scholarly journals Constructing Criminological Knowledge: the Experience of the Development and Implementation of Interdisciplinary Criminology Studies at Vilnius University

2019 ◽  
Vol 7 ◽  
pp. 74-103
Author(s):  
Aleksandras Dobryninas ◽  
Jolanta Aleknevičienė ◽  
Aušra Pocienė
Keyword(s):  
Teaching And Learning ◽  
Developmental Process ◽  
Educational Process ◽  
Teaching Staff ◽  
European Continent ◽  
Developmental Context ◽  
Active Involvement ◽  
Study Programme ◽  
Vilnius University ◽  
The One

Taking a social constructionists perspective, the article presents not widely known sides in the development of modern Lithuanian criminology related to the emergence, formation and development of criminological studies at Vilnius University. Since the emergence of the first criminological courses in Lithuanian academic institutions, they, as in other European continent universities, were usually taught in law faculties and schools. However, in the mid of 1990s, a unique situation occurred at Vilnius University, where sociologists and psychologists started teaching criminological courses at the Faculty of Philosophy. Later, in 1999, with the methodical help of the Faculty of Law, the teaching staff of the Faculty of Philosophy developed and implemented two-year masters programs in sociological and psychological criminology.The gained educational experience in managing and implementing interdisciplinary criminology programs at Vilnius University paved the way for introducing in 2017 new interdisciplinary bachelor study programme in criminology. On the one hand, the emergence of such studies would be impossible without long-term close and constructive collaboration between the sociologists, psychologists and lawyers of Vilnius University and, on the other, - without the active involvement of the new generation of young criminologists in the educational process. Authors emphasise, that the emergence and development of the criminology studies in Lithuania was influenced by both the developmental context of criminology at European and North American universities and the methodological and organisational support, which Lithuanian criminologists had been receiving from their colleagues from western academic institutions.Authors also present and describe the developmental process of both master and bachelor studies: they introduce the leaders, organisers and lecturers of these programs, observe their structure and inner consistency, analyse the role of interdisciplinarity in organising criminology studies. The article identifies the challenges and problems facing both the teaching and learning processes and their potential solutions, which should ensure the quality of studies, their correspondence to the state-of-art methods in criminological research and practical needs of contemporary society.

Trends in development of higher education in modern Russia

2021 ◽  
pp. 26-30
Author(s):  
E.S. Alieva ◽  
Keyword(s):  
Higher Education ◽  
Educational Practice ◽  
Educational Process ◽  
Teaching Staff ◽  
Russian Society ◽  
Educational Activities ◽  
Digital Inequality ◽  
Innovative Methods ◽  
Inequality In Education ◽  
The One

Examined are the main development trends in the field of higher education, the originality of their manifestation in Russian society. The specificity of the continuity of learning is revealed, the directions of transformation of the educational process in the context of digitalization are determined. The topic of the effectiveness of the implementation of innovative methods in educational activities, such as case-method, tutoring, interactive training, was touched upon. The duality of the study is noted, since the introduction of innovative methods into the educational activities of Russian universities, on the one hand, has a positive effect on the state of the educational system, on the other hand, it gives rise to a tendency towards an increase in social and digital inequality in education and society as a whole, and also presupposes changes in requirements. to the teaching staff, which is now required first of all to be motivated and ready to master and use modern innovative methods in educational practice.

scholarly journals Pandemic challenges for educators: transition from physical to digital classroom

2021 ◽  
Vol 127 ◽  
pp. 03001
Author(s):  
Darya Vladislavovna Agaltsova ◽  
Larisa Vyacheslavovna Milyaeva
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Practical Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Classroom

The article looks into some challenges that university teaching staff has to face during the modern era of digitalization and especially during the transaction period from “physical classroom” to “digital classroom” provoked by the pandemic of COVID-19. The use of information and communication technologies (hereinafter referred to as ICT), tools for online teaching and learning, computer and digital literacy, digital skills and competencies are becoming important components of professional success. The transition to distance learning (especially due to the pandemic of COVID-19) has changed the modern academic world: now the effective use of digital technologies and educational resources is considered a key factor for improving and increasing the value of the learning process. As a result, students get their knowledge and educators share their theoretical and practical experience through an increasing number of digital technologies and resources. This article aims to describe and analyze the main types of available online tools and services that may provide productive work and interactive learning; to describe the challenges that educators face while transforming the academic environment into “online classroom”. The authors applied a cabinet study approach to the analysis of theoretical database, the method of comparison and generalization of the obtained data. As a result, the article presents theoretical background of the ICT potential and their use in the educational process of modern universities.

scholarly journals The possibility of improving the performance evaluation system of teaching staff by adopting the Education Excellence Award as a model

2018 ◽  
pp. 63
Author(s):  
Yousif Obed
Keyword(s):  
Human Development ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Performance Evaluation System ◽  
Proposed Model ◽  
Administrative Leaders ◽  
Statistical Program ◽  
The One ◽  
The University

The aim of the research is to study the improving potential of the system of assessment of the academics  accredited at the University of Human Development to be more accurate and objective by providing a comprehensive model of evaluation system based on the academics ideas and students of the University of Human Development on the one hand and try to employ one of the best models adopted in this field on the one hand Others to build and design a model for a comprehensive system to achieve the integration of vision between the relevant parties, namely (administrative leaders, teaching staff, students). The second questionnaire was for the students. A random sample of 95 was selected at the University of Human Development, (20) from the teaching staff and (75) of the students of different faculties of the third and fourth stages exclusively and to verify the hypothesis of the research, the data were tested by using the statistical program (SPSS). The research has reached a number of conclusions, including the possibility of employing the criteria of the Excellence Award for Excellence in its four fields to improve the components of the system of evaluation of the teaching performance currently applied in the University of Human Development. The research presented a model for evaluating performance more accurately and objectively. The main recommendation of the research is the adoption of the proposed model for evaluation of the performance of the university and adding pivots (scientific ability and professional development, ethics and communication) (Leadership of teaching and learning, creative initiatives) to assess students and teachers at the University.

scholarly journals Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture

2021 ◽  
Author(s):  
Svitlana Yukhymets ◽  
Smaglii Valeriia Mykhaylivna ◽  
Vasyl Lopushanskyy ◽  
Koliasa Olena Vasylivna* ◽  
Babelyuk Oksana Andriivna
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Digital Learning ◽  
Epidemic Period ◽  
Psychological Difficulties

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

scholarly journals Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture

2021 ◽  
pp. 172-182
Author(s):  
Oksana Babelyuk ◽  
Olena Koliasa ◽  
Vasyl Lopushanskyy ◽  
Valeriia Smaglii ◽  
Svitlana Yukhymets
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Digital Learning ◽  
Epidemic Period ◽  
Psychological Difficulties

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

A review of research on teacher competencies in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charalampos Dervenis ◽  
Panos Fitsilis ◽  
Omiros Iatrellis
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Theories ◽  
Teaching Staff ◽  
Learning Approaches ◽  
Teacher Competencies ◽  
Digital Competence ◽  
Holistic Model ◽  
Content Type

Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

scholarly journals ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN

2021 ◽  
pp. 84-93
Author(s):  
A. Kurmangaliyev
Keyword(s):  
Information And Communication Technologies ◽  
Rural Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Poor Quality ◽  
Educational Process ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Ict Integration ◽  
Information And Communication

The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to information and communication technologies in education seem to be one of the main issues for teaching staff in rural settings. The purpose of this research was to explore the issues of ICT integration in teaching and learning processes among secondary school teachers. This multiple case study explored the experiences of eight instructors from three rural schools through semi-structured interviews, lesson observations, and curriculum analysis. The results reveal evidence of the very poor quality of the Internet in visited rural schools. The findings also demonstrate that teachers often have to use their personal mobile phones at work despite the ban from administration. This, along with the poor technological capability of the schools, negatively affects the educational process in visited schools.

scholarly journals Investments in higher education during distance learning

2021 ◽  
pp. 181-187
Author(s):  
Зина Абдуловна Арсаханова
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Educational Process ◽  
State Funding ◽  
Teaching Staff ◽  
Proper Material ◽  
The Moment ◽  
The One ◽  
Financing Higher Education

Финансирование высшего образования в России осуществляется из государственных и негосударственных источников. Государственное финансирование образования традиционно является доминирующим, однако его размеры недостаточны для надлежащего материально технического обеспечения учебного процесса и научно-технической деятельности. Проблема финансирования высших учебных заведений в России особенно обострилась вследствие финансово-экономического кризиса. С одной стороны, сократились возможности бюджетного финансирования ВУЗОВ и, как следствие, уменьшился уровень заработной платы профессорско-преподавательского состава, снизились расходы бюджета на научные исследования, приостановления бюджетного финансирования льготных кредитов на строительство жилья для научно педагогического и педагогического персонала; с другой стороны – относительно возросла доля средств специального фонда, заработанных собственно государственными высшими учебными заведениями. На данный момент большинство механизмов финансирования высшего образования, доказавших свою эффективность в развитых странах, все еще недостаточно распространены в России или недостаточно активно используются высшими учебными заведениями. В частности, практически не используется потенциал грантового финансирования, государственно-частного партнерства и тому подобное. Ученые называют практическое отсутствие в стране практики государственного стимулирования участия корпоративного сектора в финансировании высшего образования «структурными перекосами», хотя мировой опыт свидетельствует об осознании на микроуровне важности компетенции работников, что стимулирует инвестирование работодателями в повышении их образовательного уровня. Financing of higher education in Russia is carried out from state and non-state sources. State funding of education has traditionally been dominant, but its size is insufficient for proper material and technical support of the educational process and scientific and technical activities. The problem of financing higher education institutions in Russia has become particularly acute due to the financial and economic crisis. On the one hand, the possibilities of budgetary financing of universities have decreased and, as a result, the salary level of the teaching staff has decreased, budget expenditures on scientific research have decreased, the suspension of budget financing of concessional loans for housing construction for scientific, pedagogical and teaching staff has decreased; on the other hand, the share of special fund funds earned by state higher education institutions themselves has increased relatively. At the moment, most of the mechanisms for financing higher education that have proven their effectiveness in developed countries are still not widespread enough in Russia or are not actively used by higher education institutions. In particular, the potential of grant financing, public-private partnerships, and the like is practically not used. Scientists call the practical absence in the country of the practice of state incentives for the participation of the corporate sector in the financing of higher education "structural distortions", although world experience shows that the micro-level awareness of the importance of the competence of employees, which encourages employers to invest in improving their educational level.

scholarly journals Experience of distance learning for future social work specialists

2021 ◽  
Vol 2 (119) ◽  
pp. 53-60
Author(s):  
Lyudmila V. Vandysheva ◽  
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Professional Training ◽  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Offline Learning ◽  
Research Problems ◽  
The One

The current epidemiological situation, which has developed not only in Russia, but all over the world, has become the basis for rethinking the content, forms, methods of training future social work specialists. Distance learning has become the only educational technology that ensures, on the one hand, the isolation of students and their safety in the context of the spread of COVID 19, on the other hand, the mobility of students while continuing their studies. Beforethe official transfer of the education system to distance learning, in foreign and domestic practice of professional training of future social work specialists, little experience in distance learning was accumulated. The purpose of the article is to concretize the essence of distance learning for future social work specialists; identify problems and determine the conditions that improve the quality of distance learning for future social work specialists. The analysis of this experience allows us to conclude that the interactivity of distance learning presupposes the advancement of new requirements for the roles of the teacher and the student, the organization of their interaction. As a result of the author's research, problems were identified related to the implementation of distance learning (imperfection of technical support, unpreparedness of the teaching staff to conduct classes in a distance format, lack of the possibility of «live communication», insufficient self-discipline and self-organization of students, etc.), which do not contribute to high-quality education, personal and professional development of students. There is a lack of readiness of first-year students after the experience of distance learning at school to continue it at the university; sophomores generally prefer offline learning; third and fourth year students are more inclined to study in a distance format. The basis for the formation of a positive experience of distance learning for future social work specialists is: information and technical competence of all participants in the educational process, the formation of certain personal qualities, as well as the possibility of blended learning (traditional and distance).

scholarly journals Η γεωλογία στην Α'Βάθμια Εκπαίδευση. Δυνατότητες και προοπτικές

2018 ◽  
Vol 34 (2) ◽  
pp. 819
Author(s):  
Α. XP. ΡΟΚΚΑ
Keyword(s):  
Subject Matter ◽  
Primary Schools ◽  
Teaching And Learning ◽  
National Curriculum ◽  
School Libraries ◽  
Educational Process ◽  
Teaching Staff ◽  
Specialized Training ◽  
Modern Thought ◽  
Additional Role

The factors which defined what Geological elements and how are being taught in Greek Elementary Schools are not only included in the National Curriculum Programs and in the Textbooks. The very few teaching hours of the subjects in which are included, the poor school-libraries and the absence of specialized training of the Primary schools teaching staff have an important role also. An additional role has the absence of modern thought for the specific problems of the Geological subject matter and the needs of educational process. This study deals with the evaluation and presentation of the Geological subject matter of the textbooks in Primary Education, as it is referred in Geography of the last two years in school. Also, the potentials and perspectives of enriching the Geological matter through the Textbooks "Study of the Environment", which are taught during the first four years of Primary schools are presented. Indicative examples on development and implementation of geological knowledge in practice are suggested, according the principles of Environmental Education, splendidly covering as well, the teaching and learning targets of this subject.

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