scholarly journals Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship

2019 ◽  
Vol 9 (2) ◽  
pp. 113 ◽  
Author(s):  
Athanassios Androutsos ◽  
Vasiliki Brinia
Keyword(s):  
Secondary Education ◽  
Design Thinking ◽  
Digital Transformation ◽  
Learning Needs ◽  
Education Students ◽  
Teaching Innovation ◽  
Culture Of Learning ◽  
Entrepreneurial Skills ◽  
Entrepreneurial Spirit ◽  
Way Of Thinking

In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students’ innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services.

Entrepreneurial skills and socio-cultural factors: an empirical analysis in secondary education students

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Mario Rosique-Blasco ◽  
Antonia Madrid-Guijarro ◽  
Domingo García-Pérez-de-Lema
Keyword(s):  
Secondary Education ◽  
Role Models ◽  
Design Methodology ◽  
Role Model ◽  
Entrepreneurial Intention ◽  
Cultural Factors ◽  
Risk Tolerance ◽  
Education Students ◽  
Entrepreneurial Skills ◽  
Logit Estimation

Purpose The aim of this paper is to explore how entrepreneurial skills (such as creativity, proactivity, and risk tolerance) and socio-cultural factors (such as role model and businessman image) affect secondary education students’ propensity towards entrepreneurial options in their future careers. Design/methodology/approach A sample of secondary education students in the Region of Murcia (Spain) has been used. Data were collected through questionnaires and analysed using logit estimation. Confirmatory Factorial Analysis (CFA) was used to validate the measures. Findings The results of this research study show that both the skills and socio-cultural factors positively affect entrepreneurial intention of secondary education students. Creativity, proactivity and risk taking promote entrepreneurial career. In addition, those students whose role model is an entrepreneur and have a better understanding of him or her, show a greater propensity towards entrepreneurial career. Originality/value The contribution to the literature on entrepreneurship is twofold. Firstly, although there are studies focused on identifying the entrepreneurial profile of university students, there is a paucity of empirical evidence relating to entrepreneurial skills at earlier stages of learning. This paper sets out to bridge this research gap. Secondly, evidence of the importance of socio-cultural factors, role models and entrepreneurial image upon the career orientation of secondary education students is identified and empirically verified. These findings involve are useful in practice, in aiding the design of better and more relevant education programs at early learning stages.

Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan

2016 ◽  
Vol 1 ◽  
pp. 189-196
Author(s):  
Vian Harsution
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Lesson Study ◽  
Learning Difficulties ◽  
Learning Needs ◽  
Democratic Leadership ◽  
Entrepreneurial Spirit ◽  
To Receive

Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational curriculum formulated and implemented by each educational unit. KTSP has the characteristics, namely: giving broad autonomy to the educational unit, involving the community and parent participation, involving the democratic leadership of the principal, and require the support of a working team that is synergistic and transparent. KTSP based on the learning process, needs to be supported by a conducive learning environment and fun to be created by teachers.Teachers and principals in a professional, systematic and collaborative create an atmosphere that fosters independence, tenacity, entrepreneurial spirit, adaptive and proactive nature of the learning process. Thus, the learning needs of students who fulfilled optimally and professional ability of teacher who have increased on an ongoing basis, may usher in success – based learning KTSP. It means that the lesson study provides positive implications for the KTSP – based learning.

scholarly journals Entrepreneurial Skills to Be Successful in the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education

2021 ◽  
Vol 11 (7) ◽  
pp. 356
Author(s):  
Jacinto Jardim
Keyword(s):  
Transformational Leadership ◽  
Critical Reflection ◽  
Digital Communication ◽  
Digital Transformation ◽  
Frame Of Reference ◽  
Job Market ◽  
Digital World ◽  
Digital Era ◽  
Entrepreneurial Skills ◽  
Creativity And Innovation

For most professionals to succeed in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model—to be open to novelty, to create solutions to emerging problems, and to communicate effectively—which integrates the following skills: Creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.

Self-counciousness competence as driver of innovation and environmental commitment in higher education students

2020 ◽  
Vol 21 (7) ◽  
pp. 1507-1523
Author(s):  
Marian Buil Fabregá ◽  
Núria Masferrer ◽  
Josep Patau ◽  
Albert-P. Miró Pérez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Sustainability ◽  
Structural Equation ◽  
Equation Model ◽  
Education Students ◽  
Content Type ◽  
Environmental Commitment ◽  
Entrepreneurial Skills ◽  
Management Students

Purpose The purpose of this research is to analyse the relationship between entrepreneurial skills and innovation commitment and entrepreneurial skills and environmental commitment as drivers of awareness on sustainable development of higher education students. Design/methodology/approach A sample of 1,318 business and management students out of the 3,535 students of Tecnocampus Pompeu Fabra University in Spain during the 2017-2018 academic year was selected to conduct a survey regarding their entrepreneurial skills and sustainability commitment, resulting in a total number of responses of 515. A structural equation model is proposed to contrast the hypothesis. Findings The statistical analysis showed the existence of a positive relation between the entrepreneurial skill of self-consciousness, innovation and environmental commitment to foster sustainability and sustainable development. It is one of the few studies related to the self-conciousness competence of the entrepreneurial skills which found, as a novelty, that the entrepreneurial skill of self-consciousness is the skill with the greater impact on innovation and environmental commitment. Research limitations/implications The limitations of the study are that it is based on a sample of students taking entrepreneurship courses at a specific Spanish University that is not representative of all entrepreneurs in all universities. Practical implications The research proposes including entrepreneurial skills programmes in higher education and research programmes as a way to assure commitment to innovation and environmental sustainability. Originality/value Promoting entrepreneurial skills among higher education students could act as drivers for sustainable development.

scholarly journals Digital Transformation and Its Risks in Higher Education: Students' and Teachers' Attitude

2020 ◽  
Vol 8 (11B) ◽  
pp. 5965-5971
Author(s):  
O. V. Yureva ◽  
L. A. Burganova ◽  
O. Y. Kukushkina ◽  
G. P. Myagkov ◽  
D. V. Syradoev
Keyword(s):  
Higher Education ◽  
Digital Transformation ◽  
Education Students

scholarly journals Supervisi Pendidikan

2020 ◽  
Author(s):  
Maihilza Wiwi Fauziah
Keyword(s):  
Teacher Learning ◽  
Continuous Improvement ◽  
Teacher Professionalism ◽  
Learning Needs ◽  
Culture Of Learning ◽  
Science Technology ◽  
Educational Supervision ◽  
Training Activities ◽  
And Training

Educational supervision holds teacher learning which ultimately results in high student learning achievement. Improving the quality of learning needs to be done continuously as the development of science, technology, and the community. The approach to improving teacher professionalism can be done with supervision techniques, fostering a culture of learning organizations, and training activities. By using this approach, the performance of the institution can be done through continuous improvement of teacher professionalism, both individually and in groups.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

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