CO-CREATING DIGITAL VIRTUAL MOBILITY LEARNING PACKAGES FOR MIDWIFERY STUDENTS TO TRANSFORM TRANSNATIONAL INTERCULTURAL SENSITIVITY

Abstract The aim of this research was to determine to what extent different variables describe the style and way of life present within the student population in Bosnia and Herzegovina. In this sense, in addition to general data on examinees, gender differences were identified, the assessment of parental dimensions of control and emotion, overall family circumstances, level of empathy, intercultural sensitivity, role models, preferences of lifestyles, everyday habits and resistance and (or) tendencies to depressive, anxiety states and stress. The survey included a sample of 457 examinees, students of undergraduate studies at the University of Zenica and the University of Sarajevo, with a total of 9 faculties and 10 departments covering technical, natural, social sciences and humanities. The obtained data give a broad picture of the everyday life of youth and confirm some previously theoretically and empirically justified theses about the connection of the family background of students, everyday habits, with the level of empathy, intercultural sensitivity and preferences of the role models and lifestyles of the examinees.

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Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v10i1.142 ◽

2004 ◽

Vol 10 (1) ◽

pp. 219-236 ◽

Cited By ~ 77

Author(s):

Lilli Engle ◽

John Engle

Keyword(s):

Language Acquisition ◽

Study Abroad ◽

International Education ◽

Program Design ◽

Intercultural Sensitivity ◽

Outcomes Assessment ◽

Statistical Assessment ◽

Preliminary Examination ◽

Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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How Digital Inclusion Increase Opportunities for Young People: Case of NEETs from Bulgaria, Romania and Turkey

Sustainability ◽

10.3390/su13147894 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7894

Author(s):

Gabriela Neagu ◽

Muhammet Berigel ◽

Vladislava Lendzhova

Keyword(s):

Data Analysis ◽

Rural Areas ◽

Secondary Data ◽

Point Of View ◽

Multidimensional Analysis ◽

Theoretical Point ◽

Digital Inclusion ◽

Virtual Mobility ◽

Alternative Research ◽

High Share

This paper examines the perspectives of rural NEETs in the information society. Our analysis focuses on the situation of three European countries—Bulgaria, Romania, and Turkey—characterized by a high share of rural areas and a population of NEETs. From a methodological point of view, we use alternative research methods (secondary data analysis) with statistical methods (simple linear regression). From a theoretical point of view, we will opt for a multidimensional analysis perspective: the theory of digital divide, digital inclusion, virtual mobility, etc. Through data analysis, we expect to obtain a more complete and detailed picture of the ICT situation in rural areas (level of digital skills, level of digital inclusion) to demonstrate the importance of ICT in optimizing virtual mobility for the living conditions of the population, especially the NEET population.

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From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis

European Educational Research Journal ◽

10.1177/14749041211021247 ◽

2021 ◽

pp. 147490412110212

Author(s):

Rita Koris ◽

Francisco Javier Mato-Díaz ◽

Núria Hernández-Nanclares

Keyword(s):

Online Learning ◽

International Students ◽

Cultural Knowledge ◽

Adaptive Responses ◽

Structured Interviews ◽

Host Countries ◽

Study Experience ◽

Learning Capabilities ◽

Virtual Mobility ◽

Restrictive Measures

This study explores international students’ perceptions of the transition to the online learning environment while they were studying on an Erasmus+ Study Mobility Programme at host universities in Europe during the COVID-19 pandemic in spring 2020. Applying the theoretical framework based on the affective, behavioural and cognitive aspects of adaptation in the case of international students, this study reveals what adaptive responses and decisions sojourners made, and how their study experience and learning capabilities were challenged by the restrictive measures introduced at host universities due to the state of emergency declared in the host countries. Fourteen semi-structured interviews with both incoming and outgoing international students were conducted. Results reveal that studying online with reduced social interaction was a real challenge to Erasmus students. They were lacking cultural knowledge of the destination country as well as the insights typically arising from face-to-face teaching and social interactions. However, findings also expose students’ satisfaction with their academic accomplishments. In this regard, specific proposals are made for universities that consider virtual mobility programmes for international students in the future.

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