Pub Date : 2023-06-20DOI: 10.15503/jecs2023.1.76.84
Veronika Michvocíková, M. Sirotová, K. Rubacha, E. Książek
Aim. The main aim of the article is a presentation of a comparative study of differences in ethical orientations used by teachers in educational practice in two settings: in private life as parents and in the public sphere, working as teachers. Methods. First, a hypothesis was proposed to test the observations by Lawrence Kohlberg (1984) and Carol Gilligan (1993) regarding the relative stability of ethical orientations in terms of the ethics of care and justice. To this end, an assumption was made that teachers prefer the former in contacts with their own children (private sphere) while favouring the latter in relationships with students (public sphere). The paired samples t-test confirmed this hypothesis. Results. Based on the analysis, gender was found not to influence teachers’ ethical orientations in the private sphere; however, it seems to play a part in the public sphere. This ambivalence was revealed in male teachers. Contrary to gender stereotype, in contacts with their own children, they tend to lean towards the ”feminine” ethics of care, but when acting in their public capacity they perpetuate the ‘masculine’ stereotype by following the ethics of justice in their school interactions. Conclusion. It is worth emphasising the ambiguity of the results obtained and the instability of their interpretations. The actions of the teachers studied do not confirm the thesis about the stability of ethical orientations in educational work and are, therefore, indicative of ambivalence towards the role of gender in this process.
{"title":"Teachers in the Private and Public Spheres: Ethical Orientations in Educational Interactions","authors":"Veronika Michvocíková, M. Sirotová, K. Rubacha, E. Książek","doi":"10.15503/jecs2023.1.76.84","DOIUrl":"https://doi.org/10.15503/jecs2023.1.76.84","url":null,"abstract":"Aim. The main aim of the article is a presentation of a comparative study of differences in ethical orientations used by teachers in educational practice in two settings: in private life as parents and in the public sphere, working as teachers.\u0000Methods. First, a hypothesis was proposed to test the observations by Lawrence Kohlberg (1984) and Carol Gilligan (1993) regarding the relative stability of ethical orientations in terms of the ethics of care and justice. To this end, an assumption was made that teachers prefer the former in contacts with their own children (private sphere) while favouring the latter in relationships with students (public sphere). The paired samples t-test confirmed this hypothesis.\u0000Results. Based on the analysis, gender was found not to influence teachers’ ethical orientations in the private sphere; however, it seems to play a part in the public sphere. This ambivalence was revealed in male teachers. Contrary to gender stereotype, in contacts with their own children, they tend to lean towards the ”feminine” ethics of care, but when acting in their public capacity they perpetuate the ‘masculine’ stereotype by following the ethics of justice in their school interactions.\u0000Conclusion. It is worth emphasising the ambiguity of the results obtained and the instability of their interpretations. The actions of the teachers studied do not confirm the thesis about the stability of ethical orientations in educational work and are, therefore, indicative of ambivalence towards the role of gender in this process.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44195608","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 : 2023-06-20DOI: 10.15503/jecs2023.1.400.414
Ligita Stramkale
Aim. The aim of the study was to determine students’ perspectives on collaboration, the study process and motivation while using the Microsoft Teams (MS Teams) platform for online learning. Methods. The study involved 124 (N=124) students of 1st-level higher professional education, bachelor’s and master’s study programmes, who studied in full-time and part-time study forms. The study addressed three research questions. RQ1: What are students’ perspectives on collaboration while learning online via the MS Teams platform and whether their opinions depend on age, study level, form of study and course? RQ2: What are students’ perspectives on the study process via the MS Teams platform, and whether their views influenced by age, study level, study form and course? RQ3: What is the students’ motivation to study online on the MS Teams platform, and does it depend on age, level of study, study form and course? The study used statistical Package for Social Sciences (SPSS 22.0) for quantitative data analysis. Results. The students believe that they can easily collaborate on the MS Teams platform. Students' perspectives on collaboration are not related to study form, the level of study, or the course, but in some instances, are connected with the age of the students. The majority of students evaluate the study process on MS Teams positively. Their views are not related to study form, the course or the age, but in some cases, connected with the level of study. The students’ motivation to study online using MS Teams is grown by reducing time consumption, the convenience of learning in their environment and the ability to complete the tasks easier, but their motivation could decrease because this form of study is less exciting compared with face-to-face and does not create satisfaction. Conclusion. The study concluded that: Firstly, with increasing age, student satisfaction with mutual collaboration on the MS Team platform declines, secondly students of the lower-level programme believe they are more likely to ask questions, receive feedback, and understand information than those who study in the higher-level programme, thirdly young students and those who study in the lower-level programme find learning online via the MS Teams platform more exciting than older students and those who study in the higher-level programme. Further research needs to find out why students of the lower-level study programmes believe they are more likely to ask questions, receive feedback and understand information while learning online on MS Teams, and it is also essential to investigate what factors determine whether or not studies are exciting.
{"title":"University Students’ Perspectives on Online Learning via the Microsoft Teams Platform","authors":"Ligita Stramkale","doi":"10.15503/jecs2023.1.400.414","DOIUrl":"https://doi.org/10.15503/jecs2023.1.400.414","url":null,"abstract":"Aim. The aim of the study was to determine students’ perspectives on collaboration, the study process and motivation while using the Microsoft Teams (MS Teams) platform for online learning. \u0000Methods. The study involved 124 (N=124) students of 1st-level higher professional education, bachelor’s and master’s study programmes, who studied in full-time and part-time study forms. The study addressed three research questions. RQ1: What are students’ perspectives on collaboration while learning online via the MS Teams platform and whether their opinions depend on age, study level, form of study and course? RQ2: What are students’ perspectives on the study process via the MS Teams platform, and whether their views influenced by age, study level, study form and course? RQ3: What is the students’ motivation to study online on the MS Teams platform, and does it depend on age, level of study, study form and course? The study used statistical Package for Social Sciences (SPSS 22.0) for quantitative data analysis. \u0000Results. The students believe that they can easily collaborate on the MS Teams platform. Students' perspectives on collaboration are not related to study form, the level of study, or the course, but in some instances, are connected with the age of the students. The majority of students evaluate the study process on MS Teams positively. Their views are not related to study form, the course or the age, but in some cases, connected with the level of study. The students’ motivation to study online using MS Teams is grown by reducing time consumption, the convenience of learning in their environment and the ability to complete the tasks easier, but their motivation could decrease because this form of study is less exciting compared with face-to-face and does not create satisfaction. \u0000Conclusion. The study concluded that: Firstly, with increasing age, student satisfaction with mutual collaboration on the MS Team platform declines, secondly students of the lower-level programme believe they are more likely to ask questions, receive feedback, and understand information than those who study in the higher-level programme, thirdly young students and those who study in the lower-level programme find learning online via the MS Teams platform more exciting than older students and those who study in the higher-level programme. Further research needs to find out why students of the lower-level study programmes believe they are more likely to ask questions, receive feedback and understand information while learning online on MS Teams, and it is also essential to investigate what factors determine whether or not studies are exciting.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543759","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 : 2023-06-20DOI: 10.15503/jecs2023.1.19.32
Peter Kondrla
Aim. The aim of the article is to identify opportunities for religious education in the field of promoting the values of sustainable development. By identifying key concepts, define options for future strategies in the implementation of sustainable development values in school teaching of religious education. Methods. The starting point is the analysis of the current religious education curriculum, which governs the teaching of religious education and is approved by both state and church authority. Based on the analysis, identify strengths and weaknesses and define potential areas within the curriculum where sustainability values can be applied. Results. The values of sustainable development and Christian values are based on a common anthropological platform, which is based on the dignity of the human person. Religious education should also be based on this platform. Conclusion. In order to apply the values of sustainable development, it is necessary to adjust the current curriculum in terms of content and scope of topics. At the same time, it is necessary to innovate in the way of training future teachers. The goal of innovations is the internalization of sustainability values within the value orientation of both teachers and students. Cognitive value. Christian values and the values of sustainable development are not in conflict. The content of the religious education curriculum has the potential to innovate its content to meet the current requirements of the United Nations (UN) agenda as well as the teachings of the Magisterium.
{"title":"Sustainability Values in Religious Education","authors":"Peter Kondrla","doi":"10.15503/jecs2023.1.19.32","DOIUrl":"https://doi.org/10.15503/jecs2023.1.19.32","url":null,"abstract":"Aim. The aim of the article is to identify opportunities for religious education in the field of promoting the values of sustainable development. By identifying key concepts, define options for future strategies in the implementation of sustainable development values in school teaching of religious education.\u0000Methods. The starting point is the analysis of the current religious education curriculum, which governs the teaching of religious education and is approved by both state and church authority. Based on the analysis, identify strengths and weaknesses and define potential areas within the curriculum where sustainability values can be applied.\u0000Results. The values of sustainable development and Christian values are based on a common anthropological platform, which is based on the dignity of the human person. Religious education should also be based on this platform.\u0000Conclusion. In order to apply the values of sustainable development, it is necessary to adjust the current curriculum in terms of content and scope of topics. At the same time, it is necessary to innovate in the way of training future teachers. The goal of innovations is the internalization of sustainability values within the value orientation of both teachers and students.\u0000Cognitive value. Christian values and the values of sustainable development are not in conflict. The content of the religious education curriculum has the potential to innovate its content to meet the current requirements of the United Nations (UN) agenda as well as the teachings of the Magisterium.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49044068","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 : 2023-06-20DOI: 10.15503/jecs2023.1.672.696
Mostofa Mamun, R. Othman, Z. Zulkifli
Aim. The main objective of this research is to know the influencing factors for KM practices in the library field of Bangladesh from the user's point of view. Therefore, the study examines the elements influencing Knowledge Management (KM) practice in Bangladeshi university libraries. Methods. Present research used a quantitative approach, by adopting printed survey questionnaire for data collection from the users of the University of Dhaka (DU) and the University of Rajshahi (RU) in Bangladesh. Statistical software IBM®-SPSS® was used for data analysis, and the "partial least squares" (PLS) method was used to test the proposed hypothesis. Results. The findings revealed that KM familiarity and perceptions in gender and current study level varied across users. This study found that all the proposed hypotheses are supported, i.e., the service quality and critical success factors are the most influencing factors for practicing KM in the DU and RU library. Conclusions. The findings provide valuable insights regarding awareness about KM practices and assist university authorities in formulating relevant policies and taking necessary actions for KM practices in libraries. Originality. The present research is one of the first research in Bangladesh that identified the influencing factors of KM from the user’s point of view.
{"title":"Knowledge Management: Determine the Influencing Factors for Practicing at the Libraries in Bangladesh","authors":"Mostofa Mamun, R. Othman, Z. Zulkifli","doi":"10.15503/jecs2023.1.672.696","DOIUrl":"https://doi.org/10.15503/jecs2023.1.672.696","url":null,"abstract":"Aim. The main objective of this research is to know the influencing factors for KM practices in the library field of Bangladesh from the user's point of view. Therefore, the study examines the elements influencing Knowledge Management (KM) practice in Bangladeshi university libraries.\u0000Methods. Present research used a quantitative approach, by adopting printed survey questionnaire for data collection from the users of the University of Dhaka (DU) and the University of Rajshahi (RU) in Bangladesh. Statistical software IBM®-SPSS® was used for data analysis, and the \"partial least squares\" (PLS) method was used to test the proposed hypothesis.\u0000Results. The findings revealed that KM familiarity and perceptions in gender and current study level varied across users. This study found that all the proposed hypotheses are supported, i.e., the service quality and critical success factors are the most influencing factors for practicing KM in the DU and RU library.\u0000Conclusions. The findings provide valuable insights regarding awareness about KM practices and assist university authorities in formulating relevant policies and taking necessary actions for KM practices in libraries.\u0000Originality. The present research is one of the first research in Bangladesh that identified the influencing factors of KM from the user’s point of view.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46615997","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 : 2023-06-20DOI: 10.15503/jecs2023.1.335.351
Erik Žovinec, Jana Duchovičová, Barbora Sender
Aim. Phonetic deficits are one of the core language-cognitive symptoms at cognitive level aetiology of dyslexia in variety languages and orthographies. The presented study examines possibilities of diagnosis of phonological deficits in the Slovak language (similar to Czech and Polish grapheme-phoneme rules) in students at upper secondary schools. The comparison of 237 non-dyslectics and 149 dyslectics in upper secondary schools brings new stimulus for diagnostic procedures at counselling centres. Methods. Four phonemic awareness tests for upper secondary school students (aged 15-20 years) were developed. The testing tasks included tasks on phoneme analysis/segmenting in words and non-words (10), phoneme synthesis/blending in words and non-words (10), phoneme transposition in words and non-words (8), and phoneme elision in non-words (8). Results. Dyslectics achieved a lower average score in phonemic awareness tests than non-dyslectics. First and second year students (aged 15-17 years) achieved similar average scores, but third and fourth year students (aged 17-20 years) achieved lower results. The t-statistic for the phonological analysis tests was 2.827 with df 56.259 and a p-value of 0.007, indicating a significant difference between the groups under study. The t-statistic for the phonological synthesis tests was -2.568 with df 284 and a p-value of 0.011, also indicating a significant difference between the groups. The t-statistics for the phonological transposition and elision tests indicate that there is no significant difference between the dyslexic and non-dyslexic group. Conclusion. The study brought several inspirations for the tasks and tests that can be used in the diagnosis and re-diagnosis of dyslexia, specifically for adolescents.
{"title":"Testing and Diagnosing Dyslexia in Adolescents – Focused on Phonemic Awareness","authors":"Erik Žovinec, Jana Duchovičová, Barbora Sender","doi":"10.15503/jecs2023.1.335.351","DOIUrl":"https://doi.org/10.15503/jecs2023.1.335.351","url":null,"abstract":"Aim. Phonetic deficits are one of the core language-cognitive symptoms at cognitive level aetiology of dyslexia in variety languages and orthographies. The presented study examines possibilities of diagnosis of phonological deficits in the Slovak language (similar to Czech and Polish grapheme-phoneme rules) in students at upper secondary schools. The comparison of 237 non-dyslectics and 149 dyslectics in upper secondary schools brings new stimulus for diagnostic procedures at counselling centres.\u0000Methods. Four phonemic awareness tests for upper secondary school students (aged 15-20 years) were developed. The testing tasks included tasks on phoneme analysis/segmenting in words and non-words (10), phoneme synthesis/blending in words and non-words (10), phoneme transposition in words and non-words (8), and phoneme elision in non-words (8).\u0000Results. Dyslectics achieved a lower average score in phonemic awareness tests than non-dyslectics. First and second year students (aged 15-17 years) achieved similar average scores, but third and fourth year students (aged 17-20 years) achieved lower results. The t-statistic for the phonological analysis tests was 2.827 with df 56.259 and a p-value of 0.007, indicating a significant difference between the groups under study. The t-statistic for the phonological synthesis tests was -2.568 with df 284 and a p-value of 0.011, also indicating a significant difference between the groups. The t-statistics for the phonological transposition and elision tests indicate that there is no significant difference between the dyslexic and non-dyslexic group.\u0000Conclusion. The study brought several inspirations for the tasks and tests that can be used in the diagnosis and re-diagnosis of dyslexia, specifically for adolescents.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44894061","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 : 2023-06-20DOI: 10.15503/jecs2023.1.435.450
L. Kondratska, L. Romanovska, T. Kravchyna, S. Kozachenko, Mykola Novak
Aim. The aim of the article is to define the concept of aesthetic competence of the nomad teacher of postmodern era based on a comparative analysis of two aesthetic models (metis paraesthetics and soteriological aesthetics). Methods. The subject of study is anthropotemporal methodology of acquiring aesthetic competence as an act of spiritual transformation (approaches, paradigm, priorities, criteria of effectiveness). The analysis of the stages of nomad’s dianoic choice in the process of understanding beauty as a boon was carried out using the method of epistemological design, according to which emotions function cognitively in aesthetic experience. The technology of spiritual self-coaching was chosen to activate all the structural components of aesthetic competence – the intention to correct aesthetic apperception and the competencies of emotional-reflective, value-semantic, aesthetic and worldview revaluation. Results. The implementation of the chosen technology opened up the possibility of reorientation for the nomad teacher: from the drive of the performer-trickster to a humble and grateful anticipation of the beauty as transcendent – to overcoming the power of inertia of previous dependence, responses to the calls of a pure (still “adventurous”) mind. A cluster analysis of the results of the completed tasks was carried out for the regression description of the efficiency of the technology. Conclusion. The soteriological concept of the aesthetic competence of the nomad teacher focuses attention on the essential coexistence of the teacher with students throughout the entire process of his self-determination. The practical experience of its implementation can make a positive contribution to reforming postmodern aesthetic education.
{"title":"Nomadic Models of Postmodern Aesthetics: Soteriological Choice of the Teacher","authors":"L. Kondratska, L. Romanovska, T. Kravchyna, S. Kozachenko, Mykola Novak","doi":"10.15503/jecs2023.1.435.450","DOIUrl":"https://doi.org/10.15503/jecs2023.1.435.450","url":null,"abstract":"Aim. The aim of the article is to define the concept of aesthetic competence of the nomad teacher of postmodern era based on a comparative analysis of two aesthetic models (metis paraesthetics and soteriological aesthetics).\u0000Methods. The subject of study is anthropotemporal methodology of acquiring aesthetic competence as an act of spiritual transformation (approaches, paradigm, priorities, criteria of effectiveness). The analysis of the stages of nomad’s dianoic choice in the process of understanding beauty as a boon was carried out using the method of epistemological design, according to which emotions function cognitively in aesthetic experience. The technology of spiritual self-coaching was chosen to activate all the structural components of aesthetic competence – the intention to correct aesthetic apperception and the competencies of emotional-reflective, value-semantic, aesthetic and worldview revaluation.\u0000Results. The implementation of the chosen technology opened up the possibility of reorientation for the nomad teacher: from the drive of the performer-trickster to a humble and grateful anticipation of the beauty as transcendent – to overcoming the power of inertia of previous dependence, responses to the calls of a pure (still “adventurous”) mind. A cluster analysis of the results of the completed tasks was carried out for the regression description of the efficiency of the technology.\u0000Conclusion. The soteriological concept of the aesthetic competence of the nomad teacher focuses attention on the essential coexistence of the teacher with students throughout the entire process of his self-determination. The practical experience of its implementation can make a positive contribution to reforming postmodern aesthetic education.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926629","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 : 2023-06-20DOI: 10.15503/jecs2023.1.597.618
Haktan Kaplan, Selçuk Peker
Aim. How the concepts of colour and number in Bolu tales are perceived in the beliefs and lives of cultures has been examined in our study. We tried to find an answer to the importance of colour and number images in Turkish culture, to compare them with literary works in the literature, in what sense these images are used and whether there is a fundamental point in these areas of use. Methods. In this study, the method of literature review, which is one of the qualitative research techniques, was used. Various researches previously discussed on this subject were also used as auxiliary elements. Results. Since the scope of our study is within certain limits, common colours, and numbers, which are more common in Turkish culture, are discussed. The white, black, green, and yellow colours are detected in Bolu tales; the numbers three, seven and forty carry the meanings assigned to them in Turkish culture and Islam. Conclusion. This study, the use of colours and numbers in fairy tales was examined in Bolu tales and a generalisation was reached. As a result of the colours and numbers being images in the 88 fairy tales examined, the colours and numbers determined in the tales were handled from a historical, religious and cultural point of view; first of all, explanations were made about the meaning of the concepts of colour and number and how they existed, and it was determined in which context of meaning the explanations were reflected imaginatively in Bolu tales.
{"title":"The Image of Colour and Number in Fairy Tales: The Case of Bolu Folk Tales","authors":"Haktan Kaplan, Selçuk Peker","doi":"10.15503/jecs2023.1.597.618","DOIUrl":"https://doi.org/10.15503/jecs2023.1.597.618","url":null,"abstract":"Aim. How the concepts of colour and number in Bolu tales are perceived in the beliefs and lives of cultures has been examined in our study. We tried to find an answer to the importance of colour and number images in Turkish culture, to compare them with literary works in the literature, in what sense these images are used and whether there is a fundamental point in these areas of use.\u0000Methods. In this study, the method of literature review, which is one of the qualitative research techniques, was used. Various researches previously discussed on this subject were also used as auxiliary elements.\u0000Results. Since the scope of our study is within certain limits, common colours, and numbers, which are more common in Turkish culture, are discussed. The white, black, green, and yellow colours are detected in Bolu tales; the numbers three, seven and forty carry the meanings assigned to them in Turkish culture and Islam.\u0000Conclusion. This study, the use of colours and numbers in fairy tales was examined in Bolu tales and a generalisation was reached. As a result of the colours and numbers being images in the 88 fairy tales examined, the colours and numbers determined in the tales were handled from a historical, religious and cultural point of view; first of all, explanations were made about the meaning of the concepts of colour and number and how they existed, and it was determined in which context of meaning the explanations were reflected imaginatively in Bolu tales.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49523189","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 : 2023-06-20DOI: 10.15503/jecs2023.1.352.364
Ivan Haringa, Laura Janáčková, K. Kardis, Mária Gaziová, Apakina Liudmila Vyacheslavovna
Aim. The main aim of the research is to identify and evaluate the quality of life of patients with an eating disorder – anorexia nervosa. In an analytical and descriptive way, the authors determine the level of various areas of life of patients who suffer from anorexia nervosa. Methods. The subjects of the study were participants suffering from anorexia nervosa. Based on qualitative research through unstructured interviews, the authors carried out causal case individual investigations, which they classified according to anamnesis, diagnostic tools and areas, which they evaluated based on the statements of the participants. Results. The analysis shows that anorexia nervosa affects different areas of life. It is a lifelong problem that has a huge impact on the physical, psychological, and spiritual side of a person. Conclusion. The study deals with the various elements of anorexia nervosa, which ultimately affects a person for life. Through definitions and interpretations of the authors' research results, we can confirm that it has multi-problematic consequences for the categorised areas of an individual's life, for the family and the groups in which they live.
{"title":"Socio-Psychological Aspects of Anorexia Nervosa","authors":"Ivan Haringa, Laura Janáčková, K. Kardis, Mária Gaziová, Apakina Liudmila Vyacheslavovna","doi":"10.15503/jecs2023.1.352.364","DOIUrl":"https://doi.org/10.15503/jecs2023.1.352.364","url":null,"abstract":"Aim. The main aim of the research is to identify and evaluate the quality of life of patients with an eating disorder – anorexia nervosa. In an analytical and descriptive way, the authors determine the level of various areas of life of patients who suffer from anorexia nervosa.\u0000Methods. The subjects of the study were participants suffering from anorexia nervosa. Based on qualitative research through unstructured interviews, the authors carried out causal case individual investigations, which they classified according to anamnesis, diagnostic tools and areas, which they evaluated based on the statements of the participants.\u0000Results. The analysis shows that anorexia nervosa affects different areas of life. It is a lifelong problem that has a huge impact on the physical, psychological, and spiritual side of a person.\u0000Conclusion. The study deals with the various elements of anorexia nervosa, which ultimately affects a person for life. Through definitions and interpretations of the authors' research results, we can confirm that it has multi-problematic consequences for the categorised areas of an individual's life, for the family and the groups in which they live.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44393823","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 : 2023-06-20DOI: 10.15503/jecs2023.1.650.671
Debarshi Mukherjee, Khandakar Kamrul Hasan
Aim. This study aims to understand the factors determining university students’ behavioural intentions toward online learning in Bangladesh. Specifically, this study investigates the relationship between performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioural intention (BI). Moreover, this study explores the influence of pandemic fear (PF) as a moderator in the relationship between exogenous and endogenous factors. Methods. The study is cross-sectional and followed a quantitative research approach with purposive sampling. Data were collected at a single point using a sample size of 578 respondents who studied online during the various phases of lockdown at five public and five private universities in Bangladesh. Regarding multivariate analysis, the Partial Least Squares - Structural Equation Modeling (PLS-SEM) is applied in this study to test the causal relationships in the structural model, as it is considered a second-generation technique. Results. Statistically, a positive significance was found between PE, EE, SI, and BI in online learning participation. Whereas the FC and the BI exhibited a negative relationship, a positive relationship was found between PE, EE, and the SI on BI. In addition, a moderating role for PF was investigated, and EE and FC were found to influence BI significantly. Conclusion. This study presents an extended UTAUT model by integrating pandemic fear as the moderator to study students' behavioural intention to adopt an online learning system under a disruptive situation. Practitioners, especially academicians and policymakers, will find this model useful while developing andragogic interventions for the higher education sector in Bangladesh.
{"title":"Learning Continuity during COVID-19: An Analysis of the Higher Education Sector of Bangladesh","authors":"Debarshi Mukherjee, Khandakar Kamrul Hasan","doi":"10.15503/jecs2023.1.650.671","DOIUrl":"https://doi.org/10.15503/jecs2023.1.650.671","url":null,"abstract":"Aim. This study aims to understand the factors determining university students’ behavioural intentions toward online learning in Bangladesh. Specifically, this study investigates the relationship between performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioural intention (BI). Moreover, this study explores the influence of pandemic fear (PF) as a moderator in the relationship between exogenous and endogenous factors.\u0000Methods. The study is cross-sectional and followed a quantitative research approach with purposive sampling. Data were collected at a single point using a sample size of 578 respondents who studied online during the various phases of lockdown at five public and five private universities in Bangladesh. Regarding multivariate analysis, the Partial Least Squares - Structural Equation Modeling (PLS-SEM) is applied in this study to test the causal relationships in the structural model, as it is considered a second-generation technique.\u0000Results. Statistically, a positive significance was found between PE, EE, SI, and BI in online learning participation. Whereas the FC and the BI exhibited a negative relationship, a positive relationship was found between PE, EE, and the SI on BI. In addition, a moderating role for PF was investigated, and EE and FC were found to influence BI significantly.\u0000Conclusion. This study presents an extended UTAUT model by integrating pandemic fear as the moderator to study students' behavioural intention to adopt an online learning system under a disruptive situation. Practitioners, especially academicians and policymakers, will find this model useful while developing andragogic interventions for the higher education sector in Bangladesh. ","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43549992","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 : 2023-06-20DOI: 10.15503/jecs2023.1.318.332
Sohaib Alam, Ansa Hameed
Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures. Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles. Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study. Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.
{"title":"Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy","authors":"Sohaib Alam, Ansa Hameed","doi":"10.15503/jecs2023.1.318.332","DOIUrl":"https://doi.org/10.15503/jecs2023.1.318.332","url":null,"abstract":"Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures.\u0000Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles.\u0000Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study.\u0000Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428778","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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