Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

Today, cybersecurity is a growing issue in our education society to ensure a safe teaching and learning process for teachers and students. Reports and studies demonstrated that teachers and students are moderately aware of the cybersecurity threat surrounding them that could affect the learning curve and other fatal impacts. This study aims to identify the role of self-efficacy in the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. The researchers used a correlational design with a quantitative approach by using a questionnaire instrument to collect data from teacher respondents. A total of 350 teachers in took part in this survey voluntarily, distributed using social media applications in the midst of the Covid-19 pandemic. The researchers used the IBM SPSS Statistics to analyze the data descriptively and inferentially. The levels of knowledge, attitude, self-efficacy, and environment behavior of Malaysian school teachers towards cybersecurity awareness are low. Self-efficacy acts as a moderator in influencing the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. Strategies and programs need to be initiated by stakeholders to increase the self-efficacy of cybersecurity that could assist the positive change of environment behavior among teachers for teaching and learning benefit.

Evaluating the Impact of COVID-19 on Society, Environment, Economy, and Education

The COVID-19 pandemic has caused drastic changes across the globe, affecting all areas of life. This paper provides a comprehensive study on the influence of COVID-19 in various fields such as the economy, education, society, the environment, and globalization. In this study, both the positive and negative consequences of the COVID-19 pandemic on education are studied. Modern technologies are combined with conventional teaching to improve the communication between instructors and learners. COVID-19 also greatly affected people with disabilities and those who are older, with these persons experiencing more complications in their normal routine activities. Additionally, COVID-19 provided negative impacts on world economies, greatly affecting the business, agriculture, entertainment, tourism, and service sectors. The impact of COVID-19 on these sectors is also investigated in this study, and this study provides some meaningful insights and suggestions for revitalizing the tourism sector. The association between globalization and travel restrictions is studied. In addition to economic and human health concerns, the influence of a lockdown on environmental health is also investigated. During periods of lockdown, the amount of pollutants in the air, soil, and water was significantly reduced. This study motivates researchers to investigate the positive and negative consequences of the COVID-19 pandemic in various unexplored areas.

OTESSA's Submission for the Government of Canada's Federal Pre-Budget Consultations

Governments have the opportunity to influence policy in education and to facilitate funding to support its implementation. This document contains seven recommendations made to the Government of Canada as part of its public consultation in developing its federal budget. It was developed with input from both members and public contributors involved with the Open/Technology in Education, Society, and Scholarship Association (OTESSA), then submitted to the Canadian federal government in August of 2021. The document was originally posted on a blog post on the OTESSA website at https://otessa.org

Mente, Cérebro e Educação, entrevista a Castro Caldas

Entrevista conduzida pela investigadora Joana Rato ao Professor Doutor Alexandre Castro Caldas. Ambos pertencem ao Centro de Investigação Interdisciplinar em Saúde da Universidade Católica Portuguesa e desenvolvem o grupo de trabalho em Mente, Cérebro e Educação, seguindo as diretrizes da International Mind, Brain and Education Society (IMBES). Com várias publicações em conjunto e o mesmo interesse na disseminação de ciência em contextos escolares, fazem um balanço dos tópicos quentes dentro desta área de investigação que faz ligação entre as neurociências e a educação.

A Study on Impact of Covid-19 on Indian Education System

The spread of pandemic COVID-19 has drastically disrupted every aspects of human life including education. It has created an unprecedented test on education. In many educational institutions around the world, campuses are closed and teaching-learning has moved online. Internationalization has slowed down considerably. In India, about 32 crores learners stopped to move schools/colleges and all educational activities brought to an end. Despite of all these challenges, the Higher Education Institutions (HEIs) have reacted positively and managed to ensure the continuity of teaching-learning, research and service to the society with some tools and techniques during the pandemic. While we all know that the entire world is facing the tough time due to impact of COVID 19. It has hampered almost all the sector in more than 200+ countries. India is also facing the major impact of it from the March 2020 till today due to the reason that the whole India is facing the challenge of Lockdown. It has also have the major impact on the Indian Education society and all the academic work is put on hold by the apex body UGC for the safety measures of students and faculties. In this paper, we have focused on to check the impact of COVID 19 on the Indian Education working pedagogy and its positive and negative impact in terms of student and faculty perspective. For this purpose the primary study has been conducted by structuring questionnaire by asking open ended and close ended questions to the respondent and our major stakeholders associated with the Indian education for the survey such as Students, faculties and Parents. The study is descriptive and analytical in nature where the information has been collected from the various official websites, newspapers, online news articles, and discussions. The study mainly focused on the recent adaption by the faculties to teach their students through the Virtual classroom instead of physical classroom teaching. The paper will give the final outcome of the benefits and drawbacks of Virtual classrooms in the opinion of faculties, students and parent’s opinion. The paper will also let us know that due to coronavirus impact the Virtual classroom is now the integral part of Indian Education society or not. The higher education plays a key role for socio- economic development of the people in any country and with the implementation of these suggestive measures, the country will move forward and ensure the overall progress in education sector. Some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.

La sustentabilidad como asignatura pendiente: evaluación de confiabilidad de una guía de observación para la práctica docente con enfoque socioformativo [Sustainability as a pending subject: reliability assessment of an observation guide for teaching practice with a socio-formative approach]

El propósito de esta investigación refiere el análisis y la evaluación de la confiabilidad del contenido de una guía de observación para evaluar la práctica docente socioformativa; la metodología empleada considera la revisión de instrumentos existentes para evaluar la práctica docente socioformativa; diseñar y construir un instrumento tipo guía de observación; revisión y mejora del instrumento por un grupo de expertos; validación de contenido por un grupo de jueces expertos; y determinar la validez y confiabilidad mediante la aplicación a un grupo piloto de docentes de educación básica. Los resultados obtenidos se observan respecto a la W de Kendall, con una significación de p<0,05. Se eliminaron ítems cuyo nivel de significación fue de p>0,05., de la misma manera, se pondero los datos de la aplicación al grupo piloto. Concluimos presentando un instrumento pertinente para evaluar la práctica docente socioformativa. Así mismo, ante la falta de instrumentos que consideran la valoración de las prácticas docentes desde un enfoque socioformativo, es necesario hacer el análisis y evaluación de un instrumento que considere indicadores desde esta perspectiva. Se busca diseñar un instrumento sólido y confiable que permita cubrir los vacíos existentes ante los retos que demanda la sociedad del conocimiento y de la educación y apliquen para la socioformación. The purpose of this research refers to the analysis and evaluation of the reliability of the content of an observation guide to evaluate the socio-formative teaching practice; The methodology used considers the revision of existing instruments to evaluate the socio-formative teaching practice; design and build an observation guide-type instrument; review and improvement of the instrument by a group of experts; content validation by a group of expert judges; and to determine the validity and reliability by applying it to a pilot group of basic education teachers. The results obtained are observed with respect to Kendall’s W, with a significance of p <0.05. Items whose significance level was p> 0.05 were eliminated, in the same way, the data of the application to the pilot group were weighted. We conclude by presenting a relevant instrument for evaluating socio-formative teaching practice. Likewise, given the lack of instruments that consider the assessment of teaching practices from a socio-formative approach, it is necessary to make the analysis and evaluation of an instrument that considers indicators from this perspective. It seeks to design a solid and reliable instrument that allows filling the existing gaps in the face of the challenges demanded by the knowledge and education society and applies for socioformation.

“Racist-Blind, Not Color-Blind” by Design: Confronting Systemic Racism in Our Educational Past, Present, and Future

This History of Education Society Presidential Address comes at the society's sixtieth anniversary and provides a new conceptual framework that foregrounds recognizing a “racist-blind,” and not a color-blind, ideology in the intentional and unequal design our educational past and present. It highlights systemic racism brought on by the dual pandemic moments of COVID-19 and global racial unrest, with a call to action for educational historians to lead in promoting systemic, institutional changes.