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Organizational, governmental structures and institutions have always been guided by established policies which are expected to foster development. Policies have not been stagnant and there abounds occasions where slight or major adjustments were made to existing policies with the aim of achieving increased value and development. Unfortunately, the reforms made by Governor Aregbesola in the years 2011–2018 in the Osun state education sector brought disagreements rather than progress. There have been divergent views on the intention and prospect of the reform to achieving the desired end. Using the historical and analytical approach, the paper seeks to investigate the reforms made and also to point out the lapses of these reforms. However, findings indicated that the reforms, though have their gains, they were largely retrogressive. The paper, thus, concluded that the reforms only came to disrupt the peaceful process of the existing policy which was in place.

In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant’s narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte’s lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

The aim of this article is to explore the advantages of the employment of humour in foreign language teaching for teachers and adult learners. How could teachers and learners in foreign language instruction benefit from improved humour awareness and developed humour competence? The paper reviews major definitions, theories, functions, and types of humour from multidisciplinary humour research, and examines the role of humour in foreign language instruction in view of important empirical findings and current requirements for foreign language speakers as stated in Common European Reference for Languages (2020). Conclusions suggest which kinds of humour should be incorporated into a contemporary foreign language classroom, and why. Further study recommendations are proposed that would allow for more effective applications of humour in modern adult foreign language education.

The paper deals with the phenomenon of lean management in higher education analyzed within the context of internationalisation process in Polish higher education as a means of ensuring inclusive global higher education space. Lean management is looked upon as one of the 21st century models of university management transplanted from the sphere of private enterprises and business companies’ management. The empirical analysis has been conducted with the use of statistical data provided by the official website of Jagiellonian University, Krakow, Republic of Poland. The data have been collected in accordance with the following internationalisation process indicators: amount of bilateral Memoranda of Understanding; Inbound Mobility: number of foreign students who have completed the full cycle bachelor's / master's degree; Inbound Mobility: number of foreign students who have completed the full cycle PhD’s degree; Inbound Mobility: participation in Quin Jadwiga Fund granting schemes; Inbound Mobility: participation in Erasmus / Erasmus+ Programme; Outbound Mobility: participation in Erasmus / Erasmus+ Programme; number of outbound mobile students in accordance with bilateral agreements; number of inbound mobile students in accordance with bilateral agreements; number of outbound mobile staff in accordance with bilateral agreements; number of inbound mobile staff in accordance with bilateral agreements. The collected data have shown gradual increase of internationalisation process indicators and allowed concluding that the introduction and support of lean management principles in higher education promotes the intensification of the internationalisation process.

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analyzing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.

The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.

The pandemic situation in Slovakia has shown that e-learning teaching within educational institutions has not received sufficient attention so far. The purpose of the paper is to stress the importance of e-learning application in foreign language teaching as well as show the possibilities of creating new educational portals for university students using professional foreign language texts. The KEGA project “Innovative Methods and Forms of Education for Needs and Development of Language and Communication Skills within Technical Professional Foreign Language Study Material” is still ongoing at the Department of Social Sciences and Humanities. The aim is to emphasize the importance of foreign language training for future engineers, and at the same time to look for modern and innovative mixed methods of education, which includes the use of e-learning. The paper compares the study results of more than 200 students in different study programmes at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice achieved during the academic year 2020/2021. The research findings prove that the experimental group of students from different study programmes achieved the best study results in those manufacturing technologies e-tests which are closely connected with their study programme. The results confirm that English teaching focused on tailor-made professional texts and topics within the engineering levels of studies was effective. Teachers also identified the strengths and weaknesses of students within tasks to practice language competencies. By applying e-tests students were able to improve their language skills, which can be practised in selected foreign companies or in their future careers as engineers, technicians, managers or computer programmers.

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students’ “voice” on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students’ viewpoint rather than their supervisors’. Therefore, our task was to scrutinize the students’ perspectives and based on them develop further research. Observably, the analysed data furnish more positive students’ responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awakes heterogeneous opinions of the respondents. The final section of the questionnaire was aimed at finding out how instructions for writing during studies can be improved. It is notable that both groups (A and B) (from 66,67% to 100%) consider feedback, professional tutoring, online support and extra courses in writing as an effective tool for improving writing skills within academic curriculum. A logical follow-up of the study might be investigating most appropriate and “customer-friendly” ways of feedback and instruction. This might further instigate creating resources to support the unfolding of academic writing feedback across EFL program Europe-wide.

This paper aimed to explore the variables that influenced the intention to quit the teaching profession among vocational teachers. Moreover, the researchers examined the differences in the perception of the levels of emotional exhaustion, depersonalization, personal accomplishment, job satisfaction, and life satisfaction among vocational teachers in Thailand. The target population comprised vocational teachers from public colleges in Thailand with a total number of 29,915. The stratified random sampling technique was used for selecting the samples. The data collection involved self-report surveys from 510 vocational teachers from 55 vocational colleges in Thailand's metropolitan, north, northeast, east, and south. Correlation and regression analyses were used to examine the possible relationships among the variables and identify the significant variables. The findings reported that emotional exhaustion and depersonalization were moderate while personal accomplishment was at a high level. Job satisfaction was the strongest predictor of the intention to quit. In addition, three components of burnout influenced the intention to quit among the vocational teachers: emotional exhaustion, depersonalization, and personal accomplishment. For the implication, this study recommended a practical application in the dimension of policy improvement concerning teachers' welfare. It emphasized the need to develop programs supporting teachers' mental health to reduce burnout and increase job satisfaction.

The use of Kolb's model enhances the effects of professional development because the model allows the exchange of concrete experience, reflective observation, abstract conceptualisation and active experimentation, and provides the connection between theory and practice. The empirical part of this paper analyses the results of a survey conducted among teachers from Croatian primary schools regarding the presence of the four stages of Kolb’s learning model in structured types of professional education and training. The survey shows teachers’ dissatisfaction regarding the presence of activities such as reflection on teaching, linking theory to practice and stimulating research activities in teaching practice.

The article discusses reading culture and reading as a value in Slovenia, with theoretical considerations supported by empirical results of foreign and domestic psychological and educational studies on reading culture. In this paper we try to answer the questions of what reading culture is and what its elements are, when reading can become a value and what the obstacles are in the development of reading culture from the psychological perspective. We answer these questions from the perspective of the family and school environment and suggest some ways of dealing with these obstacles, especially from the perspective of the role of the family and the school or teachers, as pointed out by the National Strategy for the Development of Reading Literacy.

In the paper, we present some dilemmas concerning the use of statistical significance as the only measure for interpreting results and drawing conclusions. We also introduce effect size measures as a complementary measure in interpretation of the results of statistical tests. We explain the concept of effect size and emphasize the importance of its use in research. We highlight some measures of effect size that we believe could usefully complement the most commonly used statistical test in educational research. We also point out the limitations of using effect size and urge caution in interpreting results.

Studierbarkeit or studyability has recently gained considerable prominence in higher education in the DACH region, linked to quality assurance requirements and funding reforms, yet also with a considerable variety of definitions and operationalisation attempts.The aim of this paper is therefore to shed light on how decision makers deal with the ambiguity of the issue. Analysing the strategic plans and performance contracts from all Austrian public universities since 2016 shows that the concept is linked to a multitude of different discourses and quality indicators, without establishing an “identity” of its own. The resulting ambivalence of the concept is – at least for now – highly functional for all the institutional actors involved by leaving many options open for future developments while apparently sticking to a common goal.

The paper discusses AR/VR/MR/XR technologies in learning namely their influence/ opportunity and risks’ mitigation. Main aspects are as follows: methodology (factors influencing a student’s cybersickness in AR/VR/MR/XR, the improved model of the cognitive activity in synthetic learning environment). It has been developed the technique and ICT to study psychophysiological changes in normal and stressed conditions. The experimentation results demonstrated that decrease in myocardial tension index under cognitive performance conditions in immersive activity over time of observation was more significant and this fact could be accounted in measurement of influence of the synthetic environment on students, as well as the technique to measure AR/VR/MR influence. The technique proposed by the authors is based on modified ICT and used in previous research: to assess influence of AR/VR/MR/XR as changes of short cognitive/perceptual tests (3 minutes before the work and afterwards) with registration of physiological indices informative in our research.

The Educational Technology Quarterly (ETQ) is a new Diamond Open Access peer-reviewed journal by the Academy of Cognitive and Natural Sciences. The journal focuses on the ways in which digital technology can enhance education and welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community. In addition to empirical work, ETQ also welcomes systematic reviews and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper. The journal is published four times a year in March, June, September, and December. The first issue of ETQ was published in March 2021.

The paper analyzes the results of the introduction of the distance learning form (DLF) using electronic educational resources (EER) and the teacher’s virtual classroom in primary school. The experiment took place within the framework of the “Smart Kids” All-Ukrainian project during the long quarantine caused by the COVID-19 pandemic. The educational process took place both synchronously and asynchronously. The present paper substantiates the model of organization of distance learning of primary school students using EER and outlines its three main components: the organization of learning; conducting online classes (explaining new material or practicing skills by students) and monitoring the quality of students’ independent performance of tasks. The results of the experiment prove that it is necessary to provide teachers and students with computer equipment, Internet access, digital resources for teaching and assessment to implement DLF. It has been established that EER in distance learning can be used both on a regular basis – in each class, and periodically – to explain new material or train skills; the quality of tasks performed by students can be monitored in the virtual office of the teacher and shape an individual trajectory of students’ development. The teachers identified the following main problems of DLF implementation: internet interruptions; problems with providing new computer equipment to students and some teachers; lack of state aid in providing EER to all participants in the educational process; limited access to students’ computers during complete isolation due to online work of parents. Despite the outlined problems, the quality of distance learning of primary school students during the pandemic using EER was positively and highly assessed by teachers.

RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education. THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms. THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training. RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.

The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using the Project-Based Learning (PBL) approach in cultivating global citizenship among university students. The paper explains the different implementation challenges of a COIL course on the different levels and core design elements of the COIL-PBL model to overcome such challenges. Empirically, this paper presents a primary case study of the Great Debates course that was implemented in different forms by three partner universities, which are the University of Washington Bothell (UWB), the University of North Carolina Asheville (UNCA) in the USA, and the Future University in Egypt (FUE). The implementation showed a positive impact on cultivating global citizenship among participating students, which is clear from developments in students’ skills in the areas of cross-cultural communication and negotiation, cultural sensitivity and tolerance, teamwork and coordination across virtual global teams, analytical skills, and perception toward other cultures and society. Notably, the COIL-PBL model has started to gain further popularity after the COVID-19 pandemic as an alternative for physical mobility, which encourages future research in this area using other implemented courses using the COIL-PBL model.

Book 1 of Plato’s Laws, and particularly the image of the puppet introduced near its end, has been traditionally interpreted as presenting the moral psychology model that underlies the educational system delineated by the Athenian Stranger, which construes virtue as consonance between the non–rational and the rational elements of the soul. But a different and competing conception of virtue looms large in Laws 1, virtue as victory of the best part of the soul in psychic conflict. This paper argues that the Athenian’s conception of education as the correct conformation of originally conflicting psychic forces requires the simultaneous presence of the harmony and the conflict models of virtue in Laws 1. Education is in turn defined by calculation, the rational activity which persuasively leads the conflicting non–rational forces towards a consonant reciprocal rapport. By strategically developing his understanding of education and calculation in Laws 1, the Athenian shows how the harmony model of virtue overcomes the conflict model, while at the same time recognising that there is some truth to the conflict model after all and integrating it within the harmony model.

This paper explores the preparation of hospitality management students for the workplace in the context of a global health crisis. In an intrinsic mixed methods case study, student perspectives are used to problematize and evaluate conceptualizations and terminologies. The study recommends that employability, a dualistic and politicised term, be replaced by the intrinsic construct of work readiness and finds that competencies, work integrated learning and perceived relevance of the degree play instrumental roles in delivering work readiness. Context-specific and regularly updated competency frameworks are recommended. Capability emerges as a powerful and often overlooked construct.

Cultivating a sustainable culture of experimentation in higher education is no easy task. This paper presents a promising approach for application at universities. Carefully selected senior students completed a four-month intensive programme to gain professional competencies in technology-enhanced teaching as well as coaching skills. These highly qualified eCoaches actively supported university teachers with realising innovative learning scenarios. This way, a system of reverse mentoring was implemented and the eCoaches became change agents. Innovation projects had to be submitted in order to apply for eCoach support. Evaluation revealed a high level of satisfaction among the project leaders, i. e. higher-education teachers, and in some cases they indicated their excitement about how much they had learned from their eCoach, in addition to developing an innovative scenario.

This paper presents the outcomes of a pilot study conducted with a group of students pursuing teacher training programs as part of the international research project called “Kitchen Lab for Kids” delivered under the “Erasmus+; Key Action 2” scheme. The aim of the research was to find out about students’ opinions on STEM education, including the determination of the level of their knowledge about this trend. In this context, particular attention was paid to issues related to the goals of STEM education, problems and challenges that they may generate, as well as the needs (organizational conditions) necessary to implement this type of activity. The respondents also had the opportunity to present their own experiences in organizing and conducting STEM classes. The research was carried out with the use of the qualitative methods, where the basic research method was focus interview. The research group consisted of 8 students of teaching faculties, mainly pre-school and early school education. The selection of research units was purposeful. The conducted qualitative analysis of the material collected during the focus interview showed that STEM education is still a novelty among students of teaching faculties. Future teachers have little experience in the implementation of activities taking into account the STEM model, but it should be expected that the coming years will result in a number of changes and activities in this area.

The paper explores the influence of the type of secondary education chosen by the participants on the level of intercultural sensitivity and world music preferences, as well as the connection between intercultural sensitivity and world music preferences. The research employed a general data questionnaire, the Intercultural Sensitivity Scale and an assessment scale to examine music fragment preferences in a sample of 124 participants. The results have significant implications for music and pedagogical theory and practice, in terms of increasing intercultural sensitivity and the tolerance of students towards members of other cultures and their music.

This paper presents survival camps in nature as a form of social skills training. The camps are aimed primarily at adolescents with behavioural and emotional difficulties. They comprise many everyday social skills where both the group and the individual in the group are important. Social skills are among the many skills we teach in survival camps. Participants become acquainted with the content, methods and skills, and they strengthen the competences that help them to better integrate and function in the society. We shall present to what extent and in what way the social skills of young people are strengthened at survival camps, how young people gain vital experiences and competences and develop their potential.

In an England strongly proved by civil wars, Hobbes writes his political works, the Elements of Law, the De Cive, the Leviathan and the Behemoth in which, applying a new rational-scientific method and inaugurating a new kind of politics, he describes his ideal state. An absolute state which, following the logic of authorization, decides in every area of ​​the individual’s life, included the control of opinions and education, considered by the English philosopher the major causes of sedition and anarchy. The aim of this paper is to show how hobbesian absolute sovereignty is above all a simple answer to the historical context, thus the consensus on civil matters required for peace can be secured only through rigorous and universal civic education overseen by the sovereign in the universities.

The COVID-19 pandemic, or better known as the coronavirus pandemic, brought many challenges in education, and one of them was the transition to online teaching, that is. use of information and communication technologies in teaching. Information technology is a term that describes parts (hardware) and programs (software) that allow access to download, organize, manipulate and present information electronically, and communication technology (CT) is a term that describes telecommunications equipment that can send, receive information, search and access them. This research aimed to examine the subjective experience of teachers about personal competencies in the use of information and communication technology in teaching. The population of this research consists of primary school teachers in the area of Tuzla Canton, and the total sample consists of 138 respondents. An anonymous internet survey was used, which is distributed with the help of social networks “Facebook” and a Facebook group called “Prosvjeta TK”, which brings together educators from the Tuzla Canton area. In this paper, we assume that teachers assess their information and communication competencies as positive and they consider themselves competent in their use in the teaching process. It also explores aspects of teachers’ digital competencies as essential competencies for 21st-century education. The paper will provide insight into the personal perception of teachers regarding ICT competence, which is included in the fund of previous knowledge and theoretical knowledge. The results of this research could help understand and analyze further practices, decide on further steps to build teachers’ ICT competencies in and for the future of the school.

The need to be competitive in a fast-changing global job market will likely lead to an increased demand for “just-in-time” educational experiences. Parallel to developments in the medical sector with virtual patient records, the paper presents a model for storing and managing educational data gathered along a lifelong learning journey, such as transcripts, artifacts, and performance analytics. Using the concept of Social Linked Data (“SOLID”), the learners instead of the educational institutions would have sovereignty over their own data, while transactional fingerprints would be used to guarantee data integrity using a federated blockchain.

Das Lesen multimodaler (Sach-)Texte stellt einen zentralen fächerübergreifenden Bestandteil des schulischen Lernens dar. Dennoch liegt der Fokus in Lesestrategiekonzeptionen und -förderansätzen auf sprachlichen Textelementen. Die Multimodalität der Texte und deren Auswirkung auf den Leseprozess bleiben weitestgehend unberücksichtigt. Der Beitrag betrachtet Textkompetenz und Lesestrategien daher aus einer multimodalen Perspektive und zeigt anhand erster Ergebnisse aus einer explorativen Studie, wie Schüler:innen in inklusiven Lerngruppen multimodale Sachtexte lesen und welche multimodalen Lesestrategien dabei aus Laut-Denk- und Eye-Tracking-Daten rekonstruiert werden können. Abstract (english): Multimodal reading strategies – an empirical reconstruction based on think-aloud and eye-tracking data Reading multimodal expository texts is an important part of learning at school in all subjects. Yet, conceptions of reading strategies and approaches of enhancing reading strategies focus only on linguistic text elements. The multimodality of texts and its effect on the reading process remain mostly unconsidered. Therefore, our paper looks at text competence and reading strategies from a multimodal perspective. We present first results from an explorative study, which investigated how students from inclusive learning groups read multimodal expository texts and reconstructed multimodal reading strategies from think-aloud and eye-tracking data.

The paper deals with issues concerning the theory of curriculum construction in the Second Republic of Poland. The curricula were inspired by the achievements and development of academic disciplines dealing with the upbringing and education of children and young people. In their fundamental assumptions they reflected the achievements of the new pedagogical trends, psychological theories and concepts developing in the world at that time. Drawing on their achievements, some Polish teachers took up the issue of curricula in their academic reflection, creating a theoretical basis for their construction for all types of schools, thus contributing to the organisation of the educational reality after Poland regained its independence.

Previous research has illustrated that advocacy organizations play a crucial role in education policy networks by communicating educational reform agendas to public and private stakeholders. In the United States, an inter-state consortium of these advocacy organizations has formed their own network. The Policy Innovators in Education (PIE) network is a formal, centrally coordinated policy network that connects state-level advocacy organizations to one another and to national advocacy organizations, think tanks, and philanthropic foundations. Despite more than doubling in size since 2016, little is known about the policy preferences of PIE members. In this paper, we use social network analysis to identify and describe the ideological dimensions of advocacy that structure the PIE Network and to examine how these ideological dimensions have changed as the network has expanded. We find that the central areas of emphasis among these organizations have coalesced around neoliberal ideologies that promote accountability and standards. However, there is an underlying tension within the network that unfolds along two dimensions. On the one hand, preferences for choice and autonomy (e.g., charters, general choice, and autonomy & deregulation) are contrasted to those favoring equitable funding for low-income schools and early childhood education. On the other hand, members emphasize policies involving factors internal to schools (student interventions, leadership standards and accountability) to those external to schools (e.g., familial support, funding-based equity). These tensions within the network have grown more pronounced over time as the network has expanded to include new members with a more ideological narrow set of market-based policy preferences.

The Chilean educational system, which is considered an emblem of neoliberal public policies, was subjected to a profound legal refom in 2014. The moderate left-wing government passed the «Ley de Inclusión» bill, which seeked avoiding the selection of students, the charging of copay upon families in publicly financed schools, and ending the possibility that private schools, which received public financing, could seek profit. During the discussion of this bill, a set of educative, political and social actors articulated and mobilized looking to stop this. The purpose of this paper is to identify and describe the argumentative twists present in the discursive community that opposed the «Ley de Inclusión» bill. The corpus used consists of 139 opinion columns, published in «El Mercurio» and «La Tercera», the two main political media papers between March of 2014 and January of 2015. From an analysis ot these argumentative twists, a discursive coalition was built. The beliefs and representations of the educational community condense on: the need for a gradualist and evidence-based public policy; the free choice of schools as the dominant rationality and tool in the educational quasi-market; and the defense of private education as a means to ensure the existence of differentiated and plural educational offers in the educational system.

In Brazil, the large scale educational assessment is part of school life, being used to rank schools or for the purpose of drawing an overview of the quality of education offered to children, possibilities that depend on the political context in which they are inserted and will provide direction for educational policies. The aim of this paper is to discuss the National Literacy Assessment (ANA) as a policy of assessment for elementary school, seeking to understand how this Policy guides the work developed in the classroom by the literacy teacher. For this, we considered authors that deal with the policies of large scale assessments and the results of these, in addition to guiding documents, ordinances, guides, plans, reports and normative related to ANA. Because it is not a procedural or diagnostic evaluation, ANA does not enable the immediate follow-up of students as occurs with Provinha Brasil, with a faster intervention and individualized results. However, its results point to an important diagnosis for the comprehension of the data, which are the social context indicators produced from the analysis of external factors, but which exert great influence on the literacy process of the students. The relationship established between the processes and the results achieved at the national, state and municipal levels, evidences the need for investigation of the relations that are produced between the instituted policies and the constitution of relative processes for the learning of all children in the literacy cycle.

Radicalization is a complicated phenomenon, which is caused by multiple factors, including poor housing, low education, and unemployment, according to a study by the French Institute of International Relations (Hecker, 2018; Macaluso, 2016). France has a high number of radicalized terrorists, most of whom are homegrown, often with strong cultural ties to former French colonial countries in North Africa (IFRI, 2018). This paper aims to illustrate how social exclusion and marginalization created and perpetuated by the inequalities in the French society and education system (Bourdieu, 1971; Croizet et al, 2019; Goodman 2019; Jetten et al., 2020; Vanten, 2016), may be contributing to the radicalization of many young French citizens. This push factor could be a key precondition for radicalization in many Western societies (Ghosh et al., 2016). While critiquing the French education system, this study insists that schools can and must create a sense of connection with their students and construct resilient and inclusive communities (da Silva, 2017, Ghosh et al., 2017; OECD, 2012). Finally, some pedagogical approaches, especially care in education, are suggested for educational institutions and school agents to effectively build a sense of belonging among young students that would enhance their resilience against radicalization.

(English abstract below!) *das kollektiv versteht sich als Ort der kritischen Bildungsarbeit in den Bereichen Basisbildung, Nachholen des Pflichtschulabschlusses und Begleitung zur weiterführenden Bildung mit migrierten und geflüchteten Frauen*. Bildungsarbeit in das kollektiv ist kritisch-politisch und parteilich. Sie soll dazu beitragen, gesellschaftliche Ungleichheitsverhältnisse durch die Erweiterung der Handlungsfähigkeit von Frauen* zu bekämpfen. Diese Positionierung von das kollektiv entfaltet sich im Beitrag eindrücklich entlang eines offenen Briefs von afghanischen Frauen* zum Weltflüchtlingstag 2018, zu dem sich Mitarbeitende von das kollektiv in Kommentaren positionieren. So werden Frauen*stimmen hörbar, die aus verschiedenen Positionen sprechen: „Wir sind angekommen und warten hier nur auf ein Papier, das bestätigt, dass wir Menschen sind. Und wir bekommen es nicht […] Wir wollen wie Menschen behandelt werden“, appellieren die Frauen* im Brief an die österreichische Bevölkerung. Die Frauen* aus dem kollektiv – viele davon selbst mit Migrations- oder Fluchtgeschichte – antworten: Wir kämpfen dafür – und zwar gemeinsam! (Red.)* *** *The collective sees itself as a place for critical educational projects in the areas basic education, later completion of compulsory schooling and accompaniment of secondary education of migrant and refugee womxn. Education in the collective is critical, political and biased. It should lead to combating social inequality by increasing the ability of womxn to act. This positioning of the collective is developed clearly in the article over the course of an open letter from Afghan womxn on World Refugee Day 2018 to which members of the collective take a position in comments. Thus the voices of womxn speaking from different positions become audible: “We have arrived and are only waiting here for a piece of paper that confirms that we are human beings. And we haven’t got it […] We want to be treated like human beings”, wrote the womxn in a letter appealing to the Austrian population. The womxn from the collective – many of whom have a migrant or refugee background – respond: We are fighting for it – together! (Ed.)*

Das mediendidaktische Konzept des Lernpfads wird als computergestützte, auf Selbststeuerung ausgerichtete Lernumgebung beschrieben, die aus einer sinnvollen Abfolge von Aufgaben besteht. Daraus ergibt sich ein Zusammenspiel von Selbst- und Fremdsteuerung, das im vorliegenden Beitrag näher untersucht wird, indem Merkmale selbstgesteuerter Lernumgebungen und Aufgabenmerkmale, die im Konzept begründet liegen, herausgearbeitet werden. Auf dieser Basis kann das Potenzial des Konzepts für den Deutschunterricht diskutiert und an einem Praxisbeispiel veranschaulicht werden. Bei diesem handelt es sich um einen komplexen Lernpfad, der für die 9. Klasse eines Gymnasiums entworfen worden ist. Die Schüler*innen finden in dieser Lernumgebung eigene Pfade, um das mündliche Argumentieren zu üben. Abstract (english): Finding your own path. „Learning pathes“ as self-regulated learning environments The concept of “Lernpfad” is described as computer supported learning environment that consists in a sequence of tasks and aims at self-regulated learning. In order to assess this concept this paper refers to characteristics that are used to describe tasks and self-regulated learning environments. Based on this analysis it is possible to discuss the concept‘s potential for German classes. The introduction of an example is used to illustrate the concept. This example is constructed to provide opportunities for students in grade 9 of the Gymnasium to practice debating as an oral competence.

Das mediendidaktische Konzept des Lernpfads wird als computergestützte, auf Selbststeuerung ausgerichtete Lernumgebung beschrieben, die aus einer sinnvollen Abfolge von Aufgaben besteht. Daraus ergibt sich ein Zusammenspiel von Selbst- und Fremdsteuerung, das im vorliegenden Beitrag näher untersucht wird, indem Merkmale selbstgesteuerter Lernumgebungen und Aufgabenmerkmale, die im Konzept begründet liegen, herausgearbeitet werden. Auf dieser Basis kann das Potenzial des Konzepts für den Deutschunterricht diskutiert und an einem Praxisbeispiel veranschaulicht werden. Bei diesem handelt es sich um einen komplexen Lernpfad, der für die 9. Klasse eines Gymnasiums entworfen worden ist. Die Schüler*innen finden in dieser Lernumgebung eigene Pfade, um das mündliche Argumentieren zu üben. Abstract (english): Finding your own path. „Learning pathes“ as self-regulated learning environments The concept of “Lernpfad” is described as computer supported learning environment that consists in a sequence of tasks and aims at self-regulated learning. In order to assess this concept this paper refers to characteristics that are used to describe tasks and self-regulated learning environments. Based on this analysis it is possible to discuss the concept‘s potential for German classes. The introduction of an example is used to illustrate the concept. This example is constructed to provide opportunities for students in grade 9 of the Gymnasium to practice debating as an oral competence.

Das mediendidaktische Konzept des Lernpfads wird als computergestützte, auf Selbststeuerung ausgerichtete Lernumgebung beschrieben, die aus einer sinnvollen Abfolge von Aufgaben besteht. Daraus ergibt sich ein Zusammenspiel von Selbst- und Fremdsteuerung, das im vorliegenden Beitrag näher untersucht wird, indem Merkmale selbstgesteuerter Lernumgebungen und Aufgabenmerkmale, die im Konzept begründet liegen, herausgearbeitet werden. Auf dieser Basis kann das Potenzial des Konzepts für den Deutschunterricht diskutiert und an einem Praxisbeispiel veranschaulicht werden. Bei diesem handelt es sich um einen komplexen Lernpfad, der für die 9. Klasse eines Gymnasiums entworfen worden ist. Die Schüler*innen finden in dieser Lernumgebung eigene Pfade, um das mündliche Argumentieren zu üben. Abstract (english): Finding your own path. „Learning pathes“ as self-regulated learning environments The concept of “Lernpfad” is described as computer supported learning environment that consists in a sequence of tasks and aims at self-regulated learning. In order to assess this concept this paper refers to characteristics that are used to describe tasks and self-regulated learning environments. Based on this analysis it is possible to discuss the concept‘s potential for German classes. The introduction of an example is used to illustrate the concept. This example is constructed to provide opportunities for students in grade 9 of the Gymnasium to practice debating as an oral competence.

In the paper, we deal with the comparison of the evaluation of students' language skills in two environments, on-site and online. Testing took place through the moodle platform, where we used e-test, during the first and second waves of the pandemic. The main aim of the research was to find out what impact the environment in which the testing takes place has on the test results, i.e. in which environment students achieved better results. Printed tests were used for on-site testing. The on-site testing took place in the academic years 2018/2019 (summer term) and 2019/2020 (winter term). The online testing took place in the academic years 2019/2020 (summer term) and 2020/2021 (winter term). We compared the results of the testing, which took place in person at the university, with the results that the students achieved during the online testing. In the research of testing, we used the method of quantitative analysis and descriptive statistics, which allow us to better understand the correlation between the results obtained in on-site and online testing. Based on the data analysis, we confirmed the alternative hypothesis H1: Students who took part in on-site testing achieve better results than students who took part in online testing. Testing results show that students achieve better results in on-site testing than in online testing.

The paper demonstrates the results of the experimental research conducted during the first semester of the academic year 2020/21, including the remote learning period due to the Covid19 pandemic situation, at the lessons of English for Specific Purposes (ESP) (with students of Specialties 208 “Agrarian Engineering” and 141 “Electrical Engineering and Energy”) at the State Agrarian and Engineering University in Podilia, Kamianets-Podilskyi, Ukraine. The research basically analyses how TED (Technology, Entertainment, and Design) Talks impact university students’ listening comprehension and speaking skills. Online study support for ESP was personally created by the educators as a four-credit course due to ECTS in the Moodle Learning Management System (LMS) with the application of TED Talks, which was used for study purposes on the B1 level. The research sample is represented by 50 students majoring in Agrarian Engineering and 50 students majoring in Electrical Engineering and Energy, all of them enrolled in the mandatory subject of ESP. The subjects (students) were divided into the experimental and control groups. At the beginning of the course, the students wrote the pre-test, for their start level to be evaluated, and at the end of the semester - the post-test was done to check the achievements and probable benefits of TED Talks. The experiment results demonstrated the improvement of both groups while it was proved statistically that the experimental group showed better outcomes both in listening comprehension and speaking skills respectively. The questionnaires, distributed among the students, consisted of 5 questions, where they expressed their personal opinions about the e-learning process, and according to which the TED Talks influence on their listening and speaking skills was evaluated. The feedback of the questionnaires proved that the students mostly had a positive attitude concerning engaging TED Talks into the learning process, especially those who were involved in the experiment.

The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.

This paper presents mixed-method research on teaching vocabulary online using a combination of quantitative (bibliometric approach) and qualitative (expert evaluation based on Delphi technique) methods to answer three research questions: Which tools in teaching language with technology have been described in research publications? Which tools are frequently addressed in EFL Methodology course in Ukrainian universities for teaching vocabulary online? Which tools and methods require more information for teaching vocabulary online? To answer the first research question, the authors have used a bibliometric approach to analyse the topic-related articles in the eight most relevant journals from the Scopus Database between 2011 and 2020. The authors have encountered few literature review articles tracking the developments in this research area and no articles using bibliometric methods or science maps. After finalising and structuring the bibliometric analysis data, the authors have used the Delphi method with the British Council experts who were involved in the New Generation School Teacher Project. The experts who are EFL Methodology teachers at 7 Ukrainian Universities have shared their experience in using the tools identified by the bibliometric analysis and listed the usability precedency and hurdles with their recommendations. The experts assisted in answering the research questions about the tools addressed in the EFL methodology course and those that require some consideration. As a result, the findings are collated and shared with EFL teachers, and they can gain valuable insights into the current state of the research and practice in this area. In the discussion part, the authors familiarise EFL teachers with the newest resources that provide information about the understudied areas.

The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”, “Scoring algorithm” and “Termination criterion”. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers’ foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID 19 pandemic.

It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project “Idioms in Business Communication”, run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business communication. Both traditional and modern styles of language teaching are used. The control group of students does a traditional course and the experimental group of students enrols in a “Business Communication” e-course on LMS Moodle platform, as well. With the use of the Internet and supporting materials, this group is involved in various activities. The paper compares the study results of 144 first-year and 97 second-year students of the University of Economics in Bratislava achieved in departmental standardised business English tests after completing three courses in business English for advanced students. The method of Hypothesis Testing (t-Test) assesses the significance of the difference between the levels of knowledge of both groups. The research findings prove that the experimental group of students achieved better results in final evaluation than the control group of students. The results also confirm that an alternative form of business English teaching was effective.

The paper provides evidence as a baseline for action to prevent the educational catastrophe that would result from the predicted shortage of STEM teachers in lower secondary schools in Slovenia. Based on the data, obtained from the relevant institutions, we can predict that, without a change in educational policy towards encouraging students to choose the teaching of STEM subjects as a career, the number of STEM teachers will fall below all acceptable levels.

This paper presents an overview of Slovenian elementary school evaluation of students’ natural science knowledge in the first three years of elementary school. Science knowledge in Slovenia is not measured regularly; therefore, we have focused primarily on the results of the international TIMSS survey, which measures the mathematical and natural science knowledge of students. The TIMMS survey is performed every four years in various countries, and Slovenia participated from 1995 to 2015. After reviewing and analysing the results of the natural science examinations of Slovenian fourth-graders, we found a steady increase compared to the international average. However, at the same time, the positive attitude towards science lags behind.

Complex problems with global reach, such as issues related to global warming or the COVID-19 pandemic, underscore the need to equip young learners with the necessary competences to support them in becoming responsible “actors of change” in a globalized world. However, for this to be successful, teachers need to be trained to integrate a global dimension into their classrooms. As the central institutions for pre-service teacher training in Germany, universities are responsible for such training. This paper reports on the conceptualization and implementation of a virtual exchange project connecting pre-service teachers from Germany, Turkey, and Sweden, and shares initial lessons learned.

This paper reviews the current research on AI-assisted language education (AILE). AI has greatly influenced education, especially language learning. AILE, an interdisciplinary field combining AI technology and language education theory, aims to improve foreign language learners’ experiences through personalized, interactive, and collaborative learning. This review classifies AILE research into four key domains: language-specific applications, comprehensive teaching modes, new educational ecosystems, and identification technology integration. It analyzes the strengths, weaknesses, opportunities, and challenges of AILE. The paper emphasizes the importance of ethical considerations and data quality in AILE endeavors. While acknowledging the achievements and potential of AILE, the review suggests future directions, promotes interdisciplinary collaboration, and highlights the need for empirical studies for an effective and ethical integration of AI in language education.

The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keywords ‘Flipped Classroom in Education’, within the range of ten years (2011-2020). All studies published in SCOPUS, were statistically analyzed and examined according to the year of publication, subject area, document type, country/territory, languages, source type, types of research and the research methods. It was found that the publications related to FLM in education had dramatically increased from the year 2011 to 2020. The findings of this study also highlighted the importance of FLM in education, especially in courses that require cognitive skills like social studies, medicine, and computer science.

The goal of this research is to examine and determine whether the teaching of art studies is realized according to the current curriculum in the primary school grades III and IV grade. The sample consists of 214 students and 10 teachers. The research methods selected for deriving relevant conclusions are a descriptive method, theoretical analysis method, historical method, and experimental method. Results obtained through a survey questionnaire, related to the surveyed teachers, about whether they represent fields of art equally in their art classes, are that they answered in the representation of 100%, as well as the majority of students (96.26%) who answered affirmatively to the same question. During the experiment, 80% of students encountered graphics for the first time, so in this case, the answers in the first survey for teachers and students did not match the current situation in the school. In answering the question of what most art classes are about, the majority of students (82.71%) answered drawing, while the remaining 18.69% answered that they usually paint. According to the students, the areas of art are not equally represented in teaching, as shown by the results of a survey conducted among teachers. With this paper, it has been determined that graphics, as an art discipline, even though it is planned by the primary education’s curriculum with an exact number of hours, is not fulfilled or equally represented in the art studies.

This paper describes an exploratory online intercultural exchange that took place between two universities, one in Ireland and the other in Germany. Students worked together virtually – across cultures and disciplines – on a project-based task for assessment. Based on an analysis of the reflective learning journals submitted over the course of the semester, there is evidence that a virtual online learning environment may be considered as an effective way of preparing students for a Year Abroad (YA), triggering a path of reflection and (inter-) cultural learning. From insights gained doing this Virtual Exchange (VE), a type of inventory for virtual online collaboration is suggested, which may serve as a task-checklist for future VEs.