Vıkas Rao NAIDU, Huda AL BALUSHİ, Lilibeth REALES, Suad AL QASSABİ, Shaima AL BALUSHİ, Karan JESRANİ, Zahra AL MEHDİ
The successful completion of projects depends on effective project management, particularly in the complex and dynamic environment of higher education institutions. Business intelligence (BI) tools can assist identify problems and hazards, facilitate decision-making, and offer insightful information on how projects are performing. The purpose of this study is to examine how BI systems are used for project management in higher education institutions and to suggest a successful project management strategy that incorporates BI systems. To determine the present state-of-the-art in project management and BI systems in higher education, the research technique includes a rigorous literature review of academic and industry sources. An analysis of a case study from a university that has used a BI system for project management is also included in the Study. The study's conclusions imply that BI systems can enhance project management at higher education institutions by supplying precise real-time data on project performance, risks, and problems. By facilitating better decision-making, early issue detection, and prompt problem resolution, the deployment of a BI system has improved project management, according to the case study analysis. The study suggests a successful project management strategy that incorporates BI systems in higher education institutions based on the findings. The following steps make up the suggested strategy: Project objectives and scope definition, project planning, BI system implementation, BI system performance monitoring, project issue and risk identification and mitigation, and continuous improvement are the steps in a project. The suggested framework can assist institutes of higher learning in managing projects successfully by making use of BI tools. The paper also outlines the critical success criteria for BI system deployment in project management in higher education institutions, such as top management support, transparent communication, user training, and efficient data governance.
{"title":"THE IMPACT OF BUSINESS INTELLIGENCE SYSTEMS ON PROJECT MANAGEMENT IN HIGHER EDUCATION: AN EMPIRICAL STUDY","authors":"Vıkas Rao NAIDU, Huda AL BALUSHİ, Lilibeth REALES, Suad AL QASSABİ, Shaima AL BALUSHİ, Karan JESRANİ, Zahra AL MEHDİ","doi":"10.18768/ijaedu.1325539","DOIUrl":"https://doi.org/10.18768/ijaedu.1325539","url":null,"abstract":"The successful completion of projects depends on effective project management, particularly in the complex and dynamic environment of higher education institutions. Business intelligence (BI) tools can assist identify problems and hazards, facilitate decision-making, and offer insightful information on how projects are performing. The purpose of this study is to examine how BI systems are used for project management in higher education institutions and to suggest a successful project management strategy that incorporates BI systems. To determine the present state-of-the-art in project management and BI systems in higher education, the research technique includes a rigorous literature review of academic and industry sources. An analysis of a case study from a university that has used a BI system for project management is also included in the Study. The study's conclusions imply that BI systems can enhance project management at higher education institutions by supplying precise real-time data on project performance, risks, and problems. By facilitating better decision-making, early issue detection, and prompt problem resolution, the deployment of a BI system has improved project management, according to the case study analysis. The study suggests a successful project management strategy that incorporates BI systems in higher education institutions based on the findings. The following steps make up the suggested strategy: Project objectives and scope definition, project planning, BI system implementation, BI system performance monitoring, project issue and risk identification and mitigation, and continuous improvement are the steps in a project. The suggested framework can assist institutes of higher learning in managing projects successfully by making use of BI tools. The paper also outlines the critical success criteria for BI system deployment in project management in higher education institutions, such as top management support, transparent communication, user training, and efficient data governance.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996946","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}
Shaima AL BALUSHİ, Nouf AL SHUKAİLİ, Huda AL BALUSHİ, Vıkas Rao NAIDU, Lilibeth REALES, Karan JESRANİ
The contribution of entrepreneurship education to innovation, economic expansion, and job creation has received a lot of attention recently. Institutions of higher learning are essential in forming the next generation of business leaders and preparing them for the difficulties of a market that is undergoing fast change. The goal of this study article is to examine how the higher education curriculum affects entrepreneurship instruction and how it affects students' acquisition of entrepreneurial knowledge, success, and attitudes. The study uses a mixed-methodologies approach, gathering data using both qualitative and quantitative methods. To learn more about the planning and delivery of entrepreneurship curricula in higher education institutions, educators, entrepreneurship program directors, and entrepreneurs will be the subjects of interviews and focus groups during the qualitative phase. To gauge undergraduate and graduate students' impressions of the curriculum's efficacy in fostering entrepreneurial competencies, the quantitative phase incorporates a survey that is given to those students who are enrolled in entrepreneurship programs. According to a preliminary literature review, it is anticipated that several factors, such as the harmony between theory and practice, the inclusion of experiential learning opportunities, the cooperation with industry partners, and the use of real-life case studies, will determine how effective the entrepreneurship curriculum is. The study will look at how much of these elements are included in current entrepreneurship curriculum and how they affect students' entrepreneurial performance. In addition, this study will investigate the connection between successful entrepreneurship education and entrepreneurship. The influence of entrepreneurship education on students' aspirations to launch their own companies, their capacity to spot and seize chances, and their general entrepreneurial performance will be evaluated. The study will also look at whether certain curriculum elements, such networking opportunities, incubators, and mentorship programs, have a big impact on entrepreneurial outcomes. The results of this study will advance knowledge of how higher education institutions may successfully create and deliver entrepreneurship curricula to advance students' entrepreneurial abilities and mindset. The study will provide information on the crucial components and pedagogical strategies that can be incorporated into the curriculum to encourage innovation, creativity, taking risks, and recognizing opportunities. The results of this study have important ramifications. Policymakers, educators, and curriculum developers will benefit from knowing how higher education curricula affect entrepreneurship education when creating and improving entrepreneurial programs. Higher education institutions can better prepare students with the information, skills, and mindset required to succeed as entrepreneurs in today's competitive bu
{"title":"THE INFLUENCE OF HIGHER EDUCATION CURRICULUM ON ENTREPRENEURSHIP EDUCATION","authors":"Shaima AL BALUSHİ, Nouf AL SHUKAİLİ, Huda AL BALUSHİ, Vıkas Rao NAIDU, Lilibeth REALES, Karan JESRANİ","doi":"10.18768/ijaedu.1325546","DOIUrl":"https://doi.org/10.18768/ijaedu.1325546","url":null,"abstract":"The contribution of entrepreneurship education to innovation, economic expansion, and job creation has received a lot of attention recently. Institutions of higher learning are essential in forming the next generation of business leaders and preparing them for the difficulties of a market that is undergoing fast change. The goal of this study article is to examine how the higher education curriculum affects entrepreneurship instruction and how it affects students' acquisition of entrepreneurial knowledge, success, and attitudes. The study uses a mixed-methodologies approach, gathering data using both qualitative and quantitative methods. To learn more about the planning and delivery of entrepreneurship curricula in higher education institutions, educators, entrepreneurship program directors, and entrepreneurs will be the subjects of interviews and focus groups during the qualitative phase. To gauge undergraduate and graduate students' impressions of the curriculum's efficacy in fostering entrepreneurial competencies, the quantitative phase incorporates a survey that is given to those students who are enrolled in entrepreneurship programs. According to a preliminary literature review, it is anticipated that several factors, such as the harmony between theory and practice, the inclusion of experiential learning opportunities, the cooperation with industry partners, and the use of real-life case studies, will determine how effective the entrepreneurship curriculum is. The study will look at how much of these elements are included in current entrepreneurship curriculum and how they affect students' entrepreneurial performance. In addition, this study will investigate the connection between successful entrepreneurship education and entrepreneurship. The influence of entrepreneurship education on students' aspirations to launch their own companies, their capacity to spot and seize chances, and their general entrepreneurial performance will be evaluated. The study will also look at whether certain curriculum elements, such networking opportunities, incubators, and mentorship programs, have a big impact on entrepreneurial outcomes. The results of this study will advance knowledge of how higher education institutions may successfully create and deliver entrepreneurship curricula to advance students' entrepreneurial abilities and mindset. The study will provide information on the crucial components and pedagogical strategies that can be incorporated into the curriculum to encourage innovation, creativity, taking risks, and recognizing opportunities. The results of this study have important ramifications. Policymakers, educators, and curriculum developers will benefit from knowing how higher education curricula affect entrepreneurship education when creating and improving entrepreneurial programs. Higher education institutions can better prepare students with the information, skills, and mindset required to succeed as entrepreneurs in today's competitive bu","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997135","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}
Abstract
In this article there was revealed the skills for pre-intermediate level English learners. Here there was discussed about how to make reading and writing skills shorter and easier for learning. The reason is that many English language learners face a very big problem in the writing part. In this research there was discussed basic knowledge on how to quickly understand and smooth the translation in the reading sections. Reading is important because it develops mind and gives excessive knowledge and lessons of life. It helps you understand the world around you better and keeps your mind active, enhances creative ability. Reading improves vocabulary and develops communication skills, while writing is important in its own right; the evidence clearly shows that writing supports reading and reading development. They also are vital ways of improving reading skills overall. Reading and writing are academic skills, to be sure. It is a process of organizing ideas and creativity through text. It is useful for all skill levels, from children to published authors, to develop an authentic, creative work. It breaks the act of writing into manageable steps that can be taken over a period of time, rather than all at once. Readers need a conclusion to remind them of essay's main points and give a feeling of closure to the essay. A strong conclusion: sums up the main point of your paper. Ends with a "takeaway" for readers: what lesson can be learned from your main point, or what should be done in the future? When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Conclusions that do not summarize often don't sound like conclusions. Readers expect that a writer will sum up at the beginning of a conclusion, at least for a sentence or two, and may not recognize a conclusion that doesn't open this way. Also, summarizing the main point reminds readers of the most important ideas in the essay as it comes to an end. These guide strategies are useful for all English language learners. However, by following these tips, pre-intermediate students will feel that their reading and writing skills have increased significantly.
{"title":"Teaching reading and writing skills to pre-intermediate level students","authors":"Sarvinoz POLATOVA","doi":"10.18768/ijaedu.1288109","DOIUrl":"https://doi.org/10.18768/ijaedu.1288109","url":null,"abstract":"Abstract 
 In this article there was revealed the skills for pre-intermediate level English learners. Here there was discussed about how to make reading and writing skills shorter and easier for learning. The reason is that many English language learners face a very big problem in the writing part. In this research there was discussed basic knowledge on how to quickly understand and smooth the translation in the reading sections. Reading is important because it develops mind and gives excessive knowledge and lessons of life. It helps you understand the world around you better and keeps your mind active, enhances creative ability. Reading improves vocabulary and develops communication skills, while writing is important in its own right; the evidence clearly shows that writing supports reading and reading development. They also are vital ways of improving reading skills overall. Reading and writing are academic skills, to be sure. It is a process of organizing ideas and creativity through text. It is useful for all skill levels, from children to published authors, to develop an authentic, creative work. It breaks the act of writing into manageable steps that can be taken over a period of time, rather than all at once. Readers need a conclusion to remind them of essay's main points and give a feeling of closure to the essay. A strong conclusion: sums up the main point of your paper. Ends with a \"takeaway\" for readers: what lesson can be learned from your main point, or what should be done in the future? When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Conclusions that do not summarize often don't sound like conclusions. Readers expect that a writer will sum up at the beginning of a conclusion, at least for a sentence or two, and may not recognize a conclusion that doesn't open this way. Also, summarizing the main point reminds readers of the most important ideas in the essay as it comes to an end. These guide strategies are useful for all English language learners. However, by following these tips, pre-intermediate students will feel that their reading and writing skills have increased significantly.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134919194","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 research analyses the role of universities as a driving force of development, as part of a developing high-tech society that sets different standards and focus areas. The reversed top-down direction with the set requirements and criteria for growth gave university education and science a high formalism, which is expressed in self-sufficient academic growth, not particularly effective project funding and untapped potential for society.
European and national policies in the field of education and science are being analyzed, which are expected to generate ideas and new models for development, form new focus areas and positions that will not reflect everyday life in the system, but will look years ahead. Reforming universities has long been on the agenda mainly, but not only, due to changes in the social environment, in the economy, in technologies, in risks and pandemics. Universities are the ones that “produce” human resources for the leadership of the state, for the management and maintenance of each system.
This work attempts to discuss knowledge sharing as part of the Open Science movement. It attempts to briefly analyse its historical development and the options for modern implementation of the open science idea. It discusses the process of knowledge sharing as an element of recognition of scientific works and part of social development. It seeks a solution to the established national and other restrictions for sharing of knowledge, as well as its importance in the situation of limited sharing. The article also discusses the process of changes in the higher education system in Bulgaria related to the consolidation of Bulgarian universities
{"title":"UNIVERSITIES – A NEW WAY FOR DEVELOPMENT","authors":"Venelın TERZIEV","doi":"10.18768/ijaedu.1326012","DOIUrl":"https://doi.org/10.18768/ijaedu.1326012","url":null,"abstract":"This research analyses the role of universities as a driving force of development, as part of a developing high-tech society that sets different standards and focus areas. The reversed top-down direction with the set requirements and criteria for growth gave university education and science a high formalism, which is expressed in self-sufficient academic growth, not particularly effective project funding and untapped potential for society.
 European and national policies in the field of education and science are being analyzed, which are expected to generate ideas and new models for development, form new focus areas and positions that will not reflect everyday life in the system, but will look years ahead. Reforming universities has long been on the agenda mainly, but not only, due to changes in the social environment, in the economy, in technologies, in risks and pandemics. Universities are the ones that “produce” human resources for the leadership of the state, for the management and maintenance of each system.
 This work attempts to discuss knowledge sharing as part of the Open Science movement. It attempts to briefly analyse its historical development and the options for modern implementation of the open science idea. It discusses the process of knowledge sharing as an element of recognition of scientific works and part of social development. It seeks a solution to the established national and other restrictions for sharing of knowledge, as well as its importance in the situation of limited sharing. The article also discusses the process of changes in the higher education system in Bulgaria related to the consolidation of Bulgarian universities","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135444771","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}
Socialising and education are processes related to overall personal development. Through them, the individual is prepared to contribute to different aspects of society, assimilating into any societal culture. The role education plays as a social and societal activity aiming to prepare those growing up to take the rightful place as full-fledged members of society is looked at in detail. The review is on education approaches which encourage learners to realise their individual potential with qualities and opportunities. An accent is placed on contemporary trends allowing learners to gain knowledge aiding critical thinking and necessary for future employment
{"title":"SOCIALIZATION OF THE PERSONALITY IN THE PROCESS OF EDUCATION AND REALIZATION OF THE INDIVIDUAL","authors":"Venelın TERZIEV","doi":"10.18768/ijaedu.1326019","DOIUrl":"https://doi.org/10.18768/ijaedu.1326019","url":null,"abstract":"Socialising and education are processes related to overall personal development. Through them, the individual is prepared to contribute to different aspects of society, assimilating into any societal culture. The role education plays as a social and societal activity aiming to prepare those growing up to take the rightful place as full-fledged members of society is looked at in detail. The review is on education approaches which encourage learners to realise their individual potential with qualities and opportunities. An accent is placed on contemporary trends allowing learners to gain knowledge aiding critical thinking and necessary for future employment","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135444764","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 article deals with methods of teaching English for students of higher education institutions. Language as a means of professional communication with representatives of different cultures, change experience and establish professional contacts with foreign colleagues. It makes little sense to talk about skills in isolation since, as Eli Hinkle stated “in meaningful communication, people employ incremental language skills not in isolation, but in tandem” When we are engaged in conversation, we are bound to listen as well as speak because otherwise we could not interact with the person we are speaking to (although some people, of course, are better listeners than others!). Lecturers frequently rely on notes they have written previously, and people listening to lectures often write notes of their own. Even reading, generally thought of as a private activity, often provokes conversation and comment. Writing, too, is rarely done in isolation. Much of today's communication is electronic (for instance, via emails and text messages). We read what people send to us and then reply fairly instantly. And even when we are writing on our own, we generally read through what we have written before we send it off. Sometimes, of course, this is not the case when dealing with emails and text messages, but writers and texters often regret sending their messages in haste! Furthermore, the appropriate teaching method depends in many ways on the information or skills being learned, and it can also be influenced by the ability and enthusiasm of the students. Also, integrating the skills allows you to build in more variety into the lesson, because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English. Above all, integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence in English. Integration of the four skills is concerned with realistic communication. Clearly, therefore, if skill use is multi-layered in this way, it would make no sense to teach each skill in isolation. We will, therefore, look at how input and output are connected in the classroom, how skills can be integrated, and how skill and language works are connected.
{"title":"BASIC APPROACHES OF TEACHING INTEGRATED SKILLS.","authors":"Shakhnoza JALOLOVA","doi":"10.18768/ijaedu.1290672","DOIUrl":"https://doi.org/10.18768/ijaedu.1290672","url":null,"abstract":"This article deals with methods of teaching English for students of higher education institutions. Language as a means of professional communication with representatives of different cultures, change experience and establish professional contacts with foreign colleagues. It makes little sense to talk about skills in isolation since, as Eli Hinkle stated “in meaningful communication, people employ incremental language skills not in isolation, but in tandem” When we are engaged in conversation, we are bound to listen as well as speak because otherwise we could not interact with the person we are speaking to (although some people, of course, are better listeners than others!). Lecturers frequently rely on notes they have written previously, and people listening to lectures often write notes of their own. Even reading, generally thought of as a private activity, often provokes conversation and comment. Writing, too, is rarely done in isolation. Much of today's communication is electronic (for instance, via emails and text messages). We read what people send to us and then reply fairly instantly. And even when we are writing on our own, we generally read through what we have written before we send it off. Sometimes, of course, this is not the case when dealing with emails and text messages, but writers and texters often regret sending their messages in haste! Furthermore, the appropriate teaching method depends in many ways on the information or skills being learned, and it can also be influenced by the ability and enthusiasm of the students. Also, integrating the skills allows you to build in more variety into the lesson, because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English. Above all, integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence in English. Integration of the four skills is concerned with realistic communication. Clearly, therefore, if skill use is multi-layered in this way, it would make no sense to teach each skill in isolation. We will, therefore, look at how input and output are connected in the classroom, how skills can be integrated, and how skill and language works are connected.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135672703","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}
Jefferson QUİROZ-FABRA, Alejandro VALENCİA-ARİAS, Wilmer LONDOÑO, Vanessa GARCİA-PİNEDA, Paula RODRÍGUEZ-CORREA, David GARCÍA ARANGO
UNESCO Global Geoparks are characterized by their contribution to the conservation of natural, geological, and cultural resources of the regions where they are located. Geoparks also represent an important figure within the sustainable development of the regions, so strategies around economic growth, conservation, and promotion of education are a fundamental part of their raison d'être. This study aims to identify the main trends in educational and conservation processes in geoparks worldwide. The methodological approach is based on the review of 114 articles from a search equation in the Scopus database, analyzing the results through a series of quantity, quality, and structure indicators. The search period is between 2005 and 2023, so there are recent advances in implementing educational aspects in geoparks. Other results point to the participation of several Asian and European countries as the most predominant, as well as a trend in the implementation of educational processes focused on earth sciences, environmental sciences, and social sciences. Sustainable development and conservation education programs are major players in the findings of this study. In this way, geoparks work as centers for developing conservation dynamics, developing economic and social aspects driven by educational initiatives, and disseminating knowledge to the communities and visitors. The geoheritage tourism sector integrates educational practices into developing experiences to raise awareness among the community and visitors.
{"title":"EXPERIENCES AND STRATEGIES OF EDUCATION AND CONSERVATION WITHIN GEOPARKS: A BIBLIOMETRIC REVIEW","authors":"Jefferson QUİROZ-FABRA, Alejandro VALENCİA-ARİAS, Wilmer LONDOÑO, Vanessa GARCİA-PİNEDA, Paula RODRÍGUEZ-CORREA, David GARCÍA ARANGO","doi":"10.18768/ijaedu.1202085","DOIUrl":"https://doi.org/10.18768/ijaedu.1202085","url":null,"abstract":"UNESCO Global Geoparks are characterized by their contribution to the conservation of natural, geological, and cultural resources of the regions where they are located. Geoparks also represent an important figure within the sustainable development of the regions, so strategies around economic growth, conservation, and promotion of education are a fundamental part of their raison d'être. This study aims to identify the main trends in educational and conservation processes in geoparks worldwide. The methodological approach is based on the review of 114 articles from a search equation in the Scopus database, analyzing the results through a series of quantity, quality, and structure indicators. The search period is between 2005 and 2023, so there are recent advances in implementing educational aspects in geoparks. Other results point to the participation of several Asian and European countries as the most predominant, as well as a trend in the implementation of educational processes focused on earth sciences, environmental sciences, and social sciences. Sustainable development and conservation education programs are major players in the findings of this study. In this way, geoparks work as centers for developing conservation dynamics, developing economic and social aspects driven by educational initiatives, and disseminating knowledge to the communities and visitors. The geoheritage tourism sector integrates educational practices into developing experiences to raise awareness among the community and visitors.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134922951","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}
Abstract
This article discusses the importance of innovative technologies in teaching English. In addition, this work aims to explore the possibilities of Internet technologies to expand the horizons of schoolchildren, establish and maintain business relations and contacts with peers in English-speaking countries. Students can take part in online tests, quizzes, contests, Olympiads, correspond with their peers in other countries, chat, videoconference, etc. In the communicative approach, the use of the Internet is highly encouraged: its purpose is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience. Technological development brings benefits. It increments efficiency and brings citizens unused and superior products and administrations that make strides their by and large standard of living. The benefits of advancement are in some cases moderate to materialize. The benefits of modern innovation in learning the English language are also discussed in the article. They facilitate English language students engage with the language. Equipment permits language learners to break away from the materials and find out real-life English materials that sparkle their concentration and boost their language learning. Technology increments the students’ chance for authentic communication with native speakers and other language learners at different levels within or outside the classroom. Training leads to excellence and technology-rich language learning makes it achievable. There are some online activities which can help students learn the language individually. The article highlights the situation of pandemic period Covid-19 all over the world. At that time everybody sat at home and had to study online.
{"title":"IMPORTANCE OF INNOVATIVE TECHNOLOGIES IN TEACHING ENGLISH","authors":"Mukhtasar ABDULLAEVA","doi":"10.18768/ijaedu.1256491","DOIUrl":"https://doi.org/10.18768/ijaedu.1256491","url":null,"abstract":"Abstract
 This article discusses the importance of innovative technologies in teaching English. In addition, this work aims to explore the possibilities of Internet technologies to expand the horizons of schoolchildren, establish and maintain business relations and contacts with peers in English-speaking countries. Students can take part in online tests, quizzes, contests, Olympiads, correspond with their peers in other countries, chat, videoconference, etc. In the communicative approach, the use of the Internet is highly encouraged: its purpose is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience. Technological development brings benefits. It increments efficiency and brings citizens unused and superior products and administrations that make strides their by and large standard of living. The benefits of advancement are in some cases moderate to materialize. The benefits of modern innovation in learning the English language are also discussed in the article. They facilitate English language students engage with the language. Equipment permits language learners to break away from the materials and find out real-life English materials that sparkle their concentration and boost their language learning. Technology increments the students’ chance for authentic communication with native speakers and other language learners at different levels within or outside the classroom. Training leads to excellence and technology-rich language learning makes it achievable. There are some online activities which can help students learn the language individually. The article highlights the situation of pandemic period Covid-19 all over the world. At that time everybody sat at home and had to study online.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136243602","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}
All students have objectives when taking an English class, but this is especially true of IT English students. Whether their objective is set by their working place or by themselves, it commonly involves learning the English they need to get ahead at work, connect with international clients, earn more money or maybe even keep their job. How is teaching IT English differs from teaching general English? Learning vocabulary for the work context is the number one priority for many ESL learners in IT English classes. One might be thinking, “But teaching IT English classes requires special qualifications, doesn’t it?” It helps them to communicate their message in a simple, effective way. This makes it important to teach common words and set expressions for everyday work situations. In order to achieve these goals, they need specific types of knowledge. Whatever it is, students will not be successful unless the teacher focus on what they need to know. Many teachers of English as a foreign language feel intimidated by the prospect of teaching IT English. This often stems from the perception that teaching IT English is the same thing as teaching IT studies. In fact, it's more about helping learners develop their English skills for use in an IT context. The demand for English teachers in the IT world is high, and if one knows how to teach English at all, he can fill that demand at ease. It is highly possible to have lively and effective classes using the wide range of vocabulary and excellent comprehension. All in all, IT English teaching can be very fascinating and rewarding. Although teaching ESL students requires a variety of skills and techniques, it mostly boils down to good preparation and a professional approach. Armed with really good knowledge, the IT English class will not only be a great learning experience and fun for students, but it will be pleasure for teacher as well.
{"title":"AN INTEGRATED APPROACH TO THE TEACHING OF IT ENGLISH FOR ESL STUDENTS","authors":"Kamola ALAUTDİNOVA","doi":"10.18768/ijaedu.1256271","DOIUrl":"https://doi.org/10.18768/ijaedu.1256271","url":null,"abstract":"All students have objectives when taking an English class, but this is especially true of IT English students. Whether their objective is set by their working place or by themselves, it commonly involves learning the English they need to get ahead at work, connect with international clients, earn more money or maybe even keep their job. How is teaching IT English differs from teaching general English? Learning vocabulary for the work context is the number one priority for many ESL learners in IT English classes. One might be thinking, “But teaching IT English classes requires special qualifications, doesn’t it?” It helps them to communicate their message in a simple, effective way. This makes it important to teach common words and set expressions for everyday work situations. In order to achieve these goals, they need specific types of knowledge. Whatever it is, students will not be successful unless the teacher focus on what they need to know. Many teachers of English as a foreign language feel intimidated by the prospect of teaching IT English. This often stems from the perception that teaching IT English is the same thing as teaching IT studies. In fact, it's more about helping learners develop their English skills for use in an IT context. The demand for English teachers in the IT world is high, and if one knows how to teach English at all, he can fill that demand at ease. It is highly possible to have lively and effective classes using the wide range of vocabulary and excellent comprehension. All in all, IT English teaching can be very fascinating and rewarding. Although teaching ESL students requires a variety of skills and techniques, it mostly boils down to good preparation and a professional approach. Armed with really good knowledge, the IT English class will not only be a great learning experience and fun for students, but it will be pleasure for teacher as well.","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136273979","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 quality of education in a specific educational institution is directly reflected in the outcomes of their system. Higher-quality educational systems continue to deliver better learning experiences to enrolled students and better-developed skills and knowledge. To provide high-quality education, an institution must continually monitor its plans, update its courses’ topics and curriculum, and improve teaching facilities and different learning experiences. Students’ opinions and feedback regarding different aspects of a course and their personal learning experience, if properly gathered and analyzed, can be strong indicators of the quality of that course and help identify the areas of satisfaction and dissatisfaction with that course. Highlighting the strengths and weaknesses of each course helps faculty members put, execute, and evaluate a course quality improvement plan in the following semester. Such valuable students’ feedback and opinions about courses are scattered throughout different social media platforms and managed by different discussion groups, usually students. Thus, gathering honest and freely written comments and opinions in one place is challenging. Furthermore, extracting and analyzing courses’ quality and learning experience-related posts is not a trivial task. This study describes the process of designing and developing a smartphone application utilizing Sentiment Analysis techniques to address the problem of gathering, analyzing, and understanding students’ feedback and comments regarding different aspects of courses quality provided by an educational institution. The project’s primary goal is to benefit from student feedback regarding the institution’s courses to continuously assess and monitor the quality of the courses and the students’ learning experiences. A sample representative dataset of students’ unstructured free-text comments and answers to open-ended questions about five different courses over four consecutive semesters was collected, cleaned, and used to develop and test two sentiment analysis models: Naive Bayes in WEKA and a sentiment lexicon-based model named VADER. To further analyze and assess different aspects of the learning experience and courses along with its overall quality, answers to closed-end questions were also analyzed using the 5-point Likert scale. Preliminary results obtained from evaluating the sentiment analysis models show that the Naïve Bayes model achieved 68.7%, 68.8%, 68.8%, and 68.8%, while the VADER model achieved 72.12%, 72.82%, 72.12%, 71.87%, in terms of accuracy, precision, recall, and F1-score, respectively. Performance testing results of the application show that the maximum usage for the CPU is 44%, for the memory is 119 MB, for sending a request on the network 14.7 KB/s, for receiving a response is 226.5 KB/s, and the maximum energy usage is medium. For stress testing, obtained results show that the application can successfully deal with a maximum of 500 random, fast, and abn
{"title":"A SENTIMENT ANALYSIS-BASED SMARTPHONE APPLICATION TO CONTINUOUSLY ASSESS STUDENTS’ FEEDBACK AND MONITOR THE QUALITY OF COURSES AND THE LEARNING EXPERIENCE IN EDUCATIONAL INSTITUTIONS","authors":"Sarah A. ALKHODAİR","doi":"10.18768/ijaedu.1256188","DOIUrl":"https://doi.org/10.18768/ijaedu.1256188","url":null,"abstract":"The quality of education in a specific educational institution is directly reflected in the outcomes of their system. Higher-quality educational systems continue to deliver better learning experiences to enrolled students and better-developed skills and knowledge. To provide high-quality education, an institution must continually monitor its plans, update its courses’ topics and curriculum, and improve teaching facilities and different learning experiences. Students’ opinions and feedback regarding different aspects of a course and their personal learning experience, if properly gathered and analyzed, can be strong indicators of the quality of that course and help identify the areas of satisfaction and dissatisfaction with that course. Highlighting the strengths and weaknesses of each course helps faculty members put, execute, and evaluate a course quality improvement plan in the following semester. Such valuable students’ feedback and opinions about courses are scattered throughout different social media platforms and managed by different discussion groups, usually students. Thus, gathering honest and freely written comments and opinions in one place is challenging. Furthermore, extracting and analyzing courses’ quality and learning experience-related posts is not a trivial task. This study describes the process of designing and developing a smartphone application utilizing Sentiment Analysis techniques to address the problem of gathering, analyzing, and understanding students’ feedback and comments regarding different aspects of courses quality provided by an educational institution. The project’s primary goal is to benefit from student feedback regarding the institution’s courses to continuously assess and monitor the quality of the courses and the students’ learning experiences. A sample representative dataset of students’ unstructured free-text comments and answers to open-ended questions about five different courses over four consecutive semesters was collected, cleaned, and used to develop and test two sentiment analysis models: Naive Bayes in WEKA and a sentiment lexicon-based model named VADER. To further analyze and assess different aspects of the learning experience and courses along with its overall quality, answers to closed-end questions were also analyzed using the 5-point Likert scale. Preliminary results obtained from evaluating the sentiment analysis models show that the Naïve Bayes model achieved 68.7%, 68.8%, 68.8%, and 68.8%, while the VADER model achieved 72.12%, 72.82%, 72.12%, 71.87%, in terms of accuracy, precision, recall, and F1-score, respectively. Performance testing results of the application show that the maximum usage for the CPU is 44%, for the memory is 119 MB, for sending a request on the network 14.7 KB/s, for receiving a response is 226.5 KB/s, and the maximum energy usage is medium. For stress testing, obtained results show that the application can successfully deal with a maximum of 500 random, fast, and abn","PeriodicalId":491110,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135723271","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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