THE DARK TRIAD AND PERCEPTIONS OF ORGANISATIONAL JUSTICE AMONG TEACHING STAFF IN PRIVATE HIGHER EDUCATION

<p>The main purpose of this study was to examine the relationship between The Dark Triad components (Machiavellianism, Narcissism, and Psychopathy), and perceptions of the different organisational justice dimensions (distributive, procedural, and interactional) among teaching staff in private higher education. The sample included 277 participants (106 male, 171 female) aged 23 to 65. Self-report data were collected online using the Short Dark Triad, and The Organisational Justice Perceptions Questionnaire. Results have shown significant gender differences in the perception of organisational justice. Psychopathy was negatively related to the perception of distributive, procedural, and interactional justice only in men. Narcissism uniquely positively predicted distributive, procedural, and interactional justice in women. Machiavellianism showed no significant effects on perceptions of organisational justice dimensions in both men and women, which suggests that Machiavellianism operates similarly across gender regarding organisational justice. The positive effect of narcissism on the perception of procedural and interactional justice was more pronounced when associated with low Machiavellianism, which indicates that Machiavellianism indirectly negatively affects the perception of organisational justice. The results highlight the importance of including dark traits in explaining the perception of organisational justice.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0950/a.php" alt="Hit counter" /></p>

AGGRESSION, EMPATHY, AND LIFE SATISFACTION DURING THE COVID-19 PANDEMIC AMONG STUDENTS IN PRIVATE HIGHER EDUCATION

<p>The primary purpose of this study was to investigate relationships between aggression, empathy, and life satisfaction during the COVID-19 pandemic. The main aim was to analyse the contribution of empathy components (empathic concern, personal distress, perspective-taking, and fantasy) above reactive and proactive aggression in predicting life satisfaction.. The Reactive-Proactive Aggression Questionnaire (RPQ), Interpersonal Reactivity Index (IRI), Satisfaction with Life Scale (SWLS), Single Item on Overall Life Satisfaction (OLS), and Single Item on Overall Happiness (OH) measures were applied to 418 students in private higher education (232 male, 186 female). The participants’ age ranged from 18 to 34, with a mean age of 21 years (SD = 3.18). Results showed that reactive aggression negatively predicted satisfaction with life and overall happiness, while proactive aggression did not significantly predict indicators of life satisfaction. Empathic concern showed a significant positive effect on satisfaction with life, while personal distress showed a significant adverse effect on all indicators of life satisfaction. Aggression and empathy together accounted for 14% of the variance in the satisfaction with life and 5% of the variance in overall life satisfaction and overall happiness. Empathy added incremental variance in explaining life satisfaction after controlling for aggression. The results highlight the importance of reactive aggression and emotional empathy in the explanation of life satisfaction.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0983/a.php" alt="Hit counter" /></p>

ENVIRONMENTAL REGULATION AWARENESS AMONG TRICYCLE DRIVERS IN DIGOS CITY, PHILIPPINES

<p>As humankind progresses into an age of heavy economic change, motor vehicle ownership rapidly increases, significantly altering Earth's biogeochemical composition, resulting in environmental pollution and loss of ecological stability. Given the need for global action, this study, however, investigated the level of environmental awareness in terms of environmental laws and environmental city ordinances in Digos City, Philippines. A quantitative-descriptive method was utilized in employing the study. A modified self-made questionnaire was administered to 200 tricycle drivers of Digos City, Philippines. Results revealed that older tricycle drivers and those who have long experiences have better awareness on environmental laws and city ordinances compared to young tricycle drivers and those who have shorter experiences as tricycle drivers. Thus, there is still a great need for heavy reinforcement regarding environmental legal frameworks, especially among young tricycle drivers in Digos City, Philippines.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0996/a.php" alt="Hit counter" /></p>

AN EXPLORATORY RESEARCH: ELT AND ELL STUDENTS’ TENDENCIES TOWARDS WEB 2.0 TOOLS

<p>The research aims to reveal ELT and ELL students’ tendencies towards the application of Web 2.0 tools in language learning process and to reveal whether the department and gender had a significant effect on the attitudes towards Web 2.0 tools for academic purposes. The research also investigated the sorts of Web 2.0 tools ELT and ELL learners use for academic purposes. The participants were 94 students from English Language Teaching (ELT) and English Language and Literature (ELL) departments at Tokat Gaziosmanpaşa University. The overall results of the research have shown that majority of learners use Web 2.0 tools to enhance vocabulary, listening comprehension, reading, speaking skills and finally their writing skills. The findings also illustrate that participants are conscious of the existence of these tools and they generally have a positive tendency towards the implementation of these tools in their language learning process. Furthermore, social networking sites were the most favored tools by students for academic purposes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS

<p>The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" /></p>

CONCEPTION D’UN LIVRE NUMÉRIQUE SUR LES CIRCUITS ÉLECTRIQUES ET FORMATION DES ENSEIGNANTS / DESIGN OF A NUMERIC BOOK ON ELECTRIC CIRCUITS AND TEACHER EDUCATION

<p>Dans la présente recherche, nous présentons un résumé des travaux réalisés de par le monde sur la formation scientifique des enseignants des écoles primaires et nous verrons qu’elle est insuffisante pour initier les élèves aux sciences. Ensuite, nous esquissons une synthèse des recherches qui développent des environnements didactiques axés sur l’expérimentation, en vue d’aider les enseignants à acquérir les rudiments de la démarche expérimentale. Finalement, nous illustrons la structure générale d'un livre numérique portant sur l'expérimentation relative aux fonctionnements de circuits électriques simples, suivis de quelques commentaires d'étudiants québécois en formation qui l'ont étudié dans le cadre d'un cours universitaire portant sur la didactique des sciences et des technologies, au primaire.</p><p> </p><p>In this research, we present a summary of the work done around the world on the scientific training of primary school teachers and we will see that their training is deficient. Then, we sketch a synthesis of research that develops didactic environments focused on experimentation, to give teachers, the basics of the experimental approach. Finally, we illustrate the general structure of a digital book on experimentation related to the operation of simple electrical circuits, followed by some comments from Quebec students in training who experimented with it in a university course on the didactics of sciences and technologies at the primary level.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

THE CURRENT SITUATION OF ASSURANCE CONDITIONS FOR EDUCATION AND TRAINING IN KE SACH, SOC TRANG PROVINCE, VIETNAM

The objective of the paper is to provide scientific information accurately and comprehensively on the assurance conditions for education and training in Ke Sach district, Soc Trang province. By carrying out the methods of sociological investigation and a survey, the paper highlights the current situation of assurance conditions for education and training, including: network, assessment scales, education quality, facilities, and teaching staff.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>

TEACHER THEORY AND ADAPTABLE MODEL: AN APPLICATION TO TEACHING PROFESSION

<p>The application of teaching profession in the teacher theory and adaptable model defines a teaching work and features that involves the change, novelty, and daily basis of uncertainty. The change is effectively a response to the necessary adaptability among teachers in their function and healthy effectiveness in their work. It assesses the various approaches and adaptability to describe the practice and implication on the development of teachers’ relevance to the knowledge for further experiences. It provides adaptability and technological impact and change in the teaching process. On the other hand, the teacher theory and adaptable model in the application of the teaching profession refers to the following acronym, T stands for Talent, E stands for Enthusiastic, A stands for Adaptable, C stands for Creative, H stands for Honest, E stands for Effective, and R stands for Resourcefulness where the approach and the process consider teaching and learning perspective manner considering the student performance in the learning process. The teaching provides rich knowledge of the profession of teachers as specialists in molding and shaping the future of students in their professional fields. Moreover, the teacher theory and adaptable model cycle highlights the characteristics and features of expert teachers to include content knowledge, extensive pedagogy, diverse learners, adaptation, problem solving strategies and techniques, decision making, event classroom perception, context sensitivity, and respect for students. It stresses the knowledge that holds teachers in the academic assimilation and highlights knowledge in the classroom practical experiences. Furthermore, the application of the theory and adaptable model in the teaching profession is very essential in the structure and understanding the domain of learning and teaching as to affective, cognitive, and psychomotor domains in different approaches of teaching as to student reinforcement and learning guide, make relevant learning meaningful, foster learning, self-direction, and incorporate interes t and prior learning knowledge.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" /></p>

DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

AN INVESTIGATION OF CZECH STUDENTS' PERCEPTIONS TOWARDS UK HIGHER EDUCATION – BENEFITS AND POST-BREXIT ISSUE

This paper covers an insight on how EU students specifically ‘Czech students’ would behave after Brexit, i.e. how Brexit would affect their selection of the UK higher education. Further, this study also examines why Czech students would choose UK over other EU and English speaking countries. In particular, this study examines three objectives: (i) to examine why Czech students would choose the UK over other European countries, (ii) to examine what are the value-added features that UK higher education would provide to students from the Czech Republic, and (iii) to examine how Brexit would affect Czech students’ selection of the UK’s higher education. A qualitative study was conducted with students based in universities in North-East. The findings suggest that Czech students choose UK because of its language, global recognition, job prospects, work-based learning, innovative teaching methods, quality of teaching, less distance between UK and Czech Republic, culture, and international environment are some of the reasons to choose UK as destination. Further, they have suggested that coming UK was their and their families’ dream. They have also explained that after Brexit, UK would not be as attractive as the current time. They mentioned that limitations in students’ loans, financial help, internships, NHS facilities, increase in prices, racial abuses, and fees would be few of the reasons to stop them to choose UK for higher educations. Implications and limitations are discussed in the study.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0942/a.php" alt="Hit counter" /></p>