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Erasmus mobility has become an important feature of higher education in Europe and beyond, with the potential to generate significant changes at individual, institutional and systemic levels. More than three decades after the foundation of this successful program, evaluations reveal that, despite notable progress, several aspects of the Erasmus student experience can be further improved. Based on the lived experiences of Erasmus alumni, in this article, we explore recurrent challenges that emerge in educational mobility and how they could be better addressed. Three key dimensions are identified in the qualitative accounts of former Erasmus students and analyzed in light of previous research: mobility preparation, institutional support for integration, and recognition of study abroad.

Purpose: Flattering emails are crucial in tempting authors to submit papers to predatory journals. Although there is ample literature regarding the questionable practices of predatory journals, the nature and detection of spam emails need more attention. Current research provides insight into fallacious calls for papers from potential predatory journals and develops a toolkit in this regard. Methods: In this study, we analyzed three datasets of calls for papers from potential predatory journals and legitimate journals using a text mining approach and R programming language. Results: Overall, most potential predatory journals use similar language and templates in their calls for papers. Importantly, these journals praise themselves in glorious terms involving positive words that may be rarely seen in emails from legitimate journals. Based on these findings, we developed a lexicon for detecting unsolicited calls for papers from potential predatory journals. Conclusion: We conclude that calls for papers from potential predatory journals and legitimate journals are different, and it can help to distinguish them. By providing an educational plan and easily usable tools, we can deal with predatory journals better than previously. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic revealed significant gaps in institutions' ability to maintain education under crisis conditions, which is now commonly referred to as Emergency Remote Teaching (ERT). A critical analysis of the literature reveals that ERT is a label that does not differentiate adequately between the different ways ERT manifested worldwide and over time. In this conceptual paper, we analyze empirical research on remote teaching conducted over single, double, and three+ learning terms. Our analysis shows not only multiple possible phases of remote education but also different stages, scopes, and pathways between them. The proposed model in this paper can be used to analyze current literature, ground future research, and serve as a foundation for developing protocols and practices to proactively maintain education when exigent circumstances demand remote teaching over the short-, mid-, and long-term.

Post-secondary institutions are required to complete a variety of quality assurance activities including external program review, a process of inviting external reviewers from outside the institution to provide constructive feedback on all aspects of an academic program. While external program reviews have been completed for decades, there has been little work to ensure that meaningful change occurs as a result. Assessment of outcomes at the department level are limited and research specifically considering external academic program review as a primary quality assurance activity is scant. Each of these limitations is even more significant when considered at the institutional level. From our experience, there is minimal consideration in research or practice to ensure that external review recommendations have an impact on educational planning at the institutional level. To help address this concern, in this paper we describe an approach involving secondary research and thematic document analysis that can be leveraged to enhance institutional decision-making processes by uncovering institutional themes evident across external reviews. We suggest that our approach may be helpful for other higher education institutions striving to make sense of program review recommendations from an institutional perspective.

Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.

This paper is concerned with long term strategic planning in higher education and focuses on Ontario's strategic mandate agreement (SMA) sector planning framework. In 2012, the province initiated its new SMA planning process by requiring all higher education institutions to propose their own strategies for their academic visions, missions, and objectives. The proposals submitted by Ontario's universities furnish the empirical content of this paper: a historically unique, comprehensive and comparable set of documents capturing institutions' self-understanding and plans for their respective futures. Using concepts from organizational theory, content analysis of universities' SMA proposals reveals divergent strategies, both in terms of institutional administrative responsiveness to the SMA process as well as the academic (i.e., education and scholarship) content of the submissions. In addition, two further sub-themes are analysed: proposals for experiential learning and so-called town-gown connections. Both themes also reveal very different visions amongst institutions. In general, the proposals appear to be independent of institution type and community size/location. Setting the stage for future research, the paper concludes with policy discussion of: (1) the possibilities for institutional diversity in the context of policy discourses on institutional differentiation; and (2) implications for system planning given the structure and process of Ontario's ongoing SMA framework.

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.

This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.

The ravages of the COVID-19 pandemic on society affected several facets including formal education. Significantly, the indefinite closure of schools was introduced to control the spread and related fatality of the pandemic making the decision to reopen schools for all learners in January 2021 after several months of closure a preparedness concern. Using a national school-based survey informed by Event Systems and Chaos theories, the paper explores the preparedness of schools to re-open post-COVID-19 school closure. From the findings, it became evident that schools in Ghana were generally prepared to re-open per schedule. However, there existed unique disparities in some school system sub-levels informed by the location of the school. Consequently, we recommend: (1) the need to take advantage of the confidence the school system had regarding reopening for undertaking build-back efforts in future pandemics, and (2) policy and research response, especially for the vulnerable in resilience building post-emergency recovery in schools.

Pedagogical contingency policy planning in open distance and e-learning plays a critical role in achieving the United Nations 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals, with the aim to stem poverty, protect the planet, foster gender equality, defend and promote cultures and cultural understanding, and ensure prosperity for all. The purpose of this conceptual paper is to describe criticalities of flexibility and agility in pedagogical contingency policy planning designs in open, distance and e-learning in developing states like South Africa. Furthermore, it examines epistemologies of diverse students' pedagogic inclusion in line with social justice and equal rights during strategic planning and management. The legal rational paradigm is underpinned by a qualitative narrative research design to analyse available theories and epistemologies of flexibility and agility in pedagogical contingency policy planning theories in open distance and e-learning. Using the theory of justice by Rawls, the paper recommends that flexibility and agility in pedagogical contingency policy planning in open, distance and e-learning ecosystems must ensure that students from diverse backgrounds are catered for in line with social justice and equal rights values and principles. This is critical for a country like South Africa to achieve the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals.

As Purdue University Fort Wayne (PFW), a regional public university in northeast Indiana, completed the spring 2020 semester fully remote due to COVID-19, university leadership had to determine if there was a path to safely reopening campus and maintaining a low-risk environment for in-person instruction and work for the 2020-21 academic year. To make this determination, PFW engaged in a three-week scenario planning process in which we assembled 22 task forces composed of 140 faculty and staff, approximately 13.5% of the university's full-time employees, to identify the challenges and opportunities associated with eight scenarios for how the 2020-21 academic year could play out. Reports and recommendations from the scenario planning process have informed all aspects of the university's COVID-19 planning, implementation, and communication. This paper examines how a highly collaborative planning process, informed by PFW's recently completed strategic planning process, created broad engagement with and awareness of the university's planning efforts, demonstrated the value placed on faculty and staff expertise and input, and helped to build long-term buy-in and trust. This approach also informed PFW's planning processes for the 2021-22 academic year, which emphasized leveraging our COVID-19 experiences to build a better normal for the university.

This article explores issues that had to be confronted over a three-year period in terms of two New York State funded grants for which I was the evaluator. Major, critical challenges are presented, described, and discussed. Specifically, the paper addresses issues related to lack of planning at the grant design stage that resulted in challenges and problems with conducting targeted and meaningful assessments to complete evaluations. This article promotes the concept that evaluators have expertise and competencies that are valuable to grant design and that if an evaluator is involved at the planning/ design stage, many challenges confronted throughout evaluation processes might be prevented or mitigated. The inquiries that were conducted as part of these grants can be regarded as case studies. In the example of one investigation, it was a single-case study of an intervention in a Long Island, New York, district; in the case of the other, it was a multiple-case study wherein a Charter School disseminated an intervention to three New York City schools. Mixed methods were used for data collection. Following my work with these two funded grants, with lessons learned from my experiences with these two grants, I embarked on another journey with another agency where lessons learned from the two previous grants informed my approach to evaluating school programs. Thus, while I was not part of the original design team, we were able to discuss relevant evaluation issues early in the process. My latest experiences will also be briefly discussed at the end of the article in a Postscript.

This translational scoping study investigates how ethics learning is assessed in engineering education worldwide and interprets concepts and practices for relevance to educational planners at the postsecondary level. It provides insights on how engineering education has achieved a level of standardization globally, a calibration process that has facilitated infusion of prioritized abilities across engineering graduates broadly. The engineering education system is designed and maintained through a series of multi-jurisdictional accords that seek to prepare engineering graduates for a global marketplace of engineered products, goods, and services. This paper synthesizes existing literature (research and policy) related to engineering ethics education (EEE), providing a useful introduction to planners regarding ethics, understood to incorporate global responsibility and sustainability. Conclusions provide a foundation for a further systematic investigation of EEE at a global level, highlighting implications of this scoping study for teaching, research, and planning.

This paper reports on research conducted with staff employed in the Australian higher education sector during the COVID-19 pandemic. The sector has been significantly impacted, particularly those institutions heavily reliant on revenue from international student enrolments. Universities moved swiftly to introduce cost-savings measures such as, deferring capital works spending and reducing non-salary expenditure, scaling back casual and fixed term staff and cuts to executive staff salaries, followed by rounds of redundancies, early retirement offers and termination of staff, often framed as organisational restructuring. However, financial data for the 2021-22 period indicate that some institutions have actioned disproportionate staff cuts related to net income, often badging this downsizing as organisational restructure. This information is discussed in terms of the potential implications for the higher education sector in planning for, and meeting workforce needs, as it seeks to regenerate a sustainable business model post-pandemic.

The purpose of this paper is to recognize the special features of the flipped classroom and to explore the aspects of opportunities that the flipping concept can be applied to educational planning. The essential elements of the flipping concept are identified. A brief review of the key studies on flipped classrooms at both the college and high school levels was presented. Analysis is made on the basic flipping concept as it applies to educational planning meetings. Then, the flipping concept is incorporated with the stages of the Planning, Programming, Budgeting and Evaluation System (PPBES) to perceive how the flipping concept can help with strengthening the efficiency and effectiveness of the planning system. The authors conclude by confirming the key elements of the flipping concept, "increased interaction" and "practical application," as clear benefits to the educational planning process.

The COVID-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.

This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.

Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students learn the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students' behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions. [ABSTRACT FROM AUTHOR]

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine' s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria' s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria' s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine' s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine' s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal. [ABSTRACT FROM AUTHOR]

The field of artificial intelligence (AI) is presently having a substantial influence on the advancement of career counseling education by enabling tailored guidance and evidence-based decision-making for learners. This paper aims to provide an overview about the utilization of AI in Bangladesh's early career planning education. The utilization of AI has already been deployed in many first world country, however this is quite new to the third world country like Bangladesh. Significantly, artificial intelligence (AI) has surpassed its traditional function in professional growth and extended its reach to encompass social and emotional education. The examination of AI studies in Bangladesh requires the careful examination of several elements, such as cognitive advancement, parental engagement and oversight, and cultural heritage. This paper reveals overall all the facets of implementing AI in career planning in context of Bangladesh. Although there are several limits associated with the utilization of artificial intelligence for career assessment, it has undeniably yielded a multitude of benefits and discoveries. In the result, the two areas of data-informed making choices and career exploration are where the phenomena mentioned above are most frequently seen. Additionally, there is a growing need for cultural competency in the educational sector for both the delivery of individualized career counseling and AI-assisted employment suggestions. [ABSTRACT FROM AUTHOR]

Predicting student performance in the future is a crucial behavior prediction problem in education. By predicting student performance, educational experts can provide individualized instruction, optimize the allocation of resources, and develop educational strategies. If the prediction results are unreliable, it is difficult to earn the trust of educational experts. Therefore, prediction methods need to satisfy the requirement of interpretability. For this reason, the prediction model is constructed in this paper using belief rule base (BRB). BRB not only combines expert knowledge, but also has good interpretability. There are two problems in applying BRB to student performance prediction: first, in the modeling process, the system is too complex due to the large number of indicators involved. Secondly, the interpretability of the model can be compromised during the optimization process. To overcome these challenges, this paper introduces a hierarchical belief rule base with interpretability (HBRB-I) for student performance prediction. First, it analyzes how the HBRB-I model achieves interpretability. Then, an attribute grouping method is proposed to construct a hierarchical structure by reasonably organizing the indicators, so as to effectively reduce the complexity of the model. Finally, an objective function considering interpretability is designed and the projected covariance matrix adaptive evolution strategy (P-CMA-ES) optimization algorithm is improved. The aim is to ensure that the model remains interpretable after optimization. By conducting experiments on the student performance dataset, it is demonstrated that the proposed model performs well in terms of both accuracy and interpretability. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Plagiarism is a serious issue in academic and professional settings that can lead to negative consequences, including academic penalties and damage to professional reputation. The advent of technology has provided educators and professionals with a variety of tools and software to detect and prevent plagiarism. This paper explores the role of technology in detecting and preventing plagiarism, with a focus on the various software and tools available to educators and professionals. The paper examines the effectiveness of these tools and the challenges that can arise when using them. Additionally, the paper discusses strategies for preventing plagiarism before it occurs and explores the ethical considerations surrounding the use of plagiarism detection technology. The research findings suggest that while technology can be a valuable tool in preventing and detecting plagiarism, it is important to use these tools in conjunction with educational strategies that promote responsible writing and research practices. [ABSTRACT FROM AUTHOR]

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students' communication and interaction. In this study, we investigated how tangible technologies can enhance students' multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students' multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students' multimodal communication and peer interaction. [ABSTRACT FROM AUTHOR]

Background and Objective: Simulation-based learning has been a part of teaching in healthcare for a long time; however, in recent decades, simulation-based learning has been adopted by a significant number of healthcare institutes at different levels to improve practical skills, confidence, and preparedness to ensure patient safety and its application in real-life situations towards better patient care. The main objective of this paper was to use existing literature to explore aspects of simulation in healthcare teaching. Methods: It is a narrative review on simulation in healthcare that was conducted by using various search engines for English-language articles published between 2010 and August 2020. The main search terms were simulation, healthcare teaching, and simulation in healthcare. All articles found relevant to the title and/or abstract were retrieved. Searches were conducted using the academic databases PubMed, Google Scholar, MEDLINE, CINAHL, and Athabasca University (AU) library site. The studies were reviewed if they were considered relevant to the search by the primary authors. Results: Thirty-nine articles, which met the pre-set criteria, were analyzed and employed as a reference in this paper to support the idea that simulation is an effective way of learning in healthcare. Conclusion: This paper reviewed various aspects of simulation, including its background, philosophies, and highlighted the advantages and disadvantages of incorporating simulation as a pedagogical approach into current educational curriculums for healthcare students. Furthermore, it presents a brief discussion on the current uses of simulation, followed by the educational strategies related to simulation and the importance of debriefing in simulation activities. [ABSTRACT FROM AUTHOR]

Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers' role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians' teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians' teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers' professional development courses. [ABSTRACT FROM AUTHOR]

In the article, we focus on the stimulation of pupils' experimental activity using escape rooms. The text includes a division of escape rooms into six genres. In one of the genres, we also included the activity of the escape room created by us. By using the escape room we created, we tried to find out whether escape rooms are a suitable tool for stimulating pupils to do experimental activities in physics classes. We conducted a survey with pupils in the third year of an eight-year high school (13-14 years old). The number of pupils varied (18-19) as the survey was conducted over two weeks. We created a questionnaire consisting of seven questions. The questions were about pupil emotional engagement while doing experiments. We determined the suitability of the teaching tool for stimulating pupils using the answers to the questions from the questionnaire, which are related to the stimulation of experimental activity. We also compared the activities - Escape Room and Experiments given by a question using a comparative questionnaire. From the pilot survey, we found that escape rooms stimulate pupils to experiment more than the commonly used experiments given by a question in physics classes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

− The European dimension in education was formed as a multilateral project of the Council of Europe and the European Union to improve European integration processes. − From the scholarly perspective, the development of the European dimension in education in Croatia is analysed from 1996 until 2020 − Political praxiology of education is introduced as a possible theoretical framework for future development. Purpose: This paper aims to present the twenty-five-year evolving pathway of the European dimension in education in Croatia. Furthermore, the paper critically problematises the lack of a theoretical framework that has marked this concept's research and partly contributed to its conceptual dispersion and scholarly ambiguity. Design: The paper design is based on chronological and content analysis of the European dimension in education development, primarily focusing on the Croatian context. The period analysed is from 1996, when the first paper on the European dimension in education in Croatia was published until 2020. Findings: The development frame of the European dimension in education is proposed, with an overview of appurtenant phases, followed by chronological and detailed elaborated thematic groups. As an answer to detected theoretical deficiencies, the political praxiology of education is introduced as a direction of its future theoretical development and a partly new shift in the conceptual definition of the European dimension in education is proposed. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluated students’ perceptions about providing feedback and identified their preferred feedback methods. The study design comprised quantitative and qualitative approaches to ensure a better understanding of students’ perceptions and increase the study’s validity. A structured questionnaire was distributed in five higher education institutions (HEIs) in Oman, followed by a focus group discussion (FGD). A total of 614 students responded to the questionnaire. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using thematic text analysis. It was observed that although students understand the importance of feedback, they feel that the methods can be improved. Furthermore, HEIs did not share the outcomes with the students, and therefore, students believed that HEIs were not considering their comments. Whilst students preferred anonymous online surveys, they believed that inperson meetings would be even more useful. This paper looked at how the educational well-being of students in Oman can be improved through the development of methods of seeking feedback from institutions. Additionally, this result can be applied worldwide to improve feedback mechanisms. [ABSTRACT FROM AUTHOR]

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Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the development of digital technology, the curriculum design of art majors is also quite different from traditional courses. With the continuous development of information technology and the continuous maturity of campus network technology, teaching resources have become an important part of information resources. High-quality teaching resources play an important role in improving teaching quality and excavating educational development potential. However, traditional classroom teaching is difficult to meet people's needs. In the context of the current new normal, the way of social and economic management has changed. On the one hand, traditional course teaching resources store information in the forms of paper lesson plans, PPT courseware, discrete pictures, and video files. These forms of storage are not conducive to the distribution and sharing of resources. On the other hand, these teaching resources are scattered among the teaching teachers. As the curriculum develops, the courses taught by teachers change. Because schools lack effective means for unified management, these teaching resources are easily lost. The used method is not conducive to the accumulation of teaching resources or the continuation and development of courses. In order to present good results, these materials usually occupy a large amount of storage space. Therefore, some existing information-based teaching platforms cannot meet the demand. We use network and web technology to develop a teaching file management system, which is very necessary. This paper firstly compares the mature teaching resource management system on the market and some problems in its professional application. Secondly, the article analyzes the actual situation of teaching resource management of art design majors in China and generally describes the system development background and technology. Then, the paper analyzes the requirements of the system in detail by using the object-oriented method and gives the overall design and implementation method of the system. These methods include the use case diagram of the subsystem, the flow chart of the main module, the system architecture, and the design and application of UML. Finally, this paper designs a test case for the teaching resource management system. [ABSTRACT FROM AUTHOR]

Evaluating students' academic performance is crucial for assessing the quality of education and educational strategies. However, it can be challenging to predict and evaluate academic performance under uncertain and imprecise conditions. To address this issue, many research works have employed fuzzy concepts to analyze, predict, and make decisions about students' academic performance. This paper investigates the use of fuzzy concepts in research related to evaluating, analyzing, predicting, or making decisions about student academic performance. The paper proposes a fuzzy model, called FPM (Fuzzy Propositional Model), for reasoning and predicting students' academic performance. FPM aims to address the limitations of previous studies by incorporating propositional logic with fuzzy sets concept, which allows for the representation of uncertainty and imprecision in the data. FPM integrates and transforms if-then rules into weighted fuzzy production rules to predict and evaluate academic performance. This paper tests and evaluates the FPM in two scenarios. In the first scenario, the model predicts and examines the impact of absenteeism on academic performance where there is no clear relation between the two parts of the dataset. In the second scenario, the model predicts the final exam results using the lab exam results, where the data are more related. The FPM provides good results in both scenarios, demonstrating its effectiveness in predicting and evaluating students' academic performance. A comparison study of the FPM's results with a linear regression model and previous work showed that the FPM performs better in predicting academic performance and provides more insights into the underlying factors affecting it. Therefore, the FPM could be useful in educational institutions to predict and evaluate students' academic performance, identify underlying factors affecting it, and improve educational strategies. [ABSTRACT FROM AUTHOR]

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the deepening of the strategy of strengthening the country through education, the innovation and development of higher education, system reform and teaching innovation in the western region have become the focus of researchers' attention, and the optimization of educational power strategy has always been an important basis for the development of teaching work. On the basis of fuzzy models Takagi and Sugeno (T-S), this paper constructs an educational resource recommendation model based on T-S fuzzy neural network, verifies the feasibility of the model, further combines the educational resource recommendation model with university teaching, and analyzes the application effect. The current situation of educational resources investigation in M College is analyzed. It is found that the full-time teachers' overall academic qualifications are not high, the proportion of young full-time teachers with certain experience is small, and the professional advantages of the school are not obvious. After applying the educational resource recommendation model, the accuracy of educational resource recommendation is obviously improved, and the design is feasible. The educational management mode with positive psychological emotions has a good teaching effect, which can greatly improve teachers' dedication and concentration. Positive psychological emotions can reduce the possibility of intensification of contradictions and the possibility of behavioral opposition. Teaching resource recommendation mode can improve college students' interest in the application of teaching resources to a certain extent, and their application satisfaction is obviously improved. This paper not only provides technical support for the improvement of teaching management resource recommendation mode, but also contributes to the optimization of teaching power strategy. [ABSTRACT FROM AUTHOR]

Purpose: The alignment between the labour market and initial vocational education and training (IVET) is placing always more importance on technical knowledge and skills, whilst metacognitive competences such as critical thinking and media literacy are increasingly neglected. In the context of IVET, this results in authors and practitioners paying always more attention to how to devise possible training interventions, with the double aim of implementing their educational pathways and enhancing students' critical thinking and media literacy. This paper aims to report the state of the art concerning such processes of enhancement in IVET students. Design/methodology/approach: The study adopted the method of systematic scoping review to address the research questions on how to enhance critical thinking and media literacy in the context of IVET. Findings: The paper presents the analyses of the n = 19 contributions collected. Then, it proposes an initial conceptualization of the dimensions of critical thinking and media literacy. Moreover, by combining evidence from various contributions, the review proposes implications for educational practices and strategies. Around these pieces of knowledge, further avenues of research and practice are proposed. Research limitations/implications: This study contributes to the literature on critical thinking and media literacy in the context of IVET by advancing initial comprehensive conceptualizations of the two dimensions. Moreover, the study advances initial practical implications for teachers and trainers for the development of training interventions. Originality/value: The originality of the present review rests in its proposal of definitions of critical thinking and media literacy; moreover, it widens the discussion of practices on how to enhance such metacognitive competences. Indeed, the study identifies the teaching and training practices meant to enhance critical thinking and media literacy and proposes applied implications in the context of IVET. [ABSTRACT FROM AUTHOR]

The paper is in line with the author's preoccupations for substantiating some theoretical aspects without which the practical activity in the educational field cannot reach real qualitative odds. This time, the approached concepts represent the milestones of the journey from the desire (planed educational process) to the realization (the real results of the educational process). In the first part, a definition of fundamental concepts related to planning/organization and monitoring on different levels of the educational system and process (the strategy with its different connotations, tactics, strategic plan, and implementation) is attempted. The role and importance of the strategic level in the educational reform and curriculum reform are briefly presented in the second part. The relationship between the strategic plan, the tactical/operational one, and the actual implementation is dealt with in the third part, with the emphasis of some considerations with the nuances of conclusions of long-lasting observations on the educational reality. The importance of knowing these theoretical aspects, so that practice does not pay a bitter price for not genuinely focusing on what it declares as a priority, is highlighted in the paper. In a world where the statements seem to be more important than the reality this kind of approach is seen as a necessity. [ABSTRACT FROM AUTHOR]