Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.02
O. Vlasyuk, Tanya Daragan
An important component of the modernization of the domestic system of higher education is the granting of autonomy to institutions of higher education. The concept of autonomy of institutions of higher education implies independence in making their own decisions regarding the development of academic freedoms, organization of the educational process, internal management, and independent selection of personnel. In the conditions of an extremely changing environment, the expansion of autonomy will allow the university to respond quickly to the labor market, to better understand the demands of consumers, to form flexible strategies for development and quality assurance. The main goal of the article was to investigate the processes of autonomization of higher education institutions in Ukraine, to determine the priority directions for its implementation for the successful development of universities, and to form new criteria for occupying high positions in the international ranking of universities. The article examines the expediency of establishing institutional autonomy, in particular academic autonomy. The main criteria for the formation of academic autonomy in domestic institutions of higher education were studied and the level of its implementation was determined. The level of implementation of academic autonomy in domestic institutions of higher education was assessed as moderate. One of the elements of academic autonomy is analyzed, namely: the admission procedure to a higher education institution. An analysis of models of admission to study at European universities was made. It was determined that the concept of academic autonomy will ensure high-quality professional training of higher education graduates who will be capable of professional mobility, competence, and competitiveness in the modern labor market.
{"title":"The procedure of admission to higher education institutions as one of the main factors of academic autonomy","authors":"O. Vlasyuk, Tanya Daragan","doi":"10.52256/2710-3986.1-98.2023.02","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.02","url":null,"abstract":"An important component of the modernization of the domestic system of higher education is the granting of autonomy to institutions of higher education. The concept of autonomy of institutions of higher education implies independence in making their own decisions regarding the development of academic freedoms, organization of the educational process, internal management, and independent selection of personnel. In the conditions of an extremely changing environment, the expansion of autonomy will allow the university to respond quickly to the labor market, to better understand the demands of consumers, to form flexible strategies for development and quality assurance. \u0000The main goal of the article was to investigate the processes of autonomization of higher education institutions in Ukraine, to determine the priority directions for its implementation for the successful development of universities, and to form new criteria for occupying high positions in the international ranking of universities. \u0000The article examines the expediency of establishing institutional autonomy, in particular academic autonomy. The main criteria for the formation of academic autonomy in domestic institutions of higher education were studied and the level of its implementation was determined. The level of implementation of academic autonomy in domestic institutions of higher education was assessed as moderate. \u0000One of the elements of academic autonomy is analyzed, namely: the admission procedure to a higher education institution. An analysis of models of admission to study at European universities was made. \u0000It was determined that the concept of academic autonomy will ensure high-quality professional training of higher education graduates who will be capable of professional mobility, competence, and competitiveness in the modern labor market.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74685604","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 : 2023-06-27DOI: 10.52256/10-3986.1-98.2023.21
A. Predyk
The article characterizes the essence of the concepts «control and evaluation activity», «reflection», defines the place and role of reflection as an important component of formative assessment. In the conditions of educational reforms in Ukraine today, the issue of improving and increasing the efficiency of the educational process of junior high school students is particularly acute, which is why it is determined that the issues of assessment and reflection require study and analysis. The purpose of the article is to carry out a theoretical analysis of the concept of reflection in the educational activity of a junior high school student, to clarify the role of reflection in formative assessment. The study of the scientific works of Ukrainian and foreign scientists and practicing teachers made it possible to determine the peculiarities of the use of reflection in the formative assessment of educational achievements of younger schoolchildren. The article demonstrates that reflection can be a useful tool for elementary school students, after which it can help them better understand their actions and achievements, and develop the ability to analyze their own learning and growth. Here are some ways that can help elementary school students incorporate reflection into their learning: portfolios, islands, palms, analyze difficulties. Reflection can help students develop their ability to work independently and grow, understand their goals and focus on achieving them, and improve the quality of their learning. It is important to provide students with appropriate support and mentoring so that they can successfully incorporate reflection into their learning.
{"title":"Reflection as a Component of Formative Assessment of Younger School Students in Modern Primary School","authors":"A. Predyk","doi":"10.52256/10-3986.1-98.2023.21","DOIUrl":"https://doi.org/10.52256/10-3986.1-98.2023.21","url":null,"abstract":"The article characterizes the essence of the concepts «control and evaluation activity», «reflection», defines the place and role of reflection as an important component of formative assessment. \u0000In the conditions of educational reforms in Ukraine today, the issue of improving and increasing the efficiency of the educational process of junior high school students is particularly acute, which is why it is determined that the issues of assessment and reflection require study and analysis. \u0000The purpose of the article is to carry out a theoretical analysis of the concept of reflection in the educational activity of a junior high school student, to clarify the role of reflection in formative assessment. \u0000The study of the scientific works of Ukrainian and foreign scientists and practicing teachers made it possible to determine the peculiarities of the use of reflection in the formative assessment of educational achievements of younger schoolchildren. \u0000The article demonstrates that reflection can be a useful tool for elementary school students, after which it can help them better understand their actions and achievements, and develop the ability to analyze their own learning and growth. Here are some ways that can help elementary school students incorporate reflection into their learning: portfolios, islands, palms, analyze difficulties. \u0000Reflection can help students develop their ability to work independently and grow, understand their goals and focus on achieving them, and improve the quality of their learning. It is important to provide students with appropriate support and mentoring so that they can successfully incorporate reflection into their learning.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85949103","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 : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.13
S. Gorbenko, O. Lozova, Iryna Vasylashko
The article presents the relevance of forming the professional skills of teachers of general secondary education institutions in the context of STEM education development. The study of this problem contributes to the effectiveness of the introduction of innovations and the fulfillment of educational and educational tasks by educational institutions at a high quality level. The content of the article reveals in detail the teacher's pedagogical activity, its types, principles and functions, structural components and levels of formation, professional characteristics of the teacher as an element in the education system. The longitudinal study of the levels of formation of the structural components of pedagogical activity (projective, organizational, communicative, gnostic) of teachers of general secondary education institutions has highlighted the positive impact of STEM education on professional development. STEM education has become a tool for the effective realization of teachers' creative potential to update didactic methods, tools, forms and principles of teaching. The strengthening of the role of STEM education has led to teachers' motivation to teach integrated subjects of the natural sciences, mathematics, and humanities, which also contributed to the improvement of the study results. The development of teachers' professional skills is facilitated by participation in various events at the regional, national, and international levels. At such events, educators not only gain new knowledge, access to new resources, but also have the opportunity to present their own work and exchange new thoughts, ideas, experiences, as well as find solutions to develop a STEM education model for the systemic development of an educational institution.
{"title":"Teacher's Pedagogical Activity and Formation of the Teacher Professional Skill the Conditions of the Development of Stem Education","authors":"S. Gorbenko, O. Lozova, Iryna Vasylashko","doi":"10.52256/2710-3986.1-98.2023.13","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.13","url":null,"abstract":"The article presents the relevance of forming the professional skills of teachers of general secondary education institutions in the context of STEM education development. The study of this problem contributes to the effectiveness of the introduction of innovations and the fulfillment of educational and educational tasks by educational institutions at a high quality level. \u0000The content of the article reveals in detail the teacher's pedagogical activity, its types, principles and functions, structural components and levels of formation, professional characteristics of the teacher as an element in the education system. \u0000The longitudinal study of the levels of formation of the structural components of pedagogical activity (projective, organizational, communicative, gnostic) of teachers of general secondary education institutions has highlighted the positive impact of STEM education on professional development. STEM education has become a tool for the effective realization of teachers' creative potential to update didactic methods, tools, forms and principles of teaching. The strengthening of the role of STEM education has led to teachers' motivation to teach integrated subjects of the natural sciences, mathematics, and humanities, which also contributed to the improvement of the study results. \u0000The development of teachers' professional skills is facilitated by participation in various events at the regional, national, and international levels. At such events, educators not only gain new knowledge, access to new resources, but also have the opportunity to present their own work and exchange new thoughts, ideas, experiences, as well as find solutions to develop a STEM education model for the systemic development of an educational institution.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":"20 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84923818","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 : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.12
A. Shulha, Olesia Makovijchuk
The article examines the peculiarities of the implementation of interdisciplinary connections in the lessons of fine arts in elementary school, in particular, the concept of «interdisciplinary connections» is substantiated, the levels of interaction of educational subjects are outlined (surface interaction, the influence of one discipline on another, the interrelationship of disciplines). A comparative characterization of interdisciplinary connections and integration in fine arts lessons in elementary school was carried out. Functions (educational, educational, developmental, didactic, integrative, constructive, psychological), types of interdisciplinary connections (content-informational, operational-activity, organizational- methodical) and types of interdisciplinary tasks (knowledge, activity, value-oriented). The implementation of interdisciplinary connections in fine arts lessons contributes to the holistic display of educational material, activating younger students to study. Intersubject connections act as an element of integration, relying on knowledge from other educational fields, but in a combination of no more than three in one lesson, and precisely with the main subject in the lesson - visual arts, all other educational subjects are secondary. Since fine art integrates the knowledge of different fields, in such lessons it is possible to realize interdisciplinary connections with music, mathematics, Ukrainian language and literary reading, lessons "Design and technologies", computer science and lessons "I explore the world" (natural, social and health preservation, civic and historical educational fields).
{"title":"Implementation of Interdisciplinary Connections in the Lessons of Fine Arts in Elementary School","authors":"A. Shulha, Olesia Makovijchuk","doi":"10.52256/2710-3986.1-98.2023.12","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.12","url":null,"abstract":"The article examines the peculiarities of the implementation of interdisciplinary connections in the lessons of fine arts in elementary school, in particular, the concept of «interdisciplinary connections» is substantiated, the levels of interaction of educational subjects are outlined (surface interaction, the influence of one discipline on another, the interrelationship of disciplines). A comparative characterization of interdisciplinary connections and integration in fine arts lessons in elementary school was carried out. Functions (educational, educational, developmental, didactic, integrative, constructive, psychological), types of interdisciplinary connections (content-informational, operational-activity, organizational- methodical) and types of interdisciplinary tasks (knowledge, activity, value-oriented). \u0000The implementation of interdisciplinary connections in fine arts lessons contributes to the holistic display of educational material, activating younger students to study. Intersubject connections act as an element of integration, relying on knowledge from other educational fields, but in a combination of no more than three in one lesson, and precisely with the main subject in the lesson - visual arts, all other educational subjects are secondary. Since fine art integrates the knowledge of different fields, in such lessons it is possible to realize interdisciplinary connections with music, mathematics, Ukrainian language and literary reading, lessons \"Design and technologies\", computer science and lessons \"I explore the world\" (natural, social and health preservation, civic and historical educational fields).","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":"10 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90548999","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 : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.07
O. Virolainen
The article analyzes the proposed effective model of a general secondary education institution in the conditions of the implementation of mixed education (the use of distance, network, home, individual learning technologies), outlines new vectors of development of general secondary education institutions based on the integration processes of the implementation of mixed education, the need for which arose during pandemic and Russian military aggression, pedagogical organizational principles are outlined. The question of solving the problem of assessing the quality of basic secondary education is raised, the points of improvement of the mechanisms of the organization of the educational process in institutions of general secondary education are considered.. The proposed model of the general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The system of organization of the educational institution as a social phenomenon is considered in several aspects: the study of the conditions of management of the institution of general secondary education in the context of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determining the effectiveness of the institution of general secondary education in the conditions of the implementation of mixed education.
{"title":"Experimental Model of General Secondary Education Institution in Conditions of Mixed Learning","authors":"O. Virolainen","doi":"10.52256/2710-3986.1-98.2023.07","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.07","url":null,"abstract":"The article analyzes the proposed effective model of a general secondary education institution in the conditions of the implementation of mixed education (the use of distance, network, home, individual learning technologies), outlines new vectors of development of general secondary education institutions based on the integration processes of the implementation of mixed education, the need for which arose during pandemic and Russian military aggression, pedagogical organizational principles are outlined. The question of solving the problem of assessing the quality of basic secondary education is raised, the points of improvement of the mechanisms of the organization of the educational process in institutions of general secondary education are considered.. The proposed model of the general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The system of organization of the educational institution as a social phenomenon is considered in several aspects: the study of the conditions of management of the institution of general secondary education in the context of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determining the effectiveness of the institution of general secondary education in the conditions of the implementation of mixed education.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":"26 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87943820","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 in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions. Keywords: active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning
{"title":"COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION","authors":"Nisha Chakyarkandiyil, G. S. Prakasha","doi":"10.33225/pec/23.81.340","DOIUrl":"https://doi.org/10.33225/pec/23.81.340","url":null,"abstract":"The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.\u0000Keywords: active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602375","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}
Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology – Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction. Keywords: Item measurement, mathematical satisfaction, reliability test, validity test
{"title":"CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS","authors":"Andie Tangonan Capinding","doi":"10.33225/pec/23.81.327","DOIUrl":"https://doi.org/10.33225/pec/23.81.327","url":null,"abstract":"Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology – Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction.\u0000Keywords: Item measurement, mathematical satisfaction, reliability test, validity test","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49302561","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}
This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students’ motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students’ academic success. It is evident from the study that size does not affect motivation, which is solely the student’s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students’ motivation and engagement, irrespective of the study group. Keywords: covid-19, higher education, engagement of students, e-learning motivation, face-to-face classes
{"title":"STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA","authors":"N. Davidovitch, R. Yavich","doi":"10.33225/pec/23.81.361","DOIUrl":"https://doi.org/10.33225/pec/23.81.361","url":null,"abstract":"This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students’ motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students’ academic success. It is evident from the study that size does not affect motivation, which is solely the student’s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students’ motivation and engagement, irrespective of the study group.\u0000Keywords: covid-19, higher education, engagement of students, e-learning motivation, face-to-face classes","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785774","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}
Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni
Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants' understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum. Keywords: curriculum leadership, distributed leadership, environmental education, school leaders and teachers
{"title":"CHARACTERIZATION OF CURRICULUM LEADERSHIP BY SOUTH AFRICAN SCHOOL LEADERS AND TEACHERS IN ENVIRONMENTAL EDUCATION","authors":"Nonkanyiso Pamella Shabalala, Headman Hebe, L. Mnguni","doi":"10.33225/pec/23.81.401","DOIUrl":"https://doi.org/10.33225/pec/23.81.401","url":null,"abstract":"Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants' understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum. \u0000Keywords: curriculum leadership, distributed leadership, environmental education, school leaders and teachers","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42405089","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}
Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. Keywords: creative drama, creative drama methods, kindergarten teacher, teaching assistant, preschool education
{"title":"THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF","authors":"Ivana Rochovská, Božena Švábová","doi":"10.33225/pec/23.81.388","DOIUrl":"https://doi.org/10.33225/pec/23.81.388","url":null,"abstract":"Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. \u0000Keywords: creative drama, creative drama methods, kindergarten teacher, teaching assistant, preschool education","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43956642","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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