Pub Date : 2024-09-19DOI: 10.1177/14779714241276832
Bohdan Szklarski
Civics courses have a great significance – they are supposed to train new cohorts of citizens to engage in multiple public roles in (democratic) society. How it is done depends on a multitude of factors, and teachers’ performance and program contents are among the most important. In post-authoritarian order like Poland, civic contents of educational curricula acquire particular significance: they must lay foundation for new forms of citizenship necessary for the consolidation of democracy. In new democracies, defining development is a lot more than talking about economic or political formulas. Ideas of sustainable development belong in a package of ideas which may anchor people in progressive world order, yet they meet resistance from the traditions and mindsets inherited from the previous system (homo sovieticus). SDG Civics, that is, that part of the catalogue of Sustainable Development Goals which directly refers to political agency, becomes a set of patchwork ideas incorporated into democratic citizenship. Through the study of academic curricula, textbooks, and government policies, this paper addresses the complexity of the problem of civics education in new democracies. It sees sustainable development as a concept wrestling with pressures coming from different ideologies, institutions, actors, and visions of the future. This article should be seen as a contribution to the discussions about the political nature of sustainability.
{"title":"Teaching civics for sustainability in post-authoritarian order: The challenges of developing progressive citizenship in new democracies – Lessons from Poland","authors":"Bohdan Szklarski","doi":"10.1177/14779714241276832","DOIUrl":"https://doi.org/10.1177/14779714241276832","url":null,"abstract":"Civics courses have a great significance – they are supposed to train new cohorts of citizens to engage in multiple public roles in (democratic) society. How it is done depends on a multitude of factors, and teachers’ performance and program contents are among the most important. In post-authoritarian order like Poland, civic contents of educational curricula acquire particular significance: they must lay foundation for new forms of citizenship necessary for the consolidation of democracy. In new democracies, defining development is a lot more than talking about economic or political formulas. Ideas of sustainable development belong in a package of ideas which may anchor people in progressive world order, yet they meet resistance from the traditions and mindsets inherited from the previous system (homo sovieticus). SDG Civics, that is, that part of the catalogue of Sustainable Development Goals which directly refers to political agency, becomes a set of patchwork ideas incorporated into democratic citizenship. Through the study of academic curricula, textbooks, and government policies, this paper addresses the complexity of the problem of civics education in new democracies. It sees sustainable development as a concept wrestling with pressures coming from different ideologies, institutions, actors, and visions of the future. This article should be seen as a contribution to the discussions about the political nature of sustainability.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258695","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 : 2024-09-17DOI: 10.1177/14779714241280801
Mittsuyasu Oda
Rabies is a viral infectious disease with a mortality rate of almost 100%. More than 50,000 people worldwide die of rabies each year, despite well-established prevention methods. It is particularly prevalent in poorer regions of Africa, Asia, and the Middle East, where most victims are poor and minority. This study aims to determine the linguistic, educational, and media environments of minorities in Southeast Asia who are most at risk from rabies. In a survey of mother tongues in Chiang Mai Province, there were more students with mother tongues other than Thai, the official language of Thailand. Many rabies countries are multiracial and multilingual. Infections such as rabies affect not only children but also residents of the entire region. These often occur in remote areas where administrative and medical services cannot reach. Since the damage caused by infectious diseases varies depending on the time and place and residents’ consciousness, continuous education is necessary. With media education, there are no restrictions on place and time. The findings suggest that media-based adult and continuing education could be used to prevent rabies in this setting.
{"title":"Study on regional, linguistic, and media environments in urban, rural, and mountainous areas of Chiang Mai Province in northern Thailand for developing media education tools for rabies prevention","authors":"Mittsuyasu Oda","doi":"10.1177/14779714241280801","DOIUrl":"https://doi.org/10.1177/14779714241280801","url":null,"abstract":"Rabies is a viral infectious disease with a mortality rate of almost 100%. More than 50,000 people worldwide die of rabies each year, despite well-established prevention methods. It is particularly prevalent in poorer regions of Africa, Asia, and the Middle East, where most victims are poor and minority. This study aims to determine the linguistic, educational, and media environments of minorities in Southeast Asia who are most at risk from rabies. In a survey of mother tongues in Chiang Mai Province, there were more students with mother tongues other than Thai, the official language of Thailand. Many rabies countries are multiracial and multilingual. Infections such as rabies affect not only children but also residents of the entire region. These often occur in remote areas where administrative and medical services cannot reach. Since the damage caused by infectious diseases varies depending on the time and place and residents’ consciousness, continuous education is necessary. With media education, there are no restrictions on place and time. The findings suggest that media-based adult and continuing education could be used to prevent rabies in this setting.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269491","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 : 2024-09-14DOI: 10.1177/14779714241267739
Erik van der Meulen
Despite its importance for career development, previous cross-sectional studies have shown that individuals are reluctant to consider continuing education (CE) engagement because of family responsibilities. To prospectively test these associations, a longitudinal dataset consisting of, respectively, 548 and 809 working mothers and fathers (with one or more living-at-home children of 12 years or younger) was extracted from a Dutch population–based internet survey. Whether respondents were engaged in T2 CE was prospectively predicted by T1a (with an average 466-day time-lag) household labour, childcare division, and job–household focus, while controlling for several relevant T1b job and household characteristics. Using generalised linear mixed models, outcomes reveal that only mothers are less likely to engage in CE when they had less children. Division of household labour, childcare, and job–household focus were all not predictive of CE at T2. Future studies should examine moderators of the association between family responsibilities and CE engagement.
{"title":"Do household and childcare task divisions prospectively predict engagement in time-costly continuing education among Dutch working mothers and fathers?","authors":"Erik van der Meulen","doi":"10.1177/14779714241267739","DOIUrl":"https://doi.org/10.1177/14779714241267739","url":null,"abstract":"Despite its importance for career development, previous cross-sectional studies have shown that individuals are reluctant to consider continuing education (CE) engagement because of family responsibilities. To prospectively test these associations, a longitudinal dataset consisting of, respectively, 548 and 809 working mothers and fathers (with one or more living-at-home children of 12 years or younger) was extracted from a Dutch population–based internet survey. Whether respondents were engaged in T2 CE was prospectively predicted by T1a (with an average 466-day time-lag) household labour, childcare division, and job–household focus, while controlling for several relevant T1b job and household characteristics. Using generalised linear mixed models, outcomes reveal that only mothers are less likely to engage in CE when they had less children. Division of household labour, childcare, and job–household focus were all not predictive of CE at T2. Future studies should examine moderators of the association between family responsibilities and CE engagement.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258696","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 : 2024-09-10DOI: 10.1177/14779714241275871
Hajar Choukrani, Thaura Ghneim-Herrera
This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.
{"title":"Advancing sustainable futures through education: A Montpellier case study on student-led advocacy for transdisciplinary approaches","authors":"Hajar Choukrani, Thaura Ghneim-Herrera","doi":"10.1177/14779714241275871","DOIUrl":"https://doi.org/10.1177/14779714241275871","url":null,"abstract":"This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221424","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 : 2024-09-03DOI: 10.1177/14779714241279358
Joon Heo, Jihye Lee, Soyoun Park, Hyeji Kil, Jihyun Kim
This study describes the development of a Korean assessment instrument measuring adults’ basic literacy ability. Instrument items were generated from a literature review, inputs from experts through the Delphi method, and focus group interviews. Items and measurement procedures were tested and confirmed through three steps of pilot implementations. As a result, three sets of test items measuring up to level 4 of the Korean basic literacy ability for adults were successfully developed. This assessment is simple, fast, and inexpensive and reflects the distinctive characteristics of the Korean language and Korean contexts. The instrument’s practicality will contribute to its further utilization in identifying and supporting adults in need of basic literacy education.
{"title":"Korean assessment of adult basic literacy: Instrument development","authors":"Joon Heo, Jihye Lee, Soyoun Park, Hyeji Kil, Jihyun Kim","doi":"10.1177/14779714241279358","DOIUrl":"https://doi.org/10.1177/14779714241279358","url":null,"abstract":"This study describes the development of a Korean assessment instrument measuring adults’ basic literacy ability. Instrument items were generated from a literature review, inputs from experts through the Delphi method, and focus group interviews. Items and measurement procedures were tested and confirmed through three steps of pilot implementations. As a result, three sets of test items measuring up to level 4 of the Korean basic literacy ability for adults were successfully developed. This assessment is simple, fast, and inexpensive and reflects the distinctive characteristics of the Korean language and Korean contexts. The instrument’s practicality will contribute to its further utilization in identifying and supporting adults in need of basic literacy education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221422","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 : 2024-08-21DOI: 10.1177/14779714241275872
Russell Crank, Jenny Spence
Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.
{"title":"Self-reported online science learning strategies of non-traditional students studying a university preparation science course","authors":"Russell Crank, Jenny Spence","doi":"10.1177/14779714241275872","DOIUrl":"https://doi.org/10.1177/14779714241275872","url":null,"abstract":"Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142221423","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 : 2024-08-09DOI: 10.1177/14779714241261063
Stephen M. Mahere
Study investigates how higher education reforms (HERs) contributed to Sustainable Development Goals (SDGs), illustrating by examples and experiences from the Department of Educational Administration and Leadership at the University of Zimbabwe (UZ). Zimbabwe adopted Vision 2030 to transform the country into upper middle-income economy by 2030. The Ministry of Higher Education introduced Education 5.0, a framework for contributing to development and achievement of SDGs. Investigation employed qualitative research design. The UZ’s mandate is pursued through Strategic Plan with objectives answering to call of Education 5.0. Department activities of how HERs contributed to SDGs are examined. Strategic Objective 1 aims to promote programmatic approach to research. Collaborative research groups were established. Strategic Objective 2 seeks to introduce degree programmes inspired by demands for technological advancement. The department introduced programmes that deliver goods and services. Strategic Objective 3 aims to develop partnerships. The department established Zimbabwe Educational Management and Leadership Trust. Strategic Objective 4 focuses on mentorship. The department introduced internship for teachers and school heads on M Ed programmes, facilitating acquisition of hands-on practical experience. Strategic Objective 5 aims to internationalise the UZ’s programmes and research. Department members participated in international conferences and hosted international senior research fellows. Given dynamic technologically driven systems, university leaders were urged to upgrade ICT skills among higher education practitioners.
{"title":"Contributions of higher education reforms to Sustainable Development Goals: Some examples and experiences from the Department of Educational Administration and Leadership, Faculty of Education, University of Zimbabwe","authors":"Stephen M. Mahere","doi":"10.1177/14779714241261063","DOIUrl":"https://doi.org/10.1177/14779714241261063","url":null,"abstract":"Study investigates how higher education reforms (HERs) contributed to Sustainable Development Goals (SDGs), illustrating by examples and experiences from the Department of Educational Administration and Leadership at the University of Zimbabwe (UZ). Zimbabwe adopted Vision 2030 to transform the country into upper middle-income economy by 2030. The Ministry of Higher Education introduced Education 5.0, a framework for contributing to development and achievement of SDGs. Investigation employed qualitative research design. The UZ’s mandate is pursued through Strategic Plan with objectives answering to call of Education 5.0. Department activities of how HERs contributed to SDGs are examined. Strategic Objective 1 aims to promote programmatic approach to research. Collaborative research groups were established. Strategic Objective 2 seeks to introduce degree programmes inspired by demands for technological advancement. The department introduced programmes that deliver goods and services. Strategic Objective 3 aims to develop partnerships. The department established Zimbabwe Educational Management and Leadership Trust. Strategic Objective 4 focuses on mentorship. The department introduced internship for teachers and school heads on M Ed programmes, facilitating acquisition of hands-on practical experience. Strategic Objective 5 aims to internationalise the UZ’s programmes and research. Department members participated in international conferences and hosted international senior research fellows. Given dynamic technologically driven systems, university leaders were urged to upgrade ICT skills among higher education practitioners.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924402","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 : 2024-08-07DOI: 10.1177/14779714241269301
Annette Strauß, Ireen Kowalleck, David Rempel, Anja Zimmermann
IU International University of Applied Sciences with more than 120,000 enrolled students at present and more than 200 bachelor’s and master’s programmes in total is a member of the UN Global Compact and its higher education initiative. The principles of these two initiatives are the key factors which define the sustainability approach of the university. The university has defined several key areas in which it is working to achieve the Sustainable Development Goals of the United Nations. Social aspects play a prominent role and are consistently pursued in the three key areas of students, employees, and community. The paper focuses on the key area of students and sets out the starting points for implementing the university’s mission ‘Everybody can access education to grow’ in relation to the pursuit of the Sustainable Development Goals. Aspects like opening up access for non-traditional students, facilitating access for students facing barriers, and implications for academic teaching will be addressed, and the paper illustrates close and multiple relationships between higher education and the achievement of the Sustainable Development Goals. For the necessary trans-sectoral and transdisciplinary effort, the development, consistent implementation, and evaluation of a sustainability-oriented strategy is key.
IU 国际应用科学大学目前有 120 000 多名在校学生，共有 200 多个学士和硕士课程，是联合国全球契约及其高等教育倡议的成员。这两项倡议的原则是确定该大学可持续发展方针的关键因素。为实现联合国可持续发展目标，大学确定了几个关键领域。在学生、员工和社区这三个关键领域，社会方面发挥着突出的作用，并一直在努力实现。本文重点关注学生这一关键领域，并阐述了在实现可持续发展目标的过程中，落实大学使命 "人人都能接受教育，实现成长 "的出发点。本文将探讨为非传统学生开放入学机会、为面临障碍的学生提供便利以及对学术教学的影响等问题，并说明高等教育与实现可持续发展目标之间密切的多重关系。对于必要的跨部门和跨学科努力而言，制定、持续实施和评估以可持续发展为导向的战略是关键所在。
{"title":"Empower to grow through higher education","authors":"Annette Strauß, Ireen Kowalleck, David Rempel, Anja Zimmermann","doi":"10.1177/14779714241269301","DOIUrl":"https://doi.org/10.1177/14779714241269301","url":null,"abstract":"IU International University of Applied Sciences with more than 120,000 enrolled students at present and more than 200 bachelor’s and master’s programmes in total is a member of the UN Global Compact and its higher education initiative. The principles of these two initiatives are the key factors which define the sustainability approach of the university. The university has defined several key areas in which it is working to achieve the Sustainable Development Goals of the United Nations. Social aspects play a prominent role and are consistently pursued in the three key areas of students, employees, and community. The paper focuses on the key area of students and sets out the starting points for implementing the university’s mission ‘Everybody can access education to grow’ in relation to the pursuit of the Sustainable Development Goals. Aspects like opening up access for non-traditional students, facilitating access for students facing barriers, and implications for academic teaching will be addressed, and the paper illustrates close and multiple relationships between higher education and the achievement of the Sustainable Development Goals. For the necessary trans-sectoral and transdisciplinary effort, the development, consistent implementation, and evaluation of a sustainability-oriented strategy is key.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929942","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 : 2024-08-05DOI: 10.1177/14779714241270254
Yuliya Zayachuk
This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia’s invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author’s experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine ‘On education’, and the Law of Ukraine ‘On higher education’, I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia’s ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author’s personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.
{"title":"Ensuring quality higher education in Ukraine in times of war","authors":"Yuliya Zayachuk","doi":"10.1177/14779714241270254","DOIUrl":"https://doi.org/10.1177/14779714241270254","url":null,"abstract":"This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia’s invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author’s experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine ‘On education’, and the Law of Ukraine ‘On higher education’, I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia’s ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author’s personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929943","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 : 2024-07-31DOI: 10.1177/14779714241269302
Dimitra Christoforou, Aretousa Giannakou, Georgios P. Georgiou
In adult education, understanding the dynamics of motivation among incarcerated individuals to attend English as a Foreign Language (EFL) classes is crucial for effective educational programming, successful rehabilitation, and recidivism reduction efforts. The present study, focusing on Greek prisons, investigates two key aspects: a) the influence of sociodemographic factors (marital status, age, gender, and occupation previous to sentence) on inmates’ motivation to attend EFL classes and b) the relative prevalence of intrinsic and extrinsic motivational factors driving inmates to attend EFL classes. Grounded in theories of foreign language learning motivation, the study employed quantitative methods with a large sample of 400 adult inmates enrolled in English classes at Second Chance Schools across all Greek prisons. The findings reveal that marital status, age, gender, and previous occupation are factors that significantly impact inmates’ motivation to attend EFL classes, with female inmates demonstrating higher motivation than their male counterparts. Notably, the study highlights the predominance of extrinsic motivation among inmates, with the desire to make their families proud being the most highly rated motivational driver.
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