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The paper aims to discuss neoliberal think tanks’ role in higher education from the case study of the Mises Brasil Institute (IMB). In general, think tanks aim to cultivate and disseminate neoliberal thought. In the last fifteen years, they have been intensifying their performance in higher education and academia. The study mapped how these think tanks act in these fields, discussing the case of the Mises Brasil Institute. The IMB has been creating a research community around the Austrian School of Economics and trying to influence the teaching, research, and extension. [ABSTRACT FROM AUTHOR]

Seventy-five years ago, the Universal Declaration of Human Rights promoted a vision of education “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms" (United Nations, 1948, 26.2). In 2015, the UN Sustainable Development Goals (SDGs) took this further, stating in SDG 4 that “the knowledge, skills, values and attitudes required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for sustainable development and global citizenship education” (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2016, p. 14). What might the adoption of this educational mission involve for higher education? And what does it mean in a challenging global context following the COVID pandemic and the Russian invasion of Ukraine? This paper argues that the current global tumult should catalyse reflection as to the purpose and content of higher education. It focuses on the importance of education for “values and attitudes”, emphasized as an essential component of global citizenship and leadership education in the rubric of SDG 4. It proposes a return to the philosophical categories of “character” and “virtue”, arguing that the societal orientation of global universities and their aspiration “to educate the citizens and citizen-leaders for our society” (Harvard College, 2022) necessitates a renewal of theoretically rigorous, pedagogically effective, and practically relevant character education. [ABSTRACT FROM AUTHOR]

Support for character education has been gaining momentum in recent years, invariably in educational circles across the Anglosphere. This paper distinguishes between good character and buen carácter and highlights the distinctive features of the two meanings attributed to good character, particularly in Spanish. It undertakes a philological, philosophical and psycho-pedagogical analysis to this end. Moreover, it draws a distinction between temperament and good character and stresses the importance of developing a higher standard for good character, both for oneself and for those in whose hands educational responsibilities are placed. For this purpose, it considers the main human qualities at the heart of of good character based on a trascended reading of one of the most prominent representations of Spanish culture, The Ingenious Gentleman Don Quixote of La Mancha. [ABSTRACT FROM AUTHOR]

In a world where the development of Science and Technology is prioritized with little to no attention in its social implications, an education method that seeks a broad formation of the students to live in this world is one of the greatest contemporary challenges. In this perspective, the Science-Technology-Society (sts) approach associated with Professional and Technological Education (pte) can be viable to the promotion of a scientific-technological education based on criticality and citizenship. Thus, this article aimed to conduct an exploratory study, of State of the Art type, regarding the academic production that discusses sts in periodicals that pte approach, Technological Education and Work and Education. To achieve that, we conducted research for scientific papers in the databases of 12 Brazilian periodicals that debate professional and technological education, encompassing the period of 1995 to 2020. The data was evaluated by the Bardin content analysis (2002) and the textual statistics supported on Iramuteq. The results showed that there is a predominance of theoretical works directed at higher education, divided in four themes, with the most cited authors being Bazzo, Auler, Santos and Mortimer and Von Linsingen. [ABSTRACT FROM AUTHOR]

L’articolo si propone di descrivere le attività sviluppate nell’ambito del progetto ASTONRAIL (approcci e pratiche avanzate per la formazione e l’istruzione ferroviaria per rinnovare i programmi di studio e migliorare l’istruzione ferroviaria), finanziato dal programma ERASMUS+. L’obiettivo del progetto è quello di fornire una rassegna di nuove strategie nello sviluppo delle competenze ferroviarie, approcci e pratiche professionali al fine di rafforzare e modernizzare l’attuale sistema di istruzione superiore ferroviario in Europa. [ABSTRACT FROM AUTHOR]

The internationalization of Higher Education is in the process of comprehension of its meaning in the research participants' voices in the context of State University in the south of Brazil. The participants present the advantages, disadvantages and challenges of the internationalization process through the medium of English. The data of this study were gathered from interview and questionnaire based on the qualitative and quantitative research. The interpretation of the data shows the advantages, disadvantages and challenges of the internationalization through English as a medium of instruction (EMI) and the knowledge of the English language from the perspective of nonnative speaker of English. The complete results from this study can be found in the final report of a postdoctoral research conducted from May 2018 to July 2019 at Federal University of Paraná, Curitiba, Brazil. This paper will present a synthesis about the advantages, disadvantages and challenges of the internationalization focused on EMI as a process. [ABSTRACT FROM AUTHOR]

This paper presents the experiences of gamification in a French Writing Skills course as part of an undergraduate program that includes learning French as a second language. It explores teaching experiences and the student perspective by triangulating class observations and a questionnaire on the essential aspects of the gamification strategy. The results reveal that gamification in the classroom favors group interactions, increases student participation, and helps meet the didactic needs of the subject matter. [ABSTRACT FROM AUTHOR]

Using the Dresden manuscript Codex Boernerianus as an example, the paper discusses a range of didactic possibilities to incorporate (New Testament) manuscripts into higher education in Biblical studies. It focuses on overcoming the association of manuscripts with a barren form of textual criticism that very much limits itself to reading the apparatus criticus. Instead the present article exemplifies a holistic view on manuscripts as complex historical artifacts. This view does not only encompass using manuscripts to illustrate text critical and tradition historical phenomena, but also recognizes their physical and optical features as well as their paratexts and side contents, all of which offer their own specific teaching and learning potentials [ABSTRACT FROM AUTHOR]

This paper analyzes the fundamentals of the Third Wat ideology conceived by Anthony Giddens and his influence on the policies for the higher education In Brazil during the 2000s, as reference it has the "Fundo de Financiamento Estudantil" (FIES). It assusmes that the policies implemented during the period incorporated the Third Way logic and it is similar, in some aspects, to the neoliberal ideals, which have gained relevance In the political world and economical scenario in recent decades. It's about a literature review and data analysis from the "Fundo Nacional de Desenvolvimento da Educaçâo". The results of the study Indicate that the Third Way policies were significant to the conduction of the brazilian higher education expansion and to the growth of the private sector in the teaching level, having the State as one of the main financial agents. [ABSTRACT FROM AUTHOR]

This text paper shows refers to the postdoctoral internship that had as its goal the analysis of how Geography teachers from Childhood to Higher Education deal with the map as cartographic language in their classes in Madrid (Spain) and in Goiânia (Brazil), from the perspective of contributing to the geographic education. With that purpose in mind, interviews were conducted with a reduced group of working teachers from different scholar levels. As a result, it was noticed that the map has been valued in these teachers' Geography classes, however, mainly from the perspective of the spatial thought by Spanish teachers, whereas Brazilian teachers link the map to daily readings and practices. Yet, as these teachers' academic training was heavily tied to Cartography in an Euclidian perspective, the work with maps revealed itself greatly associated with the teaching of cartographic subjects. It is expected to identify similarities and differences between these teachers' practices with this study, as well as to better guide the work with the cartographic language in Geography classes using the obtained analyses. [ABSTRACT FROM AUTHOR]

The introduction of information technologies and communication technologies (ICT) in higher education has been a constant that has increased the technological empowerment of universities and adapt these tools to educational programs. In Chapingo Autonomous University (ChAU) seeks to introduce and develop the use of ICT in different Curriculum, both at the undergraduate level, as the graduate and high school level, plus administrative management. In this paper the results obtained on the use of ICT in the program of Agricultural Mechanical Engineering (AME) is exposed.The present study is a quantitative research - descriptive, A poll of 57 students graduated with 23 closed reagents that measure both the frequency of use of ICT in the educational program, as some elements of quality through variables applied “always”, “usually”, “sometimes”, “rarely” or “never” to be processed with a Likert scaling with values of 5 to 1. The results reflect the achievements and shortcomings in the use of ICT can be used to set goals, strategies and actions that make the process of teaching and learning more relevant in modern times. [ABSTRACT FROM AUTHOR]

This paper presents a study which aims to validate a scale for assessing the impact of Web 2.0 in education. From a structural perspective, we evaluate the influence of various factors (Training, Attitude and Use of Web 2.0) on the Impact of Web 2.0 in education with a sample of 403 students from different degrees of the University of Huelva, applying a Likert scale constructed for this purpose. To analyse the psychometric properties of the scale, we conducted a Chronbach's Alpha reliability test and factor analysis. To validate the theoretical construct, we conducted an analysis according to structural equation modelling, which enabled us to confirm the influence of training, attitude and use on the Impact of Web 2.0, and to observe how the factors interrelate and influence each other. We conclude that the existence of a training plan is not enough in itself and that, rather, it is the approach taken to Web 2.0 and the use made of it that has more influence on its educational impact. [ABSTRACT FROM AUTHOR]

The First World War, the Russian Revolution, the Bolshevik coup and the subsequent establishment of the Bolshevik regime, the German occupation and independent Latvia followed one another in quick succession within the territory of Latvia over the course of six years. The change of regimes significantly affected all spheres of life, including higher education. In late 19th century Riga had become an important centre for higher technical education in the Russian Empire. The conditions of war and German occupation brought significant changes in the work of Riga Polytechnical Institute, as it was evacuated to Russia. As the powers changed, the institute was not restored; however, its human resources and, to an extent, material base served as foundations for the creation of the Baltic Technical University (Baltische Technische Hochschule), the Bolshevik Higher School of Latvia (Latvijas Augstskola), the Technical Higher School in Riga (Technische Hochschule in Riga) and the Higher School of Latvia (Latvijas Augstskola; later University, Latvijas Universitāte). Over a short period of time, four political regimes sought to establish higher education institutions appropriate to their system of political values and governance. This article will compare circumstances and goals, as well as provide an overview of how the respective regimes initiated and implemented the activities of the universities in these extraordinary circumstances (war and revolution). [ABSTRACT FROM AUTHOR]