A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings

Cross-Cultural Perspectives on Technology-Enhanced Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5463-9.ch013 ◽

2018 ◽

pp. 222-236

Author(s):

M. Dolores Ramírez-Verdugo ◽

Alfonso García de la Vega

Keyword(s):

Teaching And Learning ◽

Methodological Approach ◽

Cultural Development ◽

Cross Cultural ◽

Initial Development ◽

Reference Framework ◽

Quality Of Higher Education ◽

Use Of Technology ◽

Applied Technology

This chapter focuses on the area of education for sustainable development (henceforth, ESD) and presents an overview on the design and initial development of a funded research project called ©ESDIGITHAL, an international network on education. One of the aims of this project is to create a conceptual reference framework to explore the use of technology enhanced content and language integrated teaching and learning as a methodological approach for ESD. The chapter discusses some of the main field challenges identified by UNESCO and explores the use of applied technology, transmedia, and digital storytelling to examine their impact in bilingual education and in cross-cultural multilingual settings. With an emphasis on creativity, critical thinking, and innovation, this network is committed to enrich the quality of higher education and teacher training to guarantee citizens' social, economic, and cultural development.

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A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch009 ◽

2021 ◽

pp. 142-156

Author(s):

M. Dolores Ramírez-Verdugo ◽

Alfonso García de la Vega

Keyword(s):

Teaching And Learning ◽

Methodological Approach ◽

Cultural Development ◽

Cross Cultural ◽

Initial Development ◽

Reference Framework ◽

Quality Of Higher Education ◽

Use Of Technology ◽

Applied Technology

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Higher Education in Nepal

Pravaha ◽

10.3126/pravaha.v24i1.20229 ◽

2018 ◽

Vol 24 (1) ◽

pp. 96-108

Author(s):

Jitendra Prasad Upadhyay

Keyword(s):

Higher Education ◽

Research Design ◽

Capital Investment ◽

Life Time ◽

Cultural Development ◽

Specific Nature ◽

Quality Of Higher Education ◽

Analytical Research

Background - Higher education is very important for the development of the nation. It is recognized today as a capital investment and is of paramount importance for economic andsocial development of the country. Quality higher education is a source of great potential for the socio economic and cultural development of the country. The nation can be transformed into a developed nation within the life time of a single generation.Purpose – The purpose of the study is to study about the effectiveness of higher education of Nepal.Methodology – Due to the specific nature of the research objectives, descriptive cum analytical research design has been used.Findings – Higher Education in Nepal is satisfactory and every stakeholders of the Nepal have been satisfied with the performance of the higher education of Nepal.Practical Implications - This study has widely tested the effectiveness of the higher education in Nepal. It helps to improve the quality of higher education in Nepal.Pravaha Vol. 24, No. 1, 2018, page: 96-108

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Theoretical bases for academics’ potential development: foreign and domestic experience

Problems of Education ◽

10.52256/2710-3986.1-94.2021.01 ◽

2021 ◽

pp. 5-19

Author(s):

Yurii Skyba ◽

Hanna Lebedynets

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

The European Union ◽

Association Agreement ◽

Intangible Resources ◽

Quality Of Higher Education ◽

Potential Development ◽

Organizational Information ◽

The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

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KEBIJAKAN PENYELENGGARAAN PENDIDIKAN TINGGI (Studi Tentang Peran Sistem Informasi Akademik Dalam Penyelenggaran Pendidikan Tinggi Di STKIP PGRI Bangkalan)

DIA Jurnal Ilmiah Administrasi Publik ◽

10.30996/dia.v16i1.1906 ◽

2018 ◽

Vol 16 (1) ◽

pp. 16

Author(s):

Agoeng Koerniawan SA

Keyword(s):

Higher Education ◽

Information System ◽

Information Systems ◽

Teaching And Learning ◽

Process Data ◽

Quality Of Higher Education ◽

Before And After ◽

Academic Information

The purpose of this study was to determine the role of academic information systems in improving the quality of higher education implementation in PGRI STKIP Bangkalan, and the extent to which the policies of implementing higher education before and after the use of information systems and how satisfaction is felt by students towards academic information systems at STKIP PGRI Bangkalan, named STKIP PGRI Bangkalan’s Siakad.The study was conducted by conducting a survey of users of the internet-based academic information system (Siakad STKIP PGRI Bangkalan), namely lecturers, students and employees with the method of observation and conducting in-depth interviews to obtain as much information as possible from all respondents/informants. The number of informants was 5 people consisting of the chairman of STKIP PGRI Bangkalan, Vice Chairman I, Head of BAAK and two students who had experience in their respective fields of work, knew deeply and had many roles in the process of using information systems.Based on the results of the study, it was shown that with the use of the information system/ STKIP PGRI Bangkalan’s Siakad which is one of the facilities for the smooth activities of the teaching and learning process, it proved to provide convenience, many benefits and benefits that greatly support the duties of serving lecturers, students and outsiders requiring. This is evidenced by the support of the support of lecturers and students, capacity, namely the ability of employees to process data and value, namely the benefits felt by lecturers, employees and students as well as outside parties in need.

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Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

Ukraïnsʹkij žurnal medicini bìologìï ta sportu ◽

10.26693/jmbs06.02.196 ◽

2021 ◽

Vol 6 (2) ◽

pp. 196-203

Author(s):

Iu. O. Pavlova ◽

◽

K. A. Tymruk-Skoropad ◽

L. M. Tsizh

Keyword(s):

Higher Education ◽

Physical Therapy ◽

Occupational Therapy ◽

Teaching And Learning ◽

Educational Process ◽

Physical Culture ◽

Academic Environment ◽

Confirmatory Factor Analyses ◽

Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

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ACTIVE TEACHING THROUGH MATHEMATICAL PROBLEMS IN PRIMARY SCHOOL / AKTYVUSIS MOKYMAS SPRENDŽIANT MATEMATIKOS UŽDAVINIUS PRADINĖSE KLASĖSE

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i41.509 ◽

2020 ◽

Vol 1 (41) ◽

pp. 213

Author(s):

Tamar Dograshvili

Keyword(s):

Primary School ◽

Teaching And Learning ◽

Methodological Approach ◽

Mathematical Education ◽

Teaching Process ◽

Active Teaching ◽

Mathematical Problems ◽

Methodological Approaches ◽

Primary School Pupils

<p>Active teaching is a key component in the education system at all stages of education. In practice, introduction of active teaching in mathematics teaching in primary school poses significant challenges for teachers. To solve this problem, we have developed a methodological approach described in this article. In particular, we suggest an active teaching model whose realization is linked to the inclusion of problems with developmental and interdisciplinary content in the teaching process in mathematics classes. The solutions of these problems are associated with particular themes in mathematics classes. We discuss the methodology for constructing the systems of problems with developmental and interdisciplinary content in accordance with particular themes in mathematics classes in primary school, which is based on the scheme that we developed. We have also analyzed the indicators of including such problems in mathematics classes in primary school and the results of the educational experiment demonstrating that the author’s methodological approaches provide a high quality of mathematical education for primary school pupils, make the teaching process interesting and attractive, and ensure their involvement in the process of active teaching and learning through the systems of specially selected problems.</p><p>Aktyvusis mokymas yra pagrindinis ugdymo sistemos komponentas visais ugdymo etapais. Praktinis aktyviojo matematikos mokymo pradinėse klasėse įgyvendinimas mokytojams kelia rimtų iššūkių. Norėdami išspręsti šią problemą, mes sukūrėme metodinę prieigą, aprašytą šiame straipsnyje. Mes siūlome aktyviojo mokymo modelį, kurio įgyvendinimas yra susijęs su lavinamojo ir tarpdalykinio turinio uždavinių įtraukimu į mokymo procesą matematikos pamokose. Šių uždavinių sprendimai yra susiję su konkrečiomis temomis, nagrinėjamomis per matematikos pamokas. Mes aptariame lavinamojo ir tarpdalykinio turinio uždavinių sistemų konstravimo metodiką, pagrįstą mūsų sudaryta schema, pagal konkrečias pradinių klasių matematikos pamokų temas. Taip pat išanalizavome tokių uždavinių įtraukimo į matematikos pamokas pradinėse klasėse rodiklius ir edukacinio eksperimento rezultatus, parodydami, kad autorės metodinės prieigos lemia aukštą pradinių klasių mokinių matematinio ugdymo kokybę, mokymo procesą daro įdomų bei patrauklų ir užtikrina mokinių dalyvavimą aktyvaus mokymo bei mokymosi procese sprendžiant tikslingai parinktų uždavinių sistemas</p>

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Project-Based Learning

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch010 ◽

2020 ◽

pp. 161-178

Author(s):

María Pache-Durán ◽

Esteban Pérez-Calderón ◽

Alicia Fernanda Galindo-Manrique

Keyword(s):

University Students ◽

Teaching And Learning ◽

Methodological Approach ◽

Project Based Learning ◽

Learning Processes ◽

University Teachers ◽

Quality Of Learning ◽

The University ◽

Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

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