R. Dobrovolska, Malvina Zarudianska, Lidiia Kovtiukh, Tetiana Duhina, Oksana Garmel
Art education continually evolves in response to the dynamic demands of the contemporary world. This study addresses the relevance of modern trends in teaching artistic techniques, emphasizing the transformative impact of innovative methodologies on the development of artists. The primary aim of this research is to conduct a comprehensive analysis of contemporary approaches to teaching artistic techniques, with a focus on the multifaceted development of artists. By delving into modern trends, including technological integration, collaboration with professional artists, and cultural competency, the study seeks to elucidate the key drivers shaping the current paradigm of art education. The exploration is grounded in recent literature, reflecting the current landscape of art education. The collected data is subjected to a thematic content analysis. The results of the analysis reveal a notable shift towards interdisciplinary, inclusive, and technologically-driven teaching methods. The integration of digital tools, active collaboration with industry professionals, and a heightened focus on cultural competency emerge as pivotal trends. Recognition of the role of professional artists as direct contributors to art education reflects a commitment to providing students with immersive experiences, thereby enhancing the quality of artistic production. In conclusions, this research underscores the dynamic evolution of art education, positioning it at the intersection of innovation and tradition. The recognition and incorporation of modern trends contribute to a holistic understanding of the contemporary art landscape. The emphasis on interdisciplinary integration and cultural competency aligns with broader educational goals, fostering critical thinking and adaptability. As art education continues to adapt to the changing world, embracing these trends is crucial for ensuring that aspiring artists are equipped with the skills and perspectives needed to thrive in the modern art scene.
{"title":"Modern Trends in Teaching Artistic Techniques and Methods: Analysis of Approaches to the Development of Artists","authors":"R. Dobrovolska, Malvina Zarudianska, Lidiia Kovtiukh, Tetiana Duhina, Oksana Garmel","doi":"10.5430/jct.v13n3p79","DOIUrl":"https://doi.org/10.5430/jct.v13n3p79","url":null,"abstract":"Art education continually evolves in response to the dynamic demands of the contemporary world. This study addresses the relevance of modern trends in teaching artistic techniques, emphasizing the transformative impact of innovative methodologies on the development of artists. The primary aim of this research is to conduct a comprehensive analysis of contemporary approaches to teaching artistic techniques, with a focus on the multifaceted development of artists. By delving into modern trends, including technological integration, collaboration with professional artists, and cultural competency, the study seeks to elucidate the key drivers shaping the current paradigm of art education. The exploration is grounded in recent literature, reflecting the current landscape of art education. The collected data is subjected to a thematic content analysis. The results of the analysis reveal a notable shift towards interdisciplinary, inclusive, and technologically-driven teaching methods. The integration of digital tools, active collaboration with industry professionals, and a heightened focus on cultural competency emerge as pivotal trends. Recognition of the role of professional artists as direct contributors to art education reflects a commitment to providing students with immersive experiences, thereby enhancing the quality of artistic production. In conclusions, this research underscores the dynamic evolution of art education, positioning it at the intersection of innovation and tradition. The recognition and incorporation of modern trends contribute to a holistic understanding of the contemporary art landscape. The emphasis on interdisciplinary integration and cultural competency aligns with broader educational goals, fostering critical thinking and adaptability. As art education continues to adapt to the changing world, embracing these trends is crucial for ensuring that aspiring artists are equipped with the skills and perspectives needed to thrive in the modern art scene.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"91 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797813","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 purpose of the article is to analyse the development of students' artistic self-identification and the search for their own style in the current conditions of social development. To achieve this goal, the methods of analysis, synthesis, content analysis, comparison and abstraction were used. The results indicate that the formation of students' personalities and their ideals through art requires high standards of organisation of the educational process. Modern education pays great attention to aesthetic education, and one of the key components is art-related subjects. In the context of art education, these aspects become even more relevant, as art for students acts as a specific means of expressing social consciousness and allows them to recreate objective reality. Art affects the organisation of their lives, encourages the development of inner spiritual qualities, promotes active mutual understanding and shared experiences in the team. It has always been an integral part of the Ukrainian community, especially in the context of current challenges, including the Russian-Ukrainian war. The importance and simultaneous underestimation of divergent thinking in Ukrainian realities is noted. This type of creative or imaginative thinking includes the ability to generate many different ideas, solutions or possibilities for a particular problem or task. The conclusions further emphasise that this approach supports creativity and innovation, as it stimulates the expansion of horizons and allows for the consideration of issues from different perspectives.
{"title":"Development of Students' Artistic Self-Identification: Finding Their Own Style","authors":"Liudmyla Vaniuha, Olena Spolska, Lidiia Ostapchuk, Nataliia Kravtsova, Iurii Borysjve","doi":"10.5430/jct.v13n3p115","DOIUrl":"https://doi.org/10.5430/jct.v13n3p115","url":null,"abstract":"The purpose of the article is to analyse the development of students' artistic self-identification and the search for their own style in the current conditions of social development. To achieve this goal, the methods of analysis, synthesis, content analysis, comparison and abstraction were used. The results indicate that the formation of students' personalities and their ideals through art requires high standards of organisation of the educational process. Modern education pays great attention to aesthetic education, and one of the key components is art-related subjects. In the context of art education, these aspects become even more relevant, as art for students acts as a specific means of expressing social consciousness and allows them to recreate objective reality. Art affects the organisation of their lives, encourages the development of inner spiritual qualities, promotes active mutual understanding and shared experiences in the team. It has always been an integral part of the Ukrainian community, especially in the context of current challenges, including the Russian-Ukrainian war. The importance and simultaneous underestimation of divergent thinking in Ukrainian realities is noted. This type of creative or imaginative thinking includes the ability to generate many different ideas, solutions or possibilities for a particular problem or task. The conclusions further emphasise that this approach supports creativity and innovation, as it stimulates the expansion of horizons and allows for the consideration of issues from different perspectives.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797647","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}
M. Zhylin, Svitlana Bondarevуch, Liudmyla Kotliar, Olena Dikol-Kobrina, Olha Dzhezhyk
The aims of this study are to investigate the relationship of leadership identification and development with emotional intelligence and leadership succession planning and to outline the effective strategies for identification of potential leaders and leadership development. Methodology - To achieve the aim, we used the scheme of interactive co-production research where researchers create the scientific partnership with business professionals and they are responsible for generation of theoretical and practical knowledge. To process the data, we applied mixed methodology to improve the data assessment and contributed to objectivity and accuracy of the research. The survey involved five companies operating in the information technology, car repair enterprise, sewing business, and food and beverages producer in the Western and Central regions of Ukraine. The survey was conducted between March-September 2023. A sample included 24 business professionals and leadership in different roles, ages, gender, work experience, and education background. The selection of respondents was based on their involvement in leadership identification and development procedures in the organization and depended on their level of professional competency in the industry. The result show that leadership identification and development is implemented through certain strategies which include the use of feedback, culture of high engagement, performance assessment, leadership training programs, identification of skill gaps and future needs, and introduction of continuous learning culture in an organization. The use of these strategies should be implemented in the individual, group, and organizational levels. The study contributed to elaboration of the model of leadership identification and development in an organization.
{"title":"Emotional Intelligence and Leadership Succession Planning: Strategies for Identifying and Developing Future Leaders","authors":"M. Zhylin, Svitlana Bondarevуch, Liudmyla Kotliar, Olena Dikol-Kobrina, Olha Dzhezhyk","doi":"10.5430/jct.v13n3p46","DOIUrl":"https://doi.org/10.5430/jct.v13n3p46","url":null,"abstract":"The aims of this study are to investigate the relationship of leadership identification and development with emotional intelligence and leadership succession planning and to outline the effective strategies for identification of potential leaders and leadership development. Methodology - To achieve the aim, we used the scheme of interactive co-production research where researchers create the scientific partnership with business professionals and they are responsible for generation of theoretical and practical knowledge. To process the data, we applied mixed methodology to improve the data assessment and contributed to objectivity and accuracy of the research. The survey involved five companies operating in the information technology, car repair enterprise, sewing business, and food and beverages producer in the Western and Central regions of Ukraine. The survey was conducted between March-September 2023. A sample included 24 business professionals and leadership in different roles, ages, gender, work experience, and education background. The selection of respondents was based on their involvement in leadership identification and development procedures in the organization and depended on their level of professional competency in the industry. The result show that leadership identification and development is implemented through certain strategies which include the use of feedback, culture of high engagement, performance assessment, leadership training programs, identification of skill gaps and future needs, and introduction of continuous learning culture in an organization. The use of these strategies should be implemented in the individual, group, and organizational levels. The study contributed to elaboration of the model of leadership identification and development in an organization.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"73 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798521","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 purpose of the article is to study the methodology of studying web technologies in a blended learning format, to analyse existing models used in education. To achieve this goal, the article uses the methods of analysis and synthesis, as well as content analysis to study the existing scientific literature, and modelling to study the relevant models. The results of the study show that blended learning is a form of learning organisation that combines elements of traditional classroom learning and online learning. In this model, students have the opportunity to learn both in the classroom and in the online environment. The main idea is to combine the advantages of both forms of learning to create a more individualised and effective learning process. In this context, advanced innovative technologies play an important role in shaping the educational experience. The choice of information technologies should be adapted to the individual capabilities of students to ensure the effective involvement of all participants in the educational process. It is determined that the main web-based technologies used in a mixed form are learning management systems, cloud services, special chats, learning platforms, electronic portfolios, multimedia resources. The use of these technologies has its advantages and disadvantages, including accessibility, flexibility, customisation and visualisation. The general conclusion is that all blended learning models aim to combine traditional and online learning to create a more individualised, flexible and diverse learning experience for students. Each model has its own characteristics, such as rotation between different modes of learning, flexible study schedules, the choice of specific courses or modules, or a combination of online learning and periodic classroom meetings. Each of these models offers learning approaches that suit different student needs and learning contexts, and the choice of a particular model may depend on learning objectives, available resources and pedagogical strategy.
{"title":"Methods of Studying Web Technologies in a Blended Learning Format: Analysis of Models in Education","authors":"Valerii Hrytsenko, Halyna V. Popovych, Nadiia Shcherbakova, Nataliia Hrechanyk, Serhii Zhukovskyi","doi":"10.5430/jct.v13n3p65","DOIUrl":"https://doi.org/10.5430/jct.v13n3p65","url":null,"abstract":"The purpose of the article is to study the methodology of studying web technologies in a blended learning format, to analyse existing models used in education. To achieve this goal, the article uses the methods of analysis and synthesis, as well as content analysis to study the existing scientific literature, and modelling to study the relevant models. The results of the study show that blended learning is a form of learning organisation that combines elements of traditional classroom learning and online learning. In this model, students have the opportunity to learn both in the classroom and in the online environment. The main idea is to combine the advantages of both forms of learning to create a more individualised and effective learning process. In this context, advanced innovative technologies play an important role in shaping the educational experience. The choice of information technologies should be adapted to the individual capabilities of students to ensure the effective involvement of all participants in the educational process. It is determined that the main web-based technologies used in a mixed form are learning management systems, cloud services, special chats, learning platforms, electronic portfolios, multimedia resources. The use of these technologies has its advantages and disadvantages, including accessibility, flexibility, customisation and visualisation. The general conclusion is that all blended learning models aim to combine traditional and online learning to create a more individualised, flexible and diverse learning experience for students. Each model has its own characteristics, such as rotation between different modes of learning, flexible study schedules, the choice of specific courses or modules, or a combination of online learning and periodic classroom meetings. Each of these models offers learning approaches that suit different student needs and learning contexts, and the choice of a particular model may depend on learning objectives, available resources and pedagogical strategy.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796901","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 article delves into the pivotal role and significance of digital tools in the realm of educational activities, exploring their impact on various aspects of the learning process. Focusing on the analysis of Google Docs, Google Forms, and Google Meet, researchers unearthed valuable insights. Google Docs emerged as a potent catalyst for enhancing student engagement and fostering their creativity within the learning environment. By offering collaborative features and real-time editing, Google Docs empowered students to actively participate in group projects and share ideas, thereby elevating their overall learning experience. The efficacy of Google Forms in tracking academic performance came to the fore, as educators found it to be an invaluable tool for generating assessments and surveys. Furthermore, Google Meet emerged as a versatile solution for enabling seamless video conferencing, transforming distance education by facilitating convenient and dynamic communication between students and instructors. This platform fostered meaningful interactions, ensuring a sense of community and social connection in virtual learning environments. In conclusion, this study serves as a stepping stone for the continued advancement of digital tools in education. By leveraging the potentials of Google Docs, Google Forms, and Google Meet, educators can foster active student engagement, enhance academic performance monitoring, and enable effective communication. However, to truly harness the transformative power of technology, a dedicated focus on accessibility, inclusiveness, student well-being, and adaptability to rapidly changing technologies is imperative. Embracing these principles will undoubtedly pave the way for an enriched and future-ready educational landscape.
{"title":"Google’s Digital Tools for Education: A Selection of Tools","authors":"Volodymyr Makarenko, Oksana Aleksieieva, Artem Fysiuk, Tetiana Filimonova, Nataliia Tsypliak","doi":"10.5430/jct.v13n3p91","DOIUrl":"https://doi.org/10.5430/jct.v13n3p91","url":null,"abstract":"The article delves into the pivotal role and significance of digital tools in the realm of educational activities, exploring their impact on various aspects of the learning process. Focusing on the analysis of Google Docs, Google Forms, and Google Meet, researchers unearthed valuable insights. Google Docs emerged as a potent catalyst for enhancing student engagement and fostering their creativity within the learning environment. By offering collaborative features and real-time editing, Google Docs empowered students to actively participate in group projects and share ideas, thereby elevating their overall learning experience. The efficacy of Google Forms in tracking academic performance came to the fore, as educators found it to be an invaluable tool for generating assessments and surveys. Furthermore, Google Meet emerged as a versatile solution for enabling seamless video conferencing, transforming distance education by facilitating convenient and dynamic communication between students and instructors. This platform fostered meaningful interactions, ensuring a sense of community and social connection in virtual learning environments. In conclusion, this study serves as a stepping stone for the continued advancement of digital tools in education. By leveraging the potentials of Google Docs, Google Forms, and Google Meet, educators can foster active student engagement, enhance academic performance monitoring, and enable effective communication. However, to truly harness the transformative power of technology, a dedicated focus on accessibility, inclusiveness, student well-being, and adaptability to rapidly changing technologies is imperative. Embracing these principles will undoubtedly pave the way for an enriched and future-ready educational landscape.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"4 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797535","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 study focuses on the psychological aspects of effective communication between teachers and students in online learning. The relevance lies in the need to understand the challenges that arise in the process of virtual communication and identify ways to overcome them. The purpose of the study is to analyse the main psychological aspects of effective communication between teachers and students in the context of using an online learning environment. The research methodology involves the use of statistical methods, content analysis, theoretical and comparative analysis. The study used surveys, small group interviews, and observation. A systematic selection procedure was used to select the respondents, aimed at forming a representative and informative sample. The participants of this study include 121 teachers and 70 students from higher education institutions in Ukraine. The results demonstrate the main learning platforms and messengers used for communication. The level of efficiency of their use is also determined. The key factors affecting the psychological comfort of participants were also identified and recommendations for improving communication effectiveness were developed. The results emphasise the importance of psychological readiness for digital change, the use of active engagement strategies and a digital diet to ensure psychological resilience. The study highlights the problems of lack of non-verbal cues and virtual communication fatigue, recommending the use of art therapy and isotherapy to alleviate psychological difficulties. The general conclusions emphasise the importance of conscious use of digital technologies to ensure successful online communication and psychological well-being of all participants in the learning process.
{"title":"Psychological Aspects of Effective Communication between Teachers and Students in Online Learning","authors":"Galyna Cherushevaa, Tetiana Andrushchenko, Kostiantyn Vashchenko, Iryna Kovchyna, Vitalii Pankovets","doi":"10.5430/jct.v13n3p19","DOIUrl":"https://doi.org/10.5430/jct.v13n3p19","url":null,"abstract":"The study focuses on the psychological aspects of effective communication between teachers and students in online learning. The relevance lies in the need to understand the challenges that arise in the process of virtual communication and identify ways to overcome them. The purpose of the study is to analyse the main psychological aspects of effective communication between teachers and students in the context of using an online learning environment. The research methodology involves the use of statistical methods, content analysis, theoretical and comparative analysis. The study used surveys, small group interviews, and observation. A systematic selection procedure was used to select the respondents, aimed at forming a representative and informative sample. The participants of this study include 121 teachers and 70 students from higher education institutions in Ukraine. The results demonstrate the main learning platforms and messengers used for communication. The level of efficiency of their use is also determined. The key factors affecting the psychological comfort of participants were also identified and recommendations for improving communication effectiveness were developed. The results emphasise the importance of psychological readiness for digital change, the use of active engagement strategies and a digital diet to ensure psychological resilience. The study highlights the problems of lack of non-verbal cues and virtual communication fatigue, recommending the use of art therapy and isotherapy to alleviate psychological difficulties. The general conclusions emphasise the importance of conscious use of digital technologies to ensure successful online communication and psychological well-being of all participants in the learning process.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"78 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798222","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 are to explain the teaching methods and strategies contributing to formation of intercultural communication skills, to outline the challenges in the context of intercultural training, and to draw the pattern for development of intercultural communication skills among future specialists in the field of arts and culture. This study adopted an experimental methodology that observed the effects of teaching interventions (independent variables) on the level of intercultural communication skills among students (dependent variables). The experiment was realized through the qualitative tools (questionnaire and observation techniques). The experiment was conducted in five stages between September 2023 and January 2024. A total of 94 students (49 students from the experimental and 45 from the control group) and 14 external stakeholders served as a sample. The results showed that intercultural communication skills are formed through teaching methods and strategies oriented towards the increase in students’ diverse cultural background, including openness to cultural diversity, cultural empathy, social initiative, emotional stability, intercultural interaction and communication style, cultural creativity. Considering these teaching methods and strategies found that the pattern for development of intercultural communication skills among future specialists of arts and culture involves experimental learning, real life experience and cultural immersion activities, communication activities, curriculum improvement, creation of technology-based environment, implementation of regular feedback and assessment.
{"title":"Efficiency of Arts Education in the Context of Formation of Intercultural Communication Skills: Case-Study and Statistical Analysis of the Results","authors":"Oleksandr Zlotnyk, Tetiana Humeniuk, Olena Martsenkivska, Nataliia Panova, Nataliia Demeshko","doi":"10.5430/jct.v13n3p1","DOIUrl":"https://doi.org/10.5430/jct.v13n3p1","url":null,"abstract":"The research aims are to explain the teaching methods and strategies contributing to formation of intercultural communication skills, to outline the challenges in the context of intercultural training, and to draw the pattern for development of intercultural communication skills among future specialists in the field of arts and culture. This study adopted an experimental methodology that observed the effects of teaching interventions (independent variables) on the level of intercultural communication skills among students (dependent variables). The experiment was realized through the qualitative tools (questionnaire and observation techniques). The experiment was conducted in five stages between September 2023 and January 2024. A total of 94 students (49 students from the experimental and 45 from the control group) and 14 external stakeholders served as a sample. The results showed that intercultural communication skills are formed through teaching methods and strategies oriented towards the increase in students’ diverse cultural background, including openness to cultural diversity, cultural empathy, social initiative, emotional stability, intercultural interaction and communication style, cultural creativity. Considering these teaching methods and strategies found that the pattern for development of intercultural communication skills among future specialists of arts and culture involves experimental learning, real life experience and cultural immersion activities, communication activities, curriculum improvement, creation of technology-based environment, implementation of regular feedback and assessment.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"8 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798014","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}
Vitalii Spitsyn, Inna Antonenko, Olena Synkovska, L. Dzevytska, Liliia Potapiuk
The study of key European values in the Ukrainian higher education system based on an analysis of certain aspects of their implementation and adaptation. The participants of this study are 125 teachers from different higher education institutions of Ukraine. Instruments: a questionnaire was developed and distributed via social media and e-mail, and interviews were conducted. Quantitative and qualitative analysis was used, the answers of the respondents were also processed using statistics, the average indicators and possible deviations were determined when analysing the material received. The importance of the processes of implementation and adaptation of European values in the higher education system of Ukraine is proved. The results of the study show that the vast majority of participants consider European values such as democracy, human rights, trust, tolerance, and equality important for integration into the Ukrainian higher education system. More than 50% of respondents believe that the current level of integration of European values into the curricula and pedagogical activities of higher education institutions in Ukraine is effective. However, this process carries challenges and tasks that require attention and additional efforts for further improvement. Conclusions: The implementation of European values in the Ukrainian higher education system is a complex and multifaceted process that requires careful development and gradual implementation. It is determined that the possible obstacles to the process of full adaptation of European values in higher education in Ukraine are both objective (lack of resources, bureaucratic obstacles, etc.) and subjective (socio-cultural differences and resistance of staff, low level of motivation).
{"title":"European Values in the Ukrainian Higher Education System: Adaptation and Implementation","authors":"Vitalii Spitsyn, Inna Antonenko, Olena Synkovska, L. Dzevytska, Liliia Potapiuk","doi":"10.5430/jct.v13n3p102","DOIUrl":"https://doi.org/10.5430/jct.v13n3p102","url":null,"abstract":"The study of key European values in the Ukrainian higher education system based on an analysis of certain aspects of their implementation and adaptation. The participants of this study are 125 teachers from different higher education institutions of Ukraine. Instruments: a questionnaire was developed and distributed via social media and e-mail, and interviews were conducted. Quantitative and qualitative analysis was used, the answers of the respondents were also processed using statistics, the average indicators and possible deviations were determined when analysing the material received. The importance of the processes of implementation and adaptation of European values in the higher education system of Ukraine is proved. The results of the study show that the vast majority of participants consider European values such as democracy, human rights, trust, tolerance, and equality important for integration into the Ukrainian higher education system. More than 50% of respondents believe that the current level of integration of European values into the curricula and pedagogical activities of higher education institutions in Ukraine is effective. However, this process carries challenges and tasks that require attention and additional efforts for further improvement. Conclusions: The implementation of European values in the Ukrainian higher education system is a complex and multifaceted process that requires careful development and gradual implementation. It is determined that the possible obstacles to the process of full adaptation of European values in higher education in Ukraine are both objective (lack of resources, bureaucratic obstacles, etc.) and subjective (socio-cultural differences and resistance of staff, low level of motivation).","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"91 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798039","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}
Purpose: The study aims to explore the role and application of virtual reality in art education in Ukraine, to analyse the impact of this technology on the creative process of students pursuing higher education in the field of fabric and clothing design. The aim is also to provide a brief overview of the principles of modern art education in Ukraine and to highlight the role of virtual reality in education, including design, based on empirical research. Methodology: The study involved 37 students studying at the Department of Textile and Clothing Design, who are studying certain disciplines in the Conceptual Design programme. Quantitative and qualitative analysis of the data obtained was used, including statistical analysis in characterising the frequency of use of virtual reality technologies and qualitative thematic analysis of interviews. Results: The study indicates the active use of virtual reality in art education in Ukraine, in particular, it highlights that 86.5% of students consider the impact of virtual reality on their creative process to be positive, and 89.2% believe that it improves their conceptual design skills. The study also revealed the benefits and challenges of using artificial intelligence and virtual reality in art education. The conclusions emphasise that modern Ukrainian art education actively takes into account technological trends, using new digital learning solutions. The results show a positive impact of virtual reality on the creative process and conceptual design skills of students. However, the use of artificial intelligence and virtual reality raises ethical and technical challenges that need to be carefully addressed for maximum benefit and harmony with the artistic process.
{"title":"The Use of Virtual Reality in Art Education in Ukraine: A Study of the Impact on the Creative Process and Students' Perception","authors":"Oksana Lahoda, Oleksandr Soboliev, Maryna Tokar, Tetiana Ivanenko, Viktoriia Budiak","doi":"10.5430/jct.v13n3p32","DOIUrl":"https://doi.org/10.5430/jct.v13n3p32","url":null,"abstract":"Purpose: The study aims to explore the role and application of virtual reality in art education in Ukraine, to analyse the impact of this technology on the creative process of students pursuing higher education in the field of fabric and clothing design. The aim is also to provide a brief overview of the principles of modern art education in Ukraine and to highlight the role of virtual reality in education, including design, based on empirical research. Methodology: The study involved 37 students studying at the Department of Textile and Clothing Design, who are studying certain disciplines in the Conceptual Design programme. Quantitative and qualitative analysis of the data obtained was used, including statistical analysis in characterising the frequency of use of virtual reality technologies and qualitative thematic analysis of interviews. Results: The study indicates the active use of virtual reality in art education in Ukraine, in particular, it highlights that 86.5% of students consider the impact of virtual reality on their creative process to be positive, and 89.2% believe that it improves their conceptual design skills. The study also revealed the benefits and challenges of using artificial intelligence and virtual reality in art education. The conclusions emphasise that modern Ukrainian art education actively takes into account technological trends, using new digital learning solutions. The results show a positive impact of virtual reality on the creative process and conceptual design skills of students. However, the use of artificial intelligence and virtual reality raises ethical and technical challenges that need to be carefully addressed for maximum benefit and harmony with the artistic process.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"76 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798369","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}
Debela Tezera Simagn, Yilfashewa Seyoum, D. Negassa, G. Basha
This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.
{"title":"Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education","authors":"Debela Tezera Simagn, Yilfashewa Seyoum, D. Negassa, G. Basha","doi":"10.5430/jct.v13n2p159","DOIUrl":"https://doi.org/10.5430/jct.v13n2p159","url":null,"abstract":"This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998412","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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