the authors started an endeavor to build a corpus of all task-based grading and feedback systems for learning and teaching programming that deal with source code and have been published in recent years. The intention is to provide the community with a solid basis for their research. The corpus is also designed to be updated and extended by the community with future systems. This paper describes the process of building the corpus and presents some meta-analysis that shed light on the involved research communities.
{"title":"Building a Corpus of Task-Based Grading and Feedback Systems for Learning and Teaching Programming","authors":"Sven Strickroth, Michael Striewe","doi":"10.3991/ijep.v12i5.31283","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.31283","url":null,"abstract":"Using grading and feedback systems in the context of learning and teaching programming is quite common. During the last 20 to 40 years research results on several hundred systems and approaches have been published. Existing papers may tell researchers what works well in terms of educational support and how to make a grading and feedback system stable, extensible, secure, or sustainable. However, finding a solid basis for such kind of research is hard due to the vast amount of publications from a very diverse community. Hardly any recent systematic review includes data from more than 100 systems (most include less than 30). Hence, the authors started an endeavor to build a corpus of all task-based grading and feedback systems for learning and teaching programming that deal with source code and have been published in recent years. The intention is to provide the community with a solid basis for their research. The corpus is also designed to be updated and extended by the community with future systems. This paper describes the process of building the corpus and presents some meta-analysis that shed light on the involved research communities.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133551931","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 : 2022-11-04DOI: 10.3991/ijep.v12i5.30523
Sara Assami, N. Daoudi, R. Ajhoun
The phenomenon of high dropout rates has been the concern of MOOC providers and educators since the emergence of this disruptive technology in online learning. This led to the focus on learner motivation studies from different aspects: demotivation signs detection, learning path personalization, course recommendation, etc. Our paper aims to predict learner motivation for MOOCs to select the right MOOC for the right learner. So, we predict the motivation in an educational data mining approach by extracting and preprocessing learners' navigation traces on a MOOC platform and building a machine learning model that predicts accurately a given learner motivation for a MOOC. The comparison of the performance of four supervised learning algorithms resulted in the selection of the random forest classifier as a modeling technique for motivation prediction. Afterward, the Machine Learning-based recommendation function was tested for learners of the MOOC platform dataset to recommend the Top-10 MOOCs suitable for the target learner. Finally, further research on learner characteristics considered in recommender systems could enlarge the recommendation scope of MOOCs and maintain learner motivation.
{"title":"Implementation of a Machine Learning-Based MOOC Recommender System Using Learner Motivation Prediction","authors":"Sara Assami, N. Daoudi, R. Ajhoun","doi":"10.3991/ijep.v12i5.30523","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.30523","url":null,"abstract":"The phenomenon of high dropout rates has been the concern of MOOC providers and educators since the emergence of this disruptive technology in online learning. This led to the focus on learner motivation studies from different aspects: demotivation signs detection, learning path personalization, course recommendation, etc. Our paper aims to predict learner motivation for MOOCs to select the right MOOC for the right learner. So, we predict the motivation in an educational data mining approach by extracting and preprocessing learners' navigation traces on a MOOC platform and building a machine learning model that predicts accurately a given learner motivation for a MOOC. The comparison of the performance of four supervised learning algorithms resulted in the selection of the random forest classifier as a modeling technique for motivation prediction. Afterward, the Machine Learning-based recommendation function was tested for learners of the MOOC platform dataset to recommend the Top-10 MOOCs suitable for the target learner. Finally, further research on learner characteristics considered in recommender systems could enlarge the recommendation scope of MOOCs and maintain learner motivation.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123792750","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 : 2022-11-04DOI: 10.3991/ijep.v12i5.33779
Sraidi Soukaina, Smaili El Miloud, Salma Azzouzi, M. E. H. Charaf
In recent years, MOOC (Massively Open Online Courses) revolu-tion has transformed the landscape of distance learning. Based on the distribution of educational content, this type of education is expected to undergo the same revolution as all of the traditional sectors of content and service sales, such as music, video, and commerce, due to the emergence of new technologies. How-ever, the completion rate remains a key metric of MOOC success as the number of students registering for a MOOC usually decreases during the course. This rate can reach 2 to 10% at the end of the course. Therefore, predicting dropouts is an excellent way to identify students at risk and make timely decisions. In this study, a prediction model is developed using one of the most widely used methods, the recurrent neural network (RNN). As a result, our model can be considered as an optimal option in terms of accuracy and fit for predicting dropouts in MOOCs.
{"title":"Neural Network-Based System to Predict Early MOOC Dropout","authors":"Sraidi Soukaina, Smaili El Miloud, Salma Azzouzi, M. E. H. Charaf","doi":"10.3991/ijep.v12i5.33779","DOIUrl":"https://doi.org/10.3991/ijep.v12i5.33779","url":null,"abstract":"In recent years, MOOC (Massively Open Online Courses) revolu-tion has transformed the landscape of distance learning. Based on the distribution of educational content, this type of education is expected to undergo the same revolution as all of the traditional sectors of content and service sales, such as music, video, and commerce, due to the emergence of new technologies. How-ever, the completion rate remains a key metric of MOOC success as the number of students registering for a MOOC usually decreases during the course. This rate can reach 2 to 10% at the end of the course. Therefore, predicting dropouts is an excellent way to identify students at risk and make timely decisions. In this study, a prediction model is developed using one of the most widely used methods, the recurrent neural network (RNN). As a result, our model can be considered as an optimal option in terms of accuracy and fit for predicting dropouts in MOOCs.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125707643","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 : 2022-07-26DOI: 10.3991/ijep.v12i4.30111
M. Idris, B. Adeboye, O. Adeyemi, M. O. Abanikannda, N. Lawal, M. Lawal
Entrepreneurship is the major solution to the unemployment problem that has resulted to multifaceted socio-economic challenges in the developing worlds. If engineer becomes entrepreneur, this will not only create jobs but promote technological development and a sustainable national economic growth is guaranteed. The process of entrepreneurship starts from the development of intention to embark on such a venture, hence this study assessed the entrepreneurial intentions of the engineering students in the universities. To accomplish this task, Ajzen theory of planned behaviour is applied. A survey was conductor at the faculty of engineering, Osun State University, Osogbo, Nigeria through a structured questionnaire administered to 470 engineering students in 2021. The data collected was analysed using Statistical Product and Service Solution (SPSS) version 20. The results of the descriptive and regression analyses using the SPSS show that engineering courses are mostly study by the male gender and further revealed that entrepreneurial intentions could be statistically investigated using the Ajzen theory. The results specifically revealed that personal attitude, subjective norms and perceived behavioural control are statistically significant in determining the entrepreneurial intentions of engineering students, while the level of study is insignificant. Based on these results, recommendations for the government, heads of engineering faculty, educators in the fields of engineering and entrepreneurship were provided
{"title":"Assessment of Engineering Entrepreneurship Intentions Among Engineering Students of Osun State University, Nigeria","authors":"M. Idris, B. Adeboye, O. Adeyemi, M. O. Abanikannda, N. Lawal, M. Lawal","doi":"10.3991/ijep.v12i4.30111","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.30111","url":null,"abstract":"Entrepreneurship is the major solution to the unemployment problem that has resulted to multifaceted socio-economic challenges in the developing worlds. If engineer becomes entrepreneur, this will not only create jobs but promote technological development and a sustainable national economic growth is guaranteed. The process of entrepreneurship starts from the development of intention to embark on such a venture, hence this study assessed the entrepreneurial intentions of the engineering students in the universities. To accomplish this task, Ajzen theory of planned behaviour is applied. A survey was conductor at the faculty of engineering, Osun State University, Osogbo, Nigeria through a structured questionnaire administered to 470 engineering students in 2021. The data collected was analysed using Statistical Product and Service Solution (SPSS) version 20. The results of the descriptive and regression analyses using the SPSS show that engineering courses are mostly study by the male gender and further revealed that entrepreneurial intentions could be statistically investigated using the Ajzen theory. The results specifically revealed that personal attitude, subjective norms and perceived behavioural control are statistically significant in determining the entrepreneurial intentions of engineering students, while the level of study is insignificant. Based on these results, recommendations for the government, heads of engineering faculty, educators in the fields of engineering and entrepreneurship were provided","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124803492","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 : 2022-07-26DOI: 10.3991/ijep.v12i4.17335
Javier Erazo-Palacios, Carlos R. Jaimez González, Betzabet García Mendoza
This paper presents a web system to generate programming games for primary school children, with the objective to teach basic programming concepts. It also reviews five existing games with the same purpose, which use either block-based or text-based programming languages. A comparative analysis of the games is provided, based on some important features, such as the presence of a levels map, the use of a block or text language, the presence of a result screen, the presentation of the shortest and previous solutions, among others. The web system is divided into two main parts: the game generator that is used by teachers to create new programming games, and the programming games themselves that are played by students.
{"title":"Towards a Web Generator of Programming Games for Primary School Children","authors":"Javier Erazo-Palacios, Carlos R. Jaimez González, Betzabet García Mendoza","doi":"10.3991/ijep.v12i4.17335","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.17335","url":null,"abstract":"This paper presents a web system to generate programming games for primary school children, with the objective to teach basic programming concepts. It also reviews five existing games with the same purpose, which use either block-based or text-based programming languages. A comparative analysis of the games is provided, based on some important features, such as the presence of a levels map, the use of a block or text language, the presence of a result screen, the presentation of the shortest and previous solutions, among others. The web system is divided into two main parts: the game generator that is used by teachers to create new programming games, and the programming games themselves that are played by students.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"390 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131464894","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 : 2022-07-26DOI: 10.3991/ijep.v12i4.29719
G. Sidhu, S. Srinivasan
In this work, we present the results of our attempts to transit into a trust-based assessment environment for adult learners. The impact of utilizing an honour system of assessment throughout a course on data structures and algorithm design has been evaluated. The performance of the students has been compared with the performance of students from two previous cohorts that appeared for the same assessments in an invigilated environment. We found that with adult learners, who are more focused on learning the concepts to hone specific skills for applicability at their workplace, the performance variation between the test cohort and the reference cohorts was not significant. With further evidence of this promising initial step, we could evolve into a larger portfolio-based education framework in which students can showcase their competence and skills through a collection of projects and assessments (formative as well as summative), to help with their career growth. Establishment of such pedagogies will help our students step out of their comfort zone, undertake exploratory studies, be willing to unearth their vulnerabilities, and work to improve their shortcomings to help them advance their careers.
{"title":"Adopting the Pedagogy of Trust and its Impact on Learning","authors":"G. Sidhu, S. Srinivasan","doi":"10.3991/ijep.v12i4.29719","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.29719","url":null,"abstract":"In this work, we present the results of our attempts to transit into a trust-based assessment environment for adult learners. The impact of utilizing an honour system of assessment throughout a course on data structures and algorithm design has been evaluated. The performance of the students has been compared with the performance of students from two previous cohorts that appeared for the same assessments in an invigilated environment. We found that with adult learners, who are more focused on learning the concepts to hone specific skills for applicability at their workplace, the performance variation between the test cohort and the reference cohorts was not significant. With further evidence of this promising initial step, we could evolve into a larger portfolio-based education framework in which students can showcase their competence and skills through a collection of projects and assessments (formative as well as summative), to help with their career growth. Establishment of such pedagogies will help our students step out of their comfort zone, undertake exploratory studies, be willing to unearth their vulnerabilities, and work to improve their shortcomings to help them advance their careers.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"17 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114016535","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 : 2022-07-26DOI: 10.3991/ijep.v12i4.22329
Sara Riahi
The objective of this article is to initially build indicators that can measure the soft skills of students from Moroccan universities and to study the degree of homogeneity of these soft skills between students from different fields, then to study the correlation links that may exist between these soft skills. Our study has shown that communication is correlated with other soft skills, namely risk aversion, perseverance, self-esteem and sociability. Hence the interest of intervening in the training of students and the provision of the educational resources necessary to strengthen their soft skills such as the deployment of training workshops, as part of the activities of career centers and skills certification via partnerships with the Economic, Social and Environmental Council, which aims to develop the exchange of experiences and data and to mutually benefit, as well as with other cultural, scientific and foreign partners in order to support the reform of the Bachelor's cycle and the revision of the pedagogical architecture that results from it. The objective is to facilitate professional integration and promote the employability of young graduates of Moroccan universities. The construction of soft skills curricula, the training of trainers for teaching and the development of soft skills modules, the development of the educational tools necessary for the teaching of soft skills, training in the creation of online courses on soft skills are among the priority areas.
{"title":"Strengthening the Teaching of Soft Skills in the Pedagogical Architecture of Moroccan Universities","authors":"Sara Riahi","doi":"10.3991/ijep.v12i4.22329","DOIUrl":"https://doi.org/10.3991/ijep.v12i4.22329","url":null,"abstract":"The objective of this article is to initially build indicators that can measure the soft skills of students from Moroccan universities and to study the degree of homogeneity of these soft skills between students from different fields, then to study the correlation links that may exist between these soft skills. Our study has shown that communication is correlated with other soft skills, namely risk aversion, perseverance, self-esteem and sociability. Hence the interest of intervening in the training of students and the provision of the educational resources necessary to strengthen their soft skills such as the deployment of training workshops, as part of the activities of career centers and skills certification via partnerships with the Economic, Social and Environmental Council, which aims to develop the exchange of experiences and data and to mutually benefit, as well as with other cultural, scientific and foreign partners in order to support the reform of the Bachelor's cycle and the revision of the pedagogical architecture that results from it. The objective is to facilitate professional integration and promote the employability of young graduates of Moroccan universities. The construction of soft skills curricula, the training of trainers for teaching and the development of soft skills modules, the development of the educational tools necessary for the teaching of soft skills, training in the creation of online courses on soft skills are among the priority areas.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115707700","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}
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