Research overview on training progress for high school teachers

Pedagogy training is a fundamental programme that should be conducted regularly, especially in the context of reforming the general Vietnam education recently. The research objective aims to classify the development process of training activities for high school teachers. The research methodology is based on the historical and comparative approaches to present the maturing process of teaching apprentices for the high school workforce. The research result reveals that although the training activities for high school teachers have been in many countries’ consideration for a long time within the innovation of education and society, there is a shortage of in-depth studies for this topic as well as professional capacity building management in the Vietnamese teaching labour today.

Marginalization of Pupils With Disabilities in Educational System

The educational development history of pupils with disabilities is characterized by a very slow change in the social awareness that their specialty and importance are not obstacles for successful inclusion in education and society. The obstacles to the full integration of these pupils into the educational process, as well as other segments of social life, are the result of the community's attitude towards people with disabilities, often based on their marginalization and extradition. However, when disability is viewed as only one of the personality specificities, through the adjustment of the environment, it influences the fact that the attitude of the society towards the person with disabilities is not an obstacle in the development of the personality and its socialization. In this sense, society as a whole plays an important role in the optimal development of each member, and therefore we will deal with the problem of inclusion and education as well as the importance of involving children with disabilities in the educational system.

Informal Entrepreneurship Education: Overview of the Russian Field

This article analyzes the informal sector of entrepreneurial education — free “open” educational projects at the federal level in the context of broader trends in the development of education and society, including education’s ‘unbundling’. The search for information was carried out using the Internet, as a result 45 initiatives were discovered. The results show that the sector of entrepreneurship education is broad, but there are a large number of areas for improvement, in which universities can play an important role. In particular, this concerns elaborating and implementing a system for evaluating educational results, organizing monitoring of the effectiveness of such initiatives, including the analysis of success stories. In addition, a separate task is to expand the set of targeted programs for specific audiences (for example, unemployed), as well as to improve the content of such initiatives more deeply according to the specifics of the relevant target groups (for example, young mothers or older people).

Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability.

Globalization and increasing internationalization of Higher Education has clearly resulted in a persistent demand for the further transformation of Higher Education Institutes (HEIs), towards competitiveness and contribution to development. What is actually in stake is the employability, while another key issue is the harmonization with the economy and the labor market. That raises, of course, a lot of issues concerning the gradual transformation of the Higher Education and the relation between Higher Education and Society at Large. Globalization has affected all the abovementioned, which is crystal clear in large scale initiatives, in Europe, such as the “Bologna Process” and the subsequent development of the European Higher Education Area, in the case of Europe. Given all the abovementioned, the present article mainly focuses on the European trends, transformations and initiatives in Higher Education, related to HEIs’ active and potential contribution to economic development and the enhancement of graduates’ employability and skills.

Study of Tao Xingzhi's View on Life Education

Tao Xingzhi is one of the most famous educators in modern China. The concept of life education is one of the most important components of his education ideological system. It is a comprehensive system ranging from the education content and methods to the purpose of education. The concept of "life is education" and "society are school" are its core point. The goal, content, the method of life education have been elaborated. These educational theories are still shining today, and still have important reference value for China's current educational innovation, cultural innovation and the implementation of the strategy of strengthening educational power.

On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective

This article explores the development directions of the phenomenon of Computational Thinking (CT) from the perspectives of discourse analysis. The motivation is based on the understanding of CT as an advanced educational approach, methodology, and community, aimed at a set of learners’ digital and further competences having a huge impact on modern education and society. The novelty of this study lies in the attempt to look holistically at CT and its perspectives, considering it as an evolving phenomenon per se, leaving aside discussion on its internal characteristics or applications. The study utilizes a comprehensive analysis, applying discourse analysis and social semiotics methods. The results present the most trended storylines associated with CT and its context, providing a thorough introduction to the CT discursive landscape. The findings and discussion present a reflective insight into the discursive landscape directions, focusing on meaning-makers and their identities, the transformative and transductive potential of CT, observing the phenomenon’s development paths from a metaphorical perspective and positioning it towards the development of the socio-technical networks it mediates. In the conclusion, the options for development and possible trends in the reconstitution of the CT phenomenon are outlined.

The universities’ role in developing citizen science discourse

The article, aimed at mapping ways to enhance the systemic character and sustainability of citizen science, analyses the state of its discourse in the Russian context. The analysis, relying upon the multiple actor interdisciplinary paradigm within the framework of rational agency, applied comparative and analytical methods. The research concentrated on identifying common invariant features in the processes of initiating and developing citizen science projects, as well as on distinguishing core unresolved issues. The article points out the relevance of citizen science, viewing the latter as a reflection of changes in the relationships and activities undertaken by people, communities and society at large, diverse actors getting more and more involved in these activities, with their functionality and impact on social processes being expanded. The research can be considered brandly new, because it defines the role of citizen science as a new synergetic paradigm for the development of science and higher education in Russia, and as an important communication-and-cooperation channel between higher education and society at large. In particular, it is revealed that at the macrolevel, citizen science projects contribute to the democratization of both scientific research and society as a whole by invoking actors from various social spheres and subsystems, as well as by strengthening citizens’ confidence in the state. At the microlevel, the projects contribute to the universities’ educational and social mission, expand and diversify the interaction of HEIs with society, and foster new research questions formulation. The practical use of the research is viewed as a possible integration of our conclusions in the further practice-oriented investigations, in forming citizen science backgrounds, competences, and methodological base. Of no less importance are the materials for the training programmes modernization in the field of science and higher education administration.

Now What? Maintaining Momentum after Achieving Designation as an Age-Friendly University

The Age-Friendly University (AFU) designation in higher education recognizes the institution’s commitment to a culture of age-inclusivity across programs and policies. While AFU institutions are embracing the demographic shifts in higher education and society at-large, effectively responding to the needs and desires of an increasingly older population requires ongoing acceptance and support from campus leaders to maintain momentum and stay relevant within a dynamic field. This session will describe the intentional and systematic approach utilized by an AFU steering committee to build interest in and develop meaningful collaborations in multiple domains across campus, including at the level of the president. Our initiatives focus on five themes that align with the 10 age-friendly university principles: support for workforce development, broadening community engagement, expanding engagement in aging research and dissemination, addressing barriers related to aging and our physical environment, and facilitating age-friendly efforts across our state. We will present our experiences in expanding awareness of and support for the AFU movement on our campus and share a model for institutions seeking ideas for sustainability of their own initiatives.

Educational futures: Conflicting visions for Acirema “The Possible”

The year is 2070, yes, the 50th anniversary of the Roaring Year 2020. The United States of Acirema (Williams, 1997) was dealing with political discord, a struggling economy, a pandemic, and social unrest. Schiro (2013) published a book titled Curriculum Theory: Conflicting Visions and Enduring Concerns, which focused on four curriculum ideologies/visions: scholar academic, social efficiency, learner centered, and social reconstruction. Aciremas became very adamant on the futures of education and society, and the country quickly became known as the Divided States of Acirema with citizens being divided by their beliefs/visions for education and society. The four visions are best understood through the lens of four former high school friends who each live in different states. To begin with, George treasures the cultural values and knowledge from the past, wants to end the political discord, and unite the United States of Acirema. In contrast, Wally is learning new skills based on society needs, which enables him to be marketable in a struggling economy and the age of artificial intelligence. Next, Covid, who is the narrator, loves his state and is able to learn and live based on his personal interests and beliefs; therefore, this allowed him to conduct an ethnographic study (Fetterman, 1998; Hammersley and Atkinson, 1995) during the pandemic with the goal of uniting Acirema. Last, Justice is committed to ending social unrest by focusing on equality in her state and improving society for all. As Schiro (2013) clearly states in his thesis, these ideologies have conflicting visions for educational futures and are struggling with the ideal of syncretism (Berner U, 2001; Ezenweke and Kanu, 2012). After taking the ideology survey (Schiro, 2013) and discovering your beliefs and values, Covid, the narrator, will ask you to join him by using the Public Values Model (Rogers, 2020) to create syncretism where we can all live together as the United States of Acirema.

John Amos Comenius: Inciting the Millennium through Educational Reform

Comenius is considered by many scholars to be the father of modern education, a title that he has thoroughly earned. His ideas about universal education for all children foreshadowed modern pedagogical developments, and he dedicated more than forty years of his life to reforming education and society. The question guiding this research was: Why was Comenius so dedicated to reform efforts, and why were his ideas about education so peculiar for his time? Through a review of existing scholarship and Comenius’ own writing, namely the Labyrinth, Didactic, and the Orbis Pictus, it became clear that Comenius was inspired by the millenarian ideology prevalent during the fifteenth through the seventeenth centuries in Europe as well as the effects that the turbulence of the seventeenth century had on his own life. These factors also led Comenius to believe that educational reform was the key to unlocking Pansophy, which would incite the Millennium, the golden age of peace and prosperity that would precede the second coming of Christ and the final judgement of God.