Pub Date : 2023-06-20DOI: 10.15503/jecs2023.1.7.16
Aleksander Kobylarek, Martyna Madej
Many countries have had people in power who were mower-mad and hungry for money as their representatives. In the case of Poland, there is quiet acquiescence to unethical actions by the authorities for the sake of one's own benefits, and a commonly accepted aversion to politicians (Zalec, 2022). of all kinds, which may be linked to the country's history. Those in power have become usurpers who do not care about the rules, the constitution or EU law, nor are they afraid of any punishment. Those who oppose these precedents become enemies, murderers or are accused of spreading propaganda. The country is divided into two camps - those who support the current government and those who are against it. The consequences do not only affect individuals, they are sometimes extended to entire municipalities where the current ruling party has lost the election. Ignorance or lack of civic knowledge can cause some voters to ignore the fact/not realise that their passivity is nevertheless supporting the current government. Crucial to combating this phenomenon is reliable informal citizenship education, carried out in an ongoing, emotionally charged way, appealing to the positive sides of informed citizenship and not discouraging to politics. The value of democracy should be taught. People should become open to discussing democracy, and the media should also repeat such positive messages. It is also important to remember what has happened by now.
{"title":"The Great Depression. Informal Citizenship Education in a Usurpatory Democracy","authors":"Aleksander Kobylarek, Martyna Madej","doi":"10.15503/jecs2023.1.7.16","DOIUrl":"https://doi.org/10.15503/jecs2023.1.7.16","url":null,"abstract":"Many countries have had people in power who were mower-mad and hungry for money as their representatives. In the case of Poland, there is quiet acquiescence to unethical actions by the authorities for the sake of one's own benefits, and a commonly accepted aversion to politicians (Zalec, 2022). of all kinds, which may be linked to the country's history. Those in power have become usurpers who do not care about the rules, the constitution or EU law, nor are they afraid of any punishment. Those who oppose these precedents become enemies, murderers or are accused of spreading propaganda. The country is divided into two camps - those who support the current government and those who are against it. The consequences do not only affect individuals, they are sometimes extended to entire municipalities where the current ruling party has lost the election. Ignorance or lack of civic knowledge can cause some voters to ignore the fact/not realise that their passivity is nevertheless supporting the current government. Crucial to combating this phenomenon is reliable informal citizenship education, carried out in an ongoing, emotionally charged way, appealing to the positive sides of informed citizenship and not discouraging to politics. The value of democracy should be taught. People should become open to discussing democracy, and the media should also repeat such positive messages. It is also important to remember what has happened by now.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45809854","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/jecs2023.1.161.184
L. Lešková, Lenka Haburajová Ilavská
Aim. Peer mediation is a tool for the prevention of socio-pathological phenomena occurring in the school environment, is an opportunity to resolve conflicts through reconciliation. The paper focuses on the perception of the importance of peer mediation and on the presentation of the results of a questionnaire survey, the aim of which was to determine the respondents’ preferences after completion of the project process. Methods. The aim of the questionnaire survey was to determine how pupils and students perceive peer mediation. The survey sample consisted of selected pupils from 6 primary schools aged 10 to 15 years and students from 6 secondary schools aged 15 to 18 years. The questionnaire was completed at the beginning (year 2020 - N = 189, including 90 primary school pupils) and end of the project implementation (year 2021 - N = 124, including 56 primary school pupils). Results. The responses in the entry and exit questionnaires, the respondents declared after participating in the project process an increase in their experience with peer mediation, expressed an interest in becoming peer mediators and resolving personal and school conflicts through peer mediation. Conclusion. Peer mediation engages pupils in a common dialogue to resolve conflicts at school through reconciliation and is a suitable way to prevent undesirable social phenomena in the school environment. The results of the research showed that respondents preferred peer mediation and perceived it as an appropriate form of conflict resolution in the school environment.
{"title":"Peer Mediation as a Means of Eliminating Conflict in the School Environment","authors":"L. Lešková, Lenka Haburajová Ilavská","doi":"10.15503/jecs2023.1.161.184","DOIUrl":"https://doi.org/10.15503/jecs2023.1.161.184","url":null,"abstract":"Aim. Peer mediation is a tool for the prevention of socio-pathological phenomena occurring in the school environment, is an opportunity to resolve conflicts through reconciliation. The paper focuses on the perception of the importance of peer mediation and on the presentation of the results of a questionnaire survey, the aim of which was to determine the respondents’ preferences after completion of the project process.\u0000Methods. The aim of the questionnaire survey was to determine how pupils and students perceive peer mediation. The survey sample consisted of selected pupils from 6 primary schools aged 10 to 15 years and students from 6 secondary schools aged 15 to 18 years. The questionnaire was completed at the beginning (year 2020 - N = 189, including 90 primary school pupils) and end of the project implementation (year 2021 - N = 124, including 56 primary school pupils).\u0000Results. The responses in the entry and exit questionnaires, the respondents declared after participating in the project process an increase in their experience with peer mediation, expressed an interest in becoming peer mediators and resolving personal and school conflicts through peer mediation.\u0000Conclusion. Peer mediation engages pupils in a common dialogue to resolve conflicts at school through reconciliation and is a suitable way to prevent undesirable social phenomena in the school environment. The results of the research showed that respondents preferred peer mediation and perceived it as an appropriate form of conflict resolution in the school environment.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41922507","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/jecs2023.1.288.298
Halyna Handzilevska, Yuriy Plyska, O. Shershnova, S. Shturkhetskyy, Tetiana Shyriaieva
Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.
{"title":"Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect","authors":"Halyna Handzilevska, Yuriy Plyska, O. Shershnova, S. Shturkhetskyy, Tetiana Shyriaieva","doi":"10.15503/jecs2023.1.288.298","DOIUrl":"https://doi.org/10.15503/jecs2023.1.288.298","url":null,"abstract":"Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life.\u0000Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient.\u0000Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”.\u0000Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46920509","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/jecs2023.1.575.596
Mónica Ortiz Cobo, Renzo Ismaél Jeri Levano
Aim. This ethnographic study explores the impact of the digital divide within the collective of Peruvian migrant women employed in a highly precarious sector, such as domestic services. Methods. This has become evident in this multisite and virtual ethnography, with the following objectives: to analyse the variables that affect digital exclusion, in addition to identifying and deepening the different digital competencies and uses of Information and communication technologies (ICT) in the migratory projects of Peruvian migrant women. In order to achieve these objectives, we undertook fieldwork during the COVID-19 pandemic in two contexts, Italy and Spain, using semi-structured interviews and virtual observation, during which we employed online social networks as research tools. Results. Although digital inequality was a reality prior to COVID-19, it has been worsened by the pandemic, at which time we began our fieldwork. Inequalities between men and women in the different areas of society are reproduced within the context of new technologies. This is termed the gender digital divide and is considered a form of social exclusion, which intensifies and feeds back into itself. Gender inequality in terms of the use of ICT and digital skills intensifies in communities that are even more vulnerable, such as migrant women, whose plenary incorporation into information society is limited. Conclusion. The use of ICT can aid in social inclusion of migrants in digitally advanced societies. However, Peruvian migrant women face new forms of social exclusion due to limited digital access, economic difficulties, and individual digital skills, leading to a gender and generational digital gap.
{"title":"Gender Digital Divide in Migratory Contexts: The Case of Peruvian Migrant Women in Italy and Spain","authors":"Mónica Ortiz Cobo, Renzo Ismaél Jeri Levano","doi":"10.15503/jecs2023.1.575.596","DOIUrl":"https://doi.org/10.15503/jecs2023.1.575.596","url":null,"abstract":"Aim. This ethnographic study explores the impact of the digital divide within the collective of Peruvian migrant women employed in a highly precarious sector, such as domestic services.\u0000Methods. This has become evident in this multisite and virtual ethnography, with the following objectives: to analyse the variables that affect digital exclusion, in addition to identifying and deepening the different digital competencies and uses of Information and communication technologies (ICT) in the migratory projects of Peruvian migrant women. In order to achieve these objectives, we undertook fieldwork during the COVID-19 pandemic in two contexts, Italy and Spain, using semi-structured interviews and virtual observation, during which we employed online social networks as research tools.\u0000Results. Although digital inequality was a reality prior to COVID-19, it has been worsened by the pandemic, at which time we began our fieldwork. Inequalities between men and women in the different areas of society are reproduced within the context of new technologies. This is termed the gender digital divide and is considered a form of social exclusion, which intensifies and feeds back into itself. Gender inequality in terms of the use of ICT and digital skills intensifies in communities that are even more vulnerable, such as migrant women, whose plenary incorporation into information society is limited.\u0000Conclusion. The use of ICT can aid in social inclusion of migrants in digitally advanced societies. However, Peruvian migrant women face new forms of social exclusion due to limited digital access, economic difficulties, and individual digital skills, leading to a gender and generational digital gap.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44769209","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/jecs2023.1.619.633
Uzi Ben-Shalom, Chen Hajaj, N. Davidovitch, C. Berger
Thesis. This article provides an analysis of online social interactions in two online Temporary Learning Groups (TLG) and their correlates with both pre-admissions scores and academic achievements. Concept. The function of Social Networking Systems (SNS) use on academic achievements is most often indirectly assessed through surveying attitudes of students and teachers. Contrary to this approach, we directly assessed the content on a TLG and paired it with objective admission scores and academic achievements. Results and conclusion. The results reveal that the content of the discussions on the TLGs is practical, immediate, and focuses on the allocation of information required for academic achievements. The users of the TLGs are usually students with lower admission scores and academic achievements. They use these platforms as a compensating mechanism to improve their achievements. In addition, some of the TLG users serve as maximising agents of other students’ achievements. TLGs’ implications for teaching, class-attendance and level of schooling must be recognised by teachers. Originality. While researchers focus on the presence of SNSs in class and its hampering of schooling by multitasking the effect of TLG activity must also be addressed.
{"title":"Online Temporary Learning Groups in Higher Education – Interactions, Compensation, and Maximisation of Achievements in an Israeli Case Study","authors":"Uzi Ben-Shalom, Chen Hajaj, N. Davidovitch, C. Berger","doi":"10.15503/jecs2023.1.619.633","DOIUrl":"https://doi.org/10.15503/jecs2023.1.619.633","url":null,"abstract":"Thesis. This article provides an analysis of online social interactions in two online Temporary Learning Groups (TLG) and their correlates with both pre-admissions scores and academic achievements.\u0000Concept. The function of Social Networking Systems (SNS) use on academic achievements is most often indirectly assessed through surveying attitudes of students and teachers. Contrary to this approach, we directly assessed the content on a TLG and paired it with objective admission scores and academic achievements.\u0000Results and conclusion. The results reveal that the content of the discussions on the TLGs is practical, immediate, and focuses on the allocation of information required for academic achievements. The users of the TLGs are usually students with lower admission scores and academic achievements. They use these platforms as a compensating mechanism to improve their achievements. In addition, some of the TLG users serve as maximising agents of other students’ achievements. TLGs’ implications for teaching, class-attendance and level of schooling must be recognised by teachers.\u0000Originality. While researchers focus on the presence of SNSs in class and its hampering of schooling by multitasking the effect of TLG activity must also be addressed.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632517","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/jecs2023.1.53.65
A. Hašková, Tereza Guziurová, Slavomira Klimszova, Eva Malá
Aim. The paper focuses on the divergence of views of experts from four European educational institutions on key competences, which would become the basis for a successful performance of a mentor position. They should be taken as the key items of a mentor competence profile. Methods. A panel discussion – specifically, a focus group interview as its alternative form – was used to determine how the experts assessed particular competences of the mentor competence profile, i.e. to identify which competences they considered to be the key ones of the mentor competence profile. The panel discussion was led by six focus groups, members of which were experts representing four different countries from six universities: two from Slovakia and the Czech Republic, and one from Hungary and Serbia. Results. The intention of the conducted panel discussion was to find a common view and consensus on the key competences required for a successful performance of the mentor position. However, the results of the panel discussion showed a significant divergence of the opinions on the fundamental mentor competences depending on the country the experts were from. Differences in the views on the issue examined by experts representing different institutions from the same country also occurred, but proved to be inconclusive. Conclusion. Mentoring is currently considered one of the most important means of developing pedagogical competences of future and novice teachers. The results of the conducted panel discussion may contribute to the creation of a platform on which an adequate professional mentor training can be designed.
{"title":"The Divergence of Experts’ Views on a Mentor Competence Profile","authors":"A. Hašková, Tereza Guziurová, Slavomira Klimszova, Eva Malá","doi":"10.15503/jecs2023.1.53.65","DOIUrl":"https://doi.org/10.15503/jecs2023.1.53.65","url":null,"abstract":"Aim. The paper focuses on the divergence of views of experts from four European educational institutions on key competences, which would become the basis for a successful performance of a mentor position. They should be taken as the key items of a mentor competence profile.\u0000Methods. A panel discussion – specifically, a focus group interview as its alternative form – was used to determine how the experts assessed particular competences of the mentor competence profile, i.e. to identify which competences they considered to be the key ones of the mentor competence profile. The panel discussion was led by six focus groups, members of which were experts representing four different countries from six universities: two from Slovakia and the Czech Republic, and one from Hungary and Serbia.\u0000Results. The intention of the conducted panel discussion was to find a common view and consensus on the key competences required for a successful performance of the mentor position. However, the results of the panel discussion showed a significant divergence of the opinions on the fundamental mentor competences depending on the country the experts were from. Differences in the views on the issue examined by experts representing different institutions from the same country also occurred, but proved to be inconclusive. \u0000Conclusion. Mentoring is currently considered one of the most important means of developing pedagogical competences of future and novice teachers. The results of the conducted panel discussion may contribute to the creation of a platform on which an adequate professional mentor training can be designed.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49364813","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":null,"pages":null},"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/jecs2023.1.672.696
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":null,"pages":null},"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/jecs2023.1.76.84
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":null,"pages":null},"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/jecs2023.1.19.32
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":null,"pages":null},"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}
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