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Given the rising integration of digital tools into educational practices in our century, it is important to comprehend how seasoned educators adjust to these developments. This qualitative research study explored the struggles and coping mechanisms of the seasoned secondary math teachers in incorporating technology into their lessons. Using phenomenological approach, fifteen seasoned math teachers from Digos City Schools Division were interviewed using the In-depth interview I to learn about their actual experiences. The results reveal the four main challenges: seasoned teachers' technological difficulties, technological resource constraint, resistance to change, curriculum integration. Teachers use a variety of strategies to address these issues, troubleshooting skills, innovative solutions, seeking help and collaborations, and continuous professional development. The report also lists the types of assistance that school administrators should provide, professional development and learning opportunities, sharing experience and peer collaboration, resource allocation and infrastructure support, and building healthy relationships with stakeholder. The results imply that with theories of social support, resilience, and stress and coping highlight the value of specialized support systems in assisting educators in successfully navigating the challenges of teaching mathematics using technology. [ABSTRACT FROM AUTHOR]

Background & Objective: The COVID-19 pandemic has impacted medical education worldwide with several opportunities and challenges. This study aims to provide an overview of medical education's opportunities and challenges according to the experience of the COVID-19 pandemic in order to guide future endeavors in conducting the teaching-learning process in post-COVID era support. Material & Methods: In this systematized review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, databases of PubMed, Cochrane, Scopus, Web of Science, and Eric, in addition to Google Scholar as a search engine, were searched to retrieve relevant original peer-reviewed, review, editorial, and commentary articles published from Dec 2019 to the end of Sep 2022. Results: As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). On the other hand, post-COVID medical education opportunities have been grouped into four main categories, which are teaching and learning processes, psychological impact, accessibility and education equity, and management and administrative affairs. Post-COVID medical education opportunities also consist of four main categories: teaching-learning process, psychological impact, accessibility and education equity, and management and administrative affairs. Conclusion: Changes in teaching and learning processes in medical education caused by the COVID-19 pandemic created opportunities and caused important challenges that should be considered in the post-COVID era. In this regard, blended learning with the integration of technology using a flexible approach could be an effective recommendation.

This article aimed to investigate how much participatory management techniques aid in enhancing primary school governance. The main question of this article is, “To what degree do principals practice participative management in primary schools’ governance in the Tshwane-West District?’’ In this article, the quantitative methodology was applied. Information on the post-positivistic and interpretivist viewpoints was gathered via a questionnaire. The information in the questionnaire was strengthened by thoughtfully applying the knowledge gleaned from the literature review. A pilot study was conducted to validate the questionnaire. The triangulation of data from sources like literature reviews and questionnaires was the main method of reliability used in this study. All primary school principals (n=98) in the District of Tshwane-West area of the Gauteng Province of the Republic of South Africa made up the research population. The data were defined using the quantitative approach, which comprised explanatory techniques, inferential statistics like factor analysis and Cronbach's alpha coefficient, and descriptive statistics like frequencies and mean scores.

In Morocco, as almost everywhere in the world, the preventive measures induced by the health crisis have forced not only urgent and massive but also radical and permanent changes in school practices. Therefore, digital technology has been introduced as the most appropriate outcome to ensure pedagogical continuity. Apprenticeships and classes, which until then were entirely provided in person, were suddenly turned into an educational model that alternates face-to-face and virtual self-learning courses, at a distance, hence the concept of “hybrid” teaching. Given its abrupt and hasty nature, much has been said about this “hybrid approach”. Some may see it as a fantastic opportunity to promote ICTs, but most consider it very random and even chaotic. With that being said, the following contribution aims to study the hybridization of FLE teaching/learning as it has been implemented by some high schools in Kenitra during the pandemic (school year 2020/2021) to analyze its effects and main factors, before giving suggestions to improve and take full advantage of this learning system.

The educational landscape is undergoing a transformative shift from conventional teaching methodologies towards experiential approaches, such as flipped classrooms, case-based learning, and university challenges. This paradigm change spurred our investigation to evaluate the influence of university challenges on students' attitudinal development, alignment with future roles, and job satisfaction, aligning with Sustainable Development Goal 4: Quality Education. To achieve this, we devised a questionnaire and a personality test administered to two datasets of Engineering and Management students commencing in 2022. The first questionnaire integrated 249 items from the International Personality Item Pool (IPIP) and dimensions from the O*NET workstyles database, focusing on psychological constructs and job profile characteristics, contributing to the advancement of SDG 4's goal for inclusive and quality education. The second questionnaire covered various occupational dimensions. Our findings revealed a positive correlation between participation in university challenges and analytical thinking and innovation, demonstrating the potential impact of experiential learning on crucial skill development. However, job satisfaction seemed to be influenced by multifaceted factors, with no discernible impact stemming from contest participation during academic studies. This study quantitatively underscores the influence of experiential teaching methods, particularly challenge-based learning, within the context of SDG 4, shedding light on how these approaches significantly shape students' attitudes and perspectives. In the realm of education, the adoption of diverse teaching methodologies, such as collaborative teaching methods, learning factories, and active learning, has been on the rise, enriching the learning experience in university classrooms. Our research delves into the impact of integrating optional university challenges within Engineering and Management courses and their correlation with improved academic trajectories and enhanced job prospects. These findings carry significant implications for the evolution of university teaching methodologies and the definition of occupational profiles in the field of Industrial Engineering, offering valuable insights for business assessments in line with SDG 4. [ABSTRACT FROM AUTHOR]

Introduction. Education is important for developing the competence and career of librarians, including women librarians. Currently, opportunities for continuing education are increasingly widespread for all professions. However, female librarians still often experience obstacles in continuing their Master's education both due to family and other factors. This study aims to determine the opportunities and obstacles of female librarians in continuing their Master's program studies to improve their competencies and careers. Method. This is qualitative research with a descriptive approach. Data collection techniques through interviews, observation, and documentation studies. Informants are 8 female librarians who are currently pursuing a Master's education in Yogyakarta. The collected data will then be analyzed descriptively, including data reduction, presentation, and conclusions. Discussion. Women librarians have opportunities for career advancement, academic skill development, and librarian competence improvement. In addition, female librarians face several challenges, including financial ability, adaptation to scientific standards, and family management. Conclusion. Increasing abilities and expertise is the main factor for female librarians to continue their master's education. The challenges faced come from internal and external factors of their environment. [ABSTRACT FROM AUTHOR]

This paper investigates the complications experienced by Switzerland and Spain in administering the European Charter for Regional or Minority Languages (ECRML). The Charter is a vital legislative instrument for defending the varied languages across Europe. The paper digs into the problems encountered, including concerns with ratification, sociolinguistic obstacles, resource limits, and linguistic variety. The research highlights the need to maintain language rights while encouraging multilingualism. [ABSTRACT FROM AUTHOR]

The purpose of the research is to reflect on education in the perspective of ideology, which is an analysis of the contrast between realism and idealism; This research is an analyticalinferential method and in the form of a qualitative research.In this research, after explaining and explaining the ideology, the challenges of education in the present era were investigated and analyzed.According to the theoretical foundations, it can be assumed that, in case this thinking dominates the educational system, on the one hand, the goals, content, and even the method of education with foundations (science, religion, and philosophy), due to the dominance of pale ideology, and on the other hand The inconsistency of members and educational elements with the manifesto - in some cases - will make even the goals of the ideology not to be achieved .In fact, the polarized schemas of the special group will control the knowledge and social attitude of the activists in the field of education, and by presenting and implementing mental models, it will guide the discourse and actions of the activists in this field, and in case of disharmony, Incompatibility has formed and education is doomed to stagnation.In this regard, the demonstration of the teacher and inclusive of dissent in order to protect himself in the system, and the cost of identifying and keeping him on the manifest rail by the government, will take the energy of the activists in the field of education, and our polarized belief (positive) and They (the negative), will form a rebellious mentality.Finally, based on theoretical foundations, a change in the dominant ideology of a country may occur with the change of governments and parties, but getting rid of ideology in today's world is a self-deception. The concept of education in this field should be learned and be able to live in this challenge. The compatibility of education elements, the manifesto as a capacity and avoiding the definition of the same manifesto as content and finally not reducing the manifesto to individual ideas, can lead to success in the field of education. [ABSTRACT FROM AUTHOR]

The demands on educational managers in medical universities are growing as a result of organizational transformations in healthcare, the increasing complexity of healthcare services, and evolving concepts in medical education, such as new teaching methods, assessment, and learning approaches (1). These demands aim to enhance the quality of medical education and provide better healthcare services to the community. To meet these needs, various strategies are proposed. It is essential to have education development centers (EDCs) and Educational Development Offices (EDOs) that are responsible for guiding and improving the quality of educational activities in universities (2). Studies have shown that the presence of EDCs has led to the improvement of educational quality in medical science universities (3). To manage the quality of educational development activities across all educational institutions within universities, EDOs operate as the executive body of the EDC within medical schools and educational centers. These offices have defined some responsibilities at the conceptual, executive, and supervisory levels to guide the development of educational quality in faculties and teaching hospitals. However, can these offices cope well with these huge tasks? Educational Development Offices face various challenges that reduce their effectiveness in fulfilling these responsibilities. The major known challenges that EDCs and EDOs confront in performing their roles for the development of medical education within medical universities include inadequate familiarity of planners, policymakers, and faculty members with education as a specialized field; inadequacy of educational strategies and programs at universities; issues related to student evaluation of professors and communication of the evaluation results to faculty members; attention to differences in teaching experience and background among faculty members in conducting faculty development programs; supervision of implemented teaching methods by faculty members; and the adoption of various electronic teaching methods. Among the other challenges, one can mention multiple organizational roles of faculty members and the justification of the importance and responsibilities of EDOs by college/hospital administrators and even some EDCs (3-5). The results of conducted studies demonstrated that challenges arising from a lack of scientific awareness or organizational importance are fundamentally significant. These challenges include limited familiarity of educational planners and policymakers with the science of education, as well as an absence of profound understanding by college/hospital administrators and even some EDOs and EDCs of the importance and responsibilities of educational development offices. University faculty members face serious challenges in managing these offices due to their multiple organizational roles and responsibilities within the university. For instance, clinical faculty members should manage hospital-based educational development offices, which, in addition to their educational, clinical, and research roles, present some difficulties. Performing this task becomes more challenging when hospital administrators fundamentally do not believe in the necessity of these offices for improving the quality of the hospital. Considering the increasing complexity and multidimensionality of educational processes in medical universities, and based on existing evidence, it is doubly important to support the readiness of collaborating faculty members in educational development offices to fulfill leadership roles and embrace managerial responsibilities, while also creating motivation to engage in practical and complex issues related to enhancing learning quality. Emphasizing formal and informal training programs within organizations and raising awareness among influential individuals in the education field can be useful in addressing these challenges. Enhancing management and leadership skills through relevant empowerment courses will lead to a change in the perception of leadership roles; gaining awareness of the organization's impact on educational leaders' performance, organizational mission, and commitment to fulfilling them; self-awareness of strengths and weaknesses; increased motivation and self-confidence in assuming leadership responsibilities; increased knowledge of leadership concepts, principles, and strategies; changing one's leadership style; and embracing new leadership roles and responsibilities (6). Focusing on the quality of medical education is at the core of the responsibilities of educational institutions, and to achieve this, it is required to establish and strengthen organizational mechanisms, including the creation and enhancement of educational development offices in faculties and hospitals. Paying attention to the challenges faced by these organizations and striving to address them will significantly enhance the quality of education. To overcome these challenges, the engagement and commitment of all beneficiaries within universities, including administrators and faculty members, are required.

The supporting idea of this work is to facilitate the acquisition and education of some violinist skills at the level of beginner pupils, using their little musical “creations”. The experimental study was implemented by the practicing students, within the activities of the “Pedagogical Practice” discipline.

Background & Objective: Following the COVID-19 pandemic, virtual education was adopted as the only way to prevent the cessation of educational processes. This study aimed to identify the challenges experienced by faculty members and students of the faculty of Nutrition and Food Technology, Shahid Beheshti University of Medical Sciences, during the COVID-19 pandemic in Tehran, Iran. Materials & Methods: In this cross-sectional study, 218 students from all levels and 31 faculty members participated. Data were collected from February through March 2022, using two separate online questionnaires for students and faculty members to investigate potential problems and challenges in various educational areas. The results of the completed questionnaires were recorded in an Excel file and then transferred to the SPSS software (version 21) for statistical analysis. Results: Students were moderately satisfied with the quality of virtual education (P=0.02). Challenges related to “educational strategies” were the key challenges experienced by the students. Undergraduate students faced the most challenges (P=0.001). From the faculty members’ perspective, challenges related to “technical problems of virtual education” were the most important ones. Both faculty members and students viewed the challenges related to “policy-making, planning, and regulations” as the least important obstacles. Conclusion: This study showed that the capacity development of students and faculty members to develop educational strategies and improving infrastructure to overcome technical problems in virtual education is probably the most important factor that needs to be addressed within the educational system.

The article talks about the need to develop critical thinking among students in general, and, in particular, considers the issue of developing critical thinking of students in foreign language classes, using the example of German language classes. It is emphasized that since the beginning of a full-scale war, this issue has gained considerable importance, because a critical way of thinking makes it possible to analyse the information received, make the right decisions, resist information pressure, and be tolerant of the opinions of opponents. The purpose of the article is to reveal the need for the development of critical thinking in students during foreign language classes in institutions of higher education, as well as to analyse the peculiarities of the implementation of some methods and forms of education that ensure the development of critical thinking in students during foreign language classes using the example of German language classes. The work uses both general scientific and linguistic research methods, namely: theoretical (analysis, synthesis and generalization of the latest research and publications); empirical (observation of the educational process); experimental (studying the results of students’ activities). The article defines the concept of “critical thinking” and analyses the latest research and publications on this issue. Three stages of development of critical thinking are characterized: challenge, implementation, and reflection. The methods and forms of development of critical thinking are considered, namely: discussions, disputes, and debates, role-playing games, press conferences, talk shows, etc. Some of them are analysed. The role of the teacher in this process is emphasized. There are five rules of a creative teacher. An authentic textbook on the German language is offered, which, according to the authors, contributes to the development of critical thinking in students. Word games in German are offered, which also contribute to the development of critical thinking. It is noted that mastering the habit of critical thinking has many advantages, including a deep understanding of one’s own values and needs, the ability to make quick decisions, the ability to resist information pressure (which is very powerful nowadays), as well as a tolerant attitude to the opinions of others. The successful implementation of critical thinking development technology during foreign language classes in institutions of higher education contributes to students’ acquisition of skills and knowledge that go beyond the subject of a foreign language. Critical thinking gives not only comprehensive knowledge of a set of topics, but also forms a special worldview, helps to find out the causes of the origin of such knowledge, and forms the ability to predict consequences. During the practical use of this technology in German classes, we managed to activate the educational process, arouse students’ interest in studying certain topics, and increase motivation. Students learned large volumes of information without boredom and fatigue due to the variety of tasks. In the conditions of joint creative work, partnership relations were formed between the students and the teacher. It is emphasized that the introduction of technology for the development of critical thinking will help students determine themselves in their personal, professional, and social life, and will increase their competitiveness in the global labour market.

This study investigates the challenges ahead of education during the corona pandemic by pursuing an analytical and inferential research methodology. Education has been sometimes controlled by governments, churches, modernity, and, in recent ages, ideologies, while it is apparently constrained by the coronavirus at present. According to the analysis of this research, education has not only been influenced by the lack of facilities at Corona days but also controlled by the reflections inherited from the pre-corona period. That is, education faces challenges when an educational system and its activists enter this interim with their pre-corona mentalities pertaining to education. In fact, whenever self-control is not already taught and thus not practiced, individuals’ agencies are neglected, and hence controlling perspectives govern the normal conditions of education, this system can experience intricacies. Therefore, explaining and perceiving educational goals, rethinking and developing new narratives of education, and reviewing the meanings and concepts of the class, teacher/learner rights and responsibilities, attendance, parents’ challenges as nonprofessional assistants of education, and, ultimately, agency-based evaluation are the factors whose accentuation pave the way for leaving behind these challenges.

Designing strategies and challenges of entrepreneurship education Model in the junior high school in Iran with a synthesisAbstractIntroduction: The present study aims to combine the extensive literature on entrepreneurship education in junior high school to provide an integrated framework for presenting strategies and challenges of entrepreneurship education. Methods:This research is applied in terms of purpose and has been done with a synthesis qualitative method. The statistical population of all studies conducted in the period (2003-2020) and conducting semi-structured interviews with experts in the field of entrepreneurship education in Is Iran. Therefore, 1500 researches in the field of the subject were evaluated and finally 122 articles were purposefully selected and in the second step, 22 people were interviewed until the theoretical saturation was reached. By analyzing the content and composition of the relevant literature and implementing the interviews conducted, by open, pivotal, and selective coding methods, a total of 700 concept codes, 128 categories, and 9 key categories were selected during the search and systematic process. Result:The results of the analysis showed that the most important key categories identified in the challenges section include, lack of necessary prerequisites for entrepreneurship training, structural challenge of the education system, challenge of implementing entrepreneurship training, output challenge and final evaluation and key categories in the section. Its strategies include the way for education with an entrepreneurial approach, designing and developing an educational program with an entrepreneurial approach, integrating national and international education strategies with an entrepreneurial approach, changing the approach of regular schools to schools with an entrepreneurial education approach, synchronizing and externalizing activities has been entrepreneurial.Conclution: Finally, using the obtained information, a model was presented to explain and compile a comprehensive model of entrepreneurship education for the junior high school. Finally, a model of challenges and strategies for entrepreneurial education was presented.Keywords: Challenge, Strategy, Entrepreneurship Education, Junior high school.

Background: Challenges in the field of education show their deconstructive presence and have a dramatic and sometimes negative impact on students' psyche, ethics and behavior. The impact of methods, practices and changes, the education system faces many challenges in various fields such as educational-ethical challenges.Objectives: The present study examines students' experiences of facing the educational-ethical challenges of depression and suicide.Methods: The research method is qualitative and has been done using phenomenological method. The statistical population of this study includes all female high school students in Ahvaz. After identifying the educational-ethical challenges, 20 students were purposefully selected for the interview according to the available samples in the field of depression challenges and suicide (suicide attempt). In the field of saturation depression challenge after 12 people and in the suicide challenge (suicide attempt) after 13 people saturation. Identification of educational-ethical challenges is in accordance with the reports sent by Ahvaz District 2 school counselors to the counseling core of that district. The three-step recour method was used to analyze the interview data. The steps include raw reading or simple comprehension, structural analysis, and total interpretation.Results: Includes 5 main themes of causes of depression, methods of coping with depression, main causes of suicide, pretending to attempt suicide, students' feelings about suicide and 14 sub-themes.Conclusion: Students face many educational-ethical challenges. Challenges that are not rooted in their subconscious thoughts, but are rooted in untested assumptions and misconceptions.

Teaching and learning activities had shifted to online classes due to Covid-19 pandemic outbreaks. Hence,primary school teachers in Indonesia encountered several challenges with the unexpected changes inEnglish face-to-face classroom interaction to online learning with digital platforms. This study exploredthe challenges faced by four Indonesian EFL primary school teachers in implementing online learningand teachers’ solutions to the challenges. A qualitative study with a phenomenological approach was usedas the research design, and the data collection was obtained through observation and interview. Thisstudy showed that teachers found online English Language Teaching (ELT) activities more difficult thanface-to-face classrooms due to some challenges. The technical issue became the first challenge faced bythe teachers since both teachers and students needed an internet connection and device management.Secondly, most teachers found it difficult to implement various teaching methods in online learning. Theother reasons were that enhancing students’ engagement required more effort, and assessing students’English development took more work than in the face-to-face classroom. The implication of this researchis for teachers and students as it may help them address and generate new insights about the challengesand solutions in online classrooms. Furthermore, it highlights specific areas for future research.

The supporting idea of this work is to facilitate the acquisition and education of some violinist skills at the level of beginner pupils, using their little musical "creations". The experimental study was implemented by the practicing students, within the activities of the "Pedagogical Practice" discipline. [ABSTRACT FROM AUTHOR]

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In this study, a Delphi survey was conducted to generate the framework of a mathematics competency, called Attitude and Practice. Sixteen participants in the two consecutive rounds of the Delphi survey included mathematics education expert in student affect or educational psychology, and in-service mathematics teachers with a master’s degree or higher. We first established the definition of Attitude and Practice and identified their components while securing validity evidence from the Delphi survey results. Attitude and Practice are the competency to engage in mathematical activities with the joy and passion of doing mathematics as an individual or a group. Next, we characterized the components of Attitude and Practice as follows: (1) pleasure of learning mathematics, including interest, self-efficacy, and meta-affect (2) passion for mathematics including perseverance and seeking challenges, (3) doing mathematics together, including resolving conflicts and motivation for collaboration, and (4) global citizenship and enjoying mathematics culture. We defined and validated the specific components with the literature review and the Delphi survey responses. The results of this study will serve as a foundation of research to develop scenario-based assessments for students’ attitudes and practices. Furthermore, the framework established in this study can provide insights into the evaluation of mathematics competency of Attitude and Practice regarding Korean mathematics educators who have experienced difficulties in defining and assessing Attitude and Practice.

The prolonged pandemic conditions experienced by the world forced changes in various aspects of life and unwittingly formed a new "culture" in the world of education that tended to lead to academic procrastination. This study aims to examine the continued impact of procrastination that affects gadget addicts. This study used a quantitative approach with Christian religious high school students acting as research respondents. Data was obtained using random sampling techniques with a total sample of 100 people. Students who were respondents were active students in lectures and at the same time active in using gadgets. The research instrument used is in the form of a questionnaire with a focus on academic procrastination and the potential of gadget addicts. The results of research in the field show that the influence of academic procrastination on gadget addicts is 51.6%.

The purpose of this research is to find out the challenges of Islamic education in facing the era of the industrial revolution 4.0. The type of research used is library research. While the data obtained is a descriptive narrative about Islamic education. The results of the study show that there are three things that must be utilized by educators in the Revolution 4.0 era, including the Internet of things in the world of Education (IoT), Virtual/Augmented reality in the world of education, and the use of Artificial Intelligence (AI). Islamic religious education teachers are required to have high competence to produce students who are able to answer the challenges of the Industrial Revolution 4.0. So an Islamic religious education teacher must have principles in the learning process, including; Learning Process, Active, Innovative, Creative Effective, efficient and educative, and fun (PAIKEM) and the ability to integrate technology into learning.

This article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods. [ABSTRACT FROM AUTHOR]

The study determined the home quarantine challenges and psychological status of Bangladeshi University students in the COVID-19 pandemic break-out. The study also looked into the impact of home quarantine challenges on the psychological status of the student. A well-structured questionnaire was created and circulated to respondents through various social media platforms and utilized the snowball sampling technique. A total of 250 graduate and undergraduate students were taken as respondents of this study. Statistical Packages for Social Science (SPSS) software was used to complete the data analysis procedure. The findings of the study show that the most noteworthy home quarantine challenges for Bangladeshi University students are the lack of awareness of home quarantine advantages (82%), insufficient financial support from their families (78%), and unsatisfactory medical support (77%). Also, home quarantine challenges are positively connected to psychological status (r=.364**) and it had a significant impact (β=.287, p

Digital transformation of higher education institutions (HEIs) is of paramount importance in today’s technology-driven world. However, there are numerous barriers that hinder the successful implementation of digital transformation initiatives in HEIs. In this article, we identify and classify these barriers based on a systematic literature review. The findings reveal twenty distinct barriers that inhibit digital transformation in higher education. These were then organised into six broad categories, namely environmental, strategic, organisational, technological, people-related and cultural. The study provides a comprehensive understanding of the barriers faced, facilitating the development of effective strategies and interventions. Our analysis provides valuable information for higher education institutions, policy makers and stakeholders involved in digital transformation initiatives.

The pandemic caused by COVID-19 has generated unprecedented crises in various areas. Education was affected causing the massive closure of institutions in order to avoid and mitigate the spread and impact of COVID-19, in that sense, the adaptation of the face-to-face modality to the virtual one. This research includes the bibliographic review that seeks to analyze and organize various theoretical contributions, visualizing the impulse in the improvement of the procedures that University Education in pandemic entails. Distance education studies, virtual environments for learning, COVID-19 and higher education in pandemic were incorporated using databases such as Google Scholar, Redalyc, Dialnet, Scielo. Documents were selected between 2016 and 2021, exclusion criteria were used and the studies that responded to the concerns regarding the topic to be investigated were qualitatively analyzed. The results reveal that Virtual Education has the adequate support to continue with the educational demand; since it allows the development, interaction, construction, and socialization of knowledge by exchanging knowledge, ideas and experiences among the actors. [ABSTRACT FROM AUTHOR]

The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students. A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective. Keywords: teacher talk, perception, challenge, language choice, primary level

This paper was written at the same time that the annual language and culture seminar of Hellenic Culture School Switzerland was being held in Greece. That was a felicitous coincidence, since it allowed the observation and interpretation of the students’ learning behaviour and their target language interactions within its native environment. This short immersion into authentic language and culture input was welcomed by students of all proficiency levels as a challenge and call for participating in a new, enriched learning activity performed within a natural, real-life situation and hence, a more purposeful and meaningful communication context. Students were led to a self-directed reception and assimilation of language input, applying their own strategies, experiences or intuition. This attitude of students, normally deprived of a native language environment, reflects the need to incorporate authentic materials in L2 classes based on their ability to function as substitutes for the native environment, which is missing, and on their potential to become vehicles for language progress, pragmatic and cultural awareness. The importance of authentic texts in language learning has been discussed by theorists in applied linguistics and language learning throughout the 20th century but with the development of the communicative approach and task-based learning it has become a leading feature of language teaching materials. This paper explores the development of task authenticity in the selection of language teaching materials in class and examines the arguments for their use, based on the analysis of culture, currency and challenge.

The circumstances of the Covid-19 pandemic that took place since March 11th, 2020 in our country also changed the directions of both education and learning process, making the transition from classroom learning to online learning, the so-called E-learning. The same as the main didactic teaching factors: students-teachers and parents who were preoccupied with what would happen to the learning process, as well as relevant institutions such are: Municipal Directorates of Education and the Ministry of Education, Science, Technology and Innovation immediately intensified measures against this urgent need which was not coming to an end to train teachers and provide the most adequate solutions so that students can continue learning online. Consequently, the purpose of this paper is to highlight some of the challenges faced by teachers, pupils and students during online learning and which have been and continue to be the most used platforms by them in the online learning process. The paper is quantitative and descriptive-analytical and aims to understand the willingness of schools and teachers to work in a hybrid way in the nearest future after overcoming the pandemic: classroom and online learning. The sample of this paper includes 100 respondents: teachers, students and pupils surveyed online from 12 cities of Kosovo. Questionnaire data were reviewed in SPSS program. [ABSTRACT FROM AUTHOR]

This study aims to find out whether there is significant difference of pedagogical challenge and resilience between English elementary, junior, and senior high school teachers or not; and to find out the correlation between teachers’ pedagogical challenge and teachers’ resilience. This study is quantitative research. Two kinds of questionnaires were administered to find out data about pedagogical challenge and resilience. Sample of this study was 84 English teachers consists 11 elementary schools teachers, 52 junior high schools teachers, and 21 senior high schools teachers. Data was analyzed by using descriptive statistic, t-test significance and Pearson correlation. The findings show that: (1) there is no significant difference of pedagogical challenges between elementary, junior, and senior Islamic school teachers, (2) there is no significant difference of resilience between elementary, junior, and senior Islamic school teachers, and (3) there is no correlation between teachers’ pedagogical challenges and teachers’ resilience.

The rapid growth of distance education within higher education has been encouraged particularly during school closure. This study was conducted within a consortium public university aiming to investigate the challenges faced upon the inclusion of e-learning approach during the Covid-19. This study is using a quantitative descriptive approach. One hundred and five (105) students registered in the undergraduate programs and thirty-seven (37) teaching staff of the public teaching colleges participated in this report, and the final number of participants was 142. Data were collected on a random basis and the results were analyzed using SPSS. Although this effort was made, a number of limitations was experienced, and showed by 62 (59%) of students that reported a financial crisis, 26.7% students and 8.1% facilitators with a limitation to connectivity, 37.1% students could not benefit e-tutorial practice whereas 13 (35.1 %) moderators could not be able to facilitate students remotely, the participants that could not effectively access the recommended e-learning platforms, 35 (33.3 %) students and 6 (16.2 %) facilitators. The overall observation showed that the e-learning-teaching strategy promoted the continuous schooling from home, but students from disadvantaged families and/or rural areas in particular experienced various limitations.

The purpose of this study is to determine the challenges of pesantren during global currents; to find out the aspects that strengthen the continuity of the pesantren; and to find strategies for dealing with global challenges. The approach used in this research is qualitative with library research. The data were collected through references related to central themes. To analyze the data, several techniques were conducted such as data reduction, data presentation, and verification. The results showed that 1). The challenges of Islamic boarding schools during global currents can be in the form of thought, culture, science, and technology, as well as competition in various fields; 2). Aspects that strengthen the continuity of the pesantren to traditions and culture which are steadfastly and istiqamah fought for and preserved; 3). The pesantren's strategy in facing global challenges is to sort out every global progress by taking what is useful and removing what is harmful. Education in this Muslim-majority country has large and important role in the whole Indonesia human development. The existence of education is the pillar of science and knowledge building that is able to lead society towards development and progress. The development and progress are born and appear in the middle of people's life becomes a necessity. Occurrences that simply cannot be expected when people underestimate and ignore education. The presence of pesantren as a representation of Islamic educational institutions cannot be circumvented. Pesantren, in the Indonesian dictionary, is an indigenous Islamic institution. But over time, tough challenges began to appear.

The authors focus on the controversial situation of a large number of theoretical and practical works on psychological aspects of education, the high importance of hardiness for productive life of individuals in modern society and the absence of works exploring how parents influence the formation of hardiness in their children. The paper presents results of the study of the relationship between hardiness in young male and female students and the features of their subjective childhood image of family and current attitudes of their parents. The sample of the study was 119 students (43 males and 76 females).Methodological support of the research included the following: Hardiness test (Hardiness Survey by S. Muddi, adapted by D.A. Leontiev); two scales of the BIV questionnaire (Biographisches Inventar zur Diagnose von Verhaltenstörungen) revealing the nature of childhood image of family; the Operationalized Psychodynamic Diagnostics technique assessing the key aspects of relationships. The results of the study showed that the level of hardiness in the subjects is closely related to the nature of their childhood images of family: the more positive the image is, the higher the hardiness. The relationship between hardiness and the current attitude of parents has both common and gender-specific trends. Parental care and high interest in preserving the child’s attachment impede the manifestation of hardiness in the young people. The gender specifics of those aspects of parental attitude that promote hardiness does not coincide with the generally accepted patterns.

To enhance the teaching-learning process in Social Studies, this study explored the challenges and problems encountered by the new graduate Social Studies Teachers’ at the selected private schools in one of the provinces of the Philippines. Using the qualitative methodology, the researchers interviewed five (5) participants who were purposively selected using the identified criteria. A series of procedures were employed that helped to code and categorize the details of participants’ narratives and stories. To get the themes of their accounts, the analyses of meanings were performed. Findings revealed five (5) important themes that may help teachers and educators to enhance the Social Studies Education. Finally, a discussion of concepts and major recommendations was presented in light of the recently established facts from literature and studies.

Higher education is the center of civilization in modern society. Universities become centers for the development of science and technology. Higher education is a place to shape the character, personality, independence, and skills of human resources in Indonesia. It is the community in the university environment that will lead the direction of national development in the future. Indonesia, which consists of islands, requires a unifying language to communicate in all corners of the country. Indonesian as the national language, which was confirmed at the 1928 Youth Pledge, was able to become a unifying language for the nation. The era of globalization has an influence on the use of Indonesian in communication. The existence of globalization of course has an impact on world communication which requires an international language to exchange scientific information. This is a challenge for the Indonesian language to remain the identity of the Indonesian nation. Pride in using foreign languages ​​in communication and lack of pride in their own language will trigger the erosion of national identity. Character education that has the personality of the Indonesian nation must be instilled in the younger generation so that national identity is maintained.

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Abstract This paper reports an action research that aimed to examine how the author’s weekly use of reflection and questioning instructional methods affected learners’ learning in an online graduate class at a midwestern public university in the USA. The author employed the asynchronous online discussion on the discussion board in Blackboard for learners to complete course assignments. Specifically, the online instructional approach started with learners’ initial written reflection posts based on the assigned readings and personal experience, then followed by the instructor’s challenging questions based on the Socratic method and learners’ written responses to those questions. This method included discipline-specific questioning, creating a community where learners replied to the instructor’s and learners’ questions through modelling and facilitation, and promoting the instructor’s thinking-encouraging approach. The results of both quantitative and qualitative data indicated that the use of the reflection and questioning methods was effective in engaging and challenging online graduate learners. International implications across the discipline will result from the study.

Public education over the years goes through different barriers, and it is up to the decent to adapt to different educational contexts, added to the different socioeconomic challenges of the students, allowing a disassembly in the geography classes. This article has as main objective identified the problems of learning in the discipline of geography aiming to understand as the main barriers faced by students with a hang on the analysis of the way students emerge a discipline of geography, anticipated perspective, as researchers seek to propose a solution of ideas. A methodology, such as Demo (2004), Freire (1996) and Trindade (2007) with applications of questionnaires to students, field observation and informal interviews. The results reveal that factors such as bulling, racism, and traditional methods, discourage students in geography classes. We consider that there is a need for reformulation in teaching conditions and a creation of better teaching methods that involve a motivation and provide a possibility for students to see a geography as a transforming discipline without regard to the construction and deconstruction of knowledge.

The present paper intends to give an overview of how students and lecturers of the Faculty of Social Work at Universidad de Castilla-La Mancha (UCLM) experienced and faced the effects of the Covid-19 pandemic. Throughout the paper, it will be explained what measures were taken, the effects that these measures had on the academic community, the challenges of becoming digital for most of the lecturers and students. The paper will conclude by reflecting on the new opportunities that the context paves the way for, and the insights gained, lessons learnt and ideas to put in action for the future. [ABSTRACT FROM AUTHOR]