23 results on '"United Kingdom"'
Search Results
2. Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
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Bozkurt, Aras, Xiao, Junhong, Lambert, Sarah, Pazurek, Angelica, Crompton, Helen, Koseoglu, Suzan, Farrow, Robert, Bond, Melissa, Nerantzi, Chrissi, Honeychurch, Sarah, Bali, Maha, Dron, Jon, Mir, Kamran, Stewart, Bonnie, Costello, Eamon, Mason, Jon, Stracke, Christian M., Romero-Hall, Enilda, Koutropoulos, Apostolos, Toquero, Cathy Mae, Singh, Lenandlar, Tlili, Ahm, Lee, Kyungmee, Nichols, Mark, Ossiannilsson, Ebba, Brown, Mark, Irvine, Valerie, Raffaghelli, Juliana Elisa, Santos-Hermosa, Gema, Farrell, Orna, Adam, Taskeen, Thong, Ying Li, Sani-Bozkurt, Sunagul, Sharma, Ramesh C., Hrastinski, Stefan, and Jandric, Petar
- Abstract
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
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- 2023
3. How Is Computational Thinking Assessed in European K-12 Education? A Systematic Review
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Babazadeh, Masiar and Negrini, Lucio
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Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are assessed. We analysed 26 studies carried out in K-12 between 2016 and 2020 in Europe. The results indicate that 18 different tools have been used and they can be categorized into five groups: questionnaires, tests/tasks, observations, interviews and analysis of products. From the tools we analysed, more than 50 dimensions were assessed and the vast majority of those were closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a tool that allows all different facets of CT to be assessed are currently missing.
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- 2022
4. The Role of Studying Abroad in Attitudes toward Immigration: A European Context
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Öz, Yakup and Gök, Enes
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International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.
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- 2022
5. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
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Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
6. Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage Gap: A Quantile Regression Analysis
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Icardi, Rossella
- Abstract
Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.
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- 2021
7. The Role of the Welfare State for NEETs: Exploring the Association between Public Social Spending and NEET in European Countries
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Minjong Youn and Chungseo Kang
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This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of being NEET at a young adult age, especially for socially disadvantaged young people. Our results highlighted that the rise of one percentage point of public social spending per gross domestic product, including social expenditure on education, active labor market, and unemployment, is significantly associated with decreasing the odds of being NEET. Furthermore, these social expenditures appeared to lower the NEET risk given socially disadvantaged backgrounds suggesting that young people with low educational levels, whose parents have low educational attainment levels, non-immigrant families, and females are likely to benefit given the robust social protection system. These findings suggest that public social spending may be an effective investment in promoting the social involvement of young people from socially disadvantaged background.
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- 2023
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8. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
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Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2020
9. College Educated yet Disconnected: Exploring Disconnection from Education and Employment in OECD Countries, with a Comparative Focus on the U.S. PERC Report and ETS Research Report Series No. RR-20-21
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Kevelson, Marisol J. C., Marconi, Gabriele, Millett, Catherine M., and Zhelyazkova, Nevena
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In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.
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- 2020
10. Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4
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Koçak, Deniz, Türe, Hasan, and Atan, Murat
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Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.
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- 2019
11. The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017--A Review of Literature
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Alzahrani, Abdulaziz A.
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In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.
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- 2018
12. Building the Future: Children and the Sustainable Development Goals in Rich Countries. Innocenti Report Card 14
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UNICEF Office of Research – Innocenti (Italy) and Brazier, Chris
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This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). Specifically, this report seeks to bring the SDG [Sustainable Development Goal] targets for children in high-income countries into meaningful operation (while staying true to the ambitions of the global agenda) and to establish a point of departure for reviewing the SDG framework in these contexts. It focuses on those goals and targets with most direct relevance to the well-being of children in high-income settings. Where appropriate, it adapts the agreed SDG indicator, the better to reflect the problems facing children in such countries. The results therefore highlight the new challenges set by the SDGs.
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- 2017
13. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
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- 2016
14. Does Variation in the Extent of Generalized Trust, Individual Education and Extensiveness of Social Security Policies Matter for Maximization of Subjective Well-Being?
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Valeeva, Rania F.
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In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.
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- 2016
15. Effective Approaches to Enhancing the Social Dimension of Higher Education
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Tupan-Wenno, Mary, Camilleri, Anthony Fisher, Fröhlich, Melanie, and King, Sadie
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Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap.
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- 2016
16. An Exploration of the Moderating Effect of Motivation on the Relationship between Work Satisfaction and Utilization of Virtual Team Effectiveness Attributes: A Mixed Methods Study
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Day, Frederick C. and Burbach, Mark E.
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A unique challenge for organizations is in leading diverse, dispersed teams whose members are motivated to work independently, but are willing to collaborate. The purpose of this study was to gain an understanding of how nuanced variations in motivational patterns influences the relationship between work satisfaction and virtual team effectiveness. A sequential, mixed methods design was used to analyze and explain the moderating effects of motivational orientation on this relationship. In the first, quantitative phase, participating virtual team members completed an online survey with items comprising the five motivation source scales from the Motivation Sources Inventory, work satisfaction, and eleven variables measuring utilization of virtual team effectiveness attributes from the Virtual Teams Survey. Seven hypotheses were tested, with support found for three of the hypotheses. Work satisfaction and utilization of the virtual team effectiveness attributes were found to be positively correlated. Support was also found for hypotheses that the relationship between work satisfaction and utilization of the virtual team effectiveness attributes will be stronger for virtual team members (VTMs) with low self-concept external and / or moderate or high goal internalization patterns. In the second, qualitative phase, follow-up interviews were conducted to support and provide rationale for the quantitative results. Qualitative analysis of interviews revealed three major themes focused on concerns regarding team leadership, organizational support, and technology. Viewed in context with the quantitative results, the themes suggest that work satisfaction may be improved for most VTMs, regardless of motivation pattern, by strengthening leadership, aligning rewards with goals, and enhancing the technology used for team communication.
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- 2015
17. The Framework of Media Education and Media Criticism in the Contemporary World: The Opinion of International Experts (Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales)
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Fedorov, Alexander and Livitskaya, Anastasia
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The article analyzes the results of the international survey "Synthesis of Media Literacy Education and Media Criticism in the Modern World," conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.
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- 2015
18. Children of the Recession: The Impact of the Economic Crisis on Child Well-Being in Rich Countries. Innocenti Report Card 12
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UNICEF Office of Research – Innocenti (Italy) and Fanjul, Gonzalo
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As the data in this new edition of the Innocenti Report Card series show, in the past five years, rising numbers of children and their families have experienced difficulty in satisfying their most basic material and educational needs. Most importantly, the Great Recession is about to trap a generation of educated and capable youth in a limbo of unmet expectations and lasting vulnerability. League Tables, the flagship tool of the Innocenti Report Card series, rank the change, since the onset of the crisis, in the poverty levels of children and the impact of the recession on youth. The Report also explores the effects of the recession on youth seeking to enter or remain in the labour force in the middle of a recession. [Support for this report was provided by the Government of Italy.]
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- 2014
19. Same but Different? Measurement Invariance of the PIAAC Motivation-to-Learn Scale across Key Socio-Demographic Groups
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Gorges, Julia, Koch, Tobias, Maehler, Débora B., and Offerhaus, Judith
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Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.
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- 2017
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20. The Creation of Inequality: Myths of Potential and Ability
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Dorling, Danny and Tomlinson, Sally
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The old myth about the ability and variability of potential in children is a comforting myth, for those who are uneasy with the degree of inequality they see and would rather seek to justify it than confront it. The myth of inherent potential helps some explain to themselves why they are privileged. Extend the myth to believe in inherited ability and some can come to believe that their children will inherit part of a greater potential. These beliefs create and sustain inequality in society and allow for the creation of levels of ignorance in populations. This article uses insights from social geography and the sociology of education to examine how the myths are sustained past and present. It notes that countries with the highest degree of income inequality and the most unequal education systems have the worst outcomes for young adults, and these are the countries in which eugenic notions of inherited ability are resurfacing.
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- 2016
21. Perspectives on Open Access Opportunities for IS Research Publication: Potential Benefits for Researchers, Educators, and Students
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Woszczynski, Amy B. and Whitman, Michael E.
- Abstract
Access to current research materials, pedagogical best practices, and relevant knowledge has become problematic as journal subscription costs have increased. Increasing delays in the traditional publication timeline, coupled with high subscription costs, have resulted in a diminished ability for IS faculty and their students to access the most relevant research in a timely manner, an issue felt most acutely in developing nations. As IS educators seeks to increase the dissemination of their work and ensure that students have the most updated knowledge, one option is publishing in open-access (OA) journals. However, a lack of knowledge, inconsistent quality perceptions, the presence of predatory journals, and publication fees have negatively affected IS researchers' support for OA publishing. This study surveyed 68 IS scholars and found that IS scholars do not publish in OA journals due to concerns about fees, quality, prestige, and impact factors. This study found more similarities than differences between junior- and senior-level IS scholars, with junior faculty members placing more emphasis on the speed of publication than their senior colleagues do. By understanding the underlying reasons that IS faculty are favoring OA options, the study hopes to shed light on the reliance on traditional journal publication models that restrict the distribution of intellectual property. If the OA approach were embraced by more journals, IS faculty members and their students benefit through expeditious access to relevant content to support faculty professional development, instruction, and research.
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- 2016
22. Educational Differentiation Policies and the Performance of Disadvantaged Students across OECD Countries
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Castejón, Alba and Zancajo, Adrián
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This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores that are significantly below the average for their country. Educational systems are classified in four models following the classification proposed by N. Mons. Results show that the more integrated the educational system, the greater the number of disadvantaged high achievers, and the lower the number of disadvantaged low achievers.
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- 2015
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23. Exploratory comparison of Healthcare costs and benefits of the UK's Covid-19 response with four European countries.
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Thom, Howard, Walker, Josephine, Vickerman, Peter, and Hollingworth, Will
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RESEARCH , *COVID-19 , *MEDICAL care costs , *COST control , *HOSPITAL care , *DESCRIPTIVE statistics , *DEATH , *GOVERNMENT aid , *COVID-19 testing , *QUALITY-adjusted life years , *ECONOMICS - Abstract
Background In responding to Covid-19, governments have tried to balance protecting health while minimizing gross domestic product (GDP) losses. We compare health-related net benefit (HRNB) and GDP losses associated with government responses of the UK, Ireland, Germany, Spain and Sweden from UK healthcare payer perspective. Methods We compared observed cases, hospitalizations and deaths under 'mitigation' to modelled events under 'no mitigation' to 20 July 2020. We thus calculated healthcare costs, quality adjusted life years (QALYs), and HRNB at £20,000/QALY saved by each country. On per population (i.e. per capita) basis, we compared HRNB with forecast reductions in 2020 GDP growth (overall or compared with Sweden as minimal mitigation country) and qualitatively and quantitatively described government responses. Results The UK saved 3.17 (0.32–3.65) million QALYs, £33 (8–38) billion healthcare costs and £1416 (220–1637) HRNB per capita at £20,000/QALY. Per capita, this is comparable to £1455 GDP loss using Sweden as comparator and offsets 46.1 (7.1–53.2)% of total £3075 GDP loss. Germany, Spain, and Sweden had greater HRNB per capita. These also offset a greater percentage of total GDP losses per capita. Ireland fared worst on both measures. Countries with more mask wearing, testing, and population susceptibility had better outcomes. Highest stringency responses did not appear to have best outcomes. Conclusions Our exploratory analysis indicates the benefit of government Covid-19 responses may outweigh their economic costs. The extent that HRNB offset economic losses appears to relate to population characteristics, testing levels, and mask wearing, rather than response stringency. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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