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Each subject needs learning materials, so that each professor prepares lectures and exercises himself. We posted our materials on Moodle platform and on e-library system. At e-library we upload our books and scripts for the subject, but on Moodle we have freedom to post videos, some simulation, open codes, images, text documents, ppt presentations. The students also have the freedom to search and find additional learning materials such as text documents, videos, and images with the aim of making it easier to master and understand the lesson. For that purpose, we had some discussions with our students to define what and how they prefer to learn. We need that discussion because we appreciate the opinion of our students to prepare better learning materials. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University 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 definition and structural-content description of basic competences of teachers in a normative document presenting the state requirements for the qualification “teacher” in 2021 is a challenge for higher schools in Bulgaria how to practically apply the competence approach in the training of future teachers. The present study is the first that aims to survey the opinion of students studying pedagogic disciplines in relation to the main competences of teachers such as: teaching, relationships with students, relationships with other pedagogical professionals, leadership, work with parents and family community, educational work, work in a multicultural and inclusive school environment. The results illustrate the importance of students' awareness of the teacher's basic professionalpedagogical competencies, including the implementation of reflection in relation to their content components. [ABSTRACT FROM AUTHOR]

The objective of this paper is to identify the key challenges of digital transformation in higher education, based on the practice of the University of Ruse “Angel Kanchev”. The issues are to present the experience of the Faculty of Business and Management (FBM) in distance learning and conduct a comparative analysis of students' opinions. Overall, the students perceive the educational process organization in the Faculty as striving for optimal quality at minimal costs. However, it is observed that some respondents are not familiar with basic academic terms, despite the University of Ruse's efforts in providing resources such as “First-year Students Guide” and support from the academic staff. The identified key challenges of digital transformation in higher education, particularly within the Faculty of Business and Management at the University of Ruse, are primarily due to human factors rather than technical, technological, or other ones. [ABSTRACT FROM AUTHOR]

During the last decades of the communist regime in Romania, at "Alexandru Ioan Cuza" University of Iasi, Romania, a marvelously unexplainable event occurred, with considerable impact in the fields of academia and mass-media. In a paradoxical way, freedom of writing became possible, during the 1970s and 1980s, in the editorial office of the "Students' Opinion", a journal edited by the Union of the Communist Students' Associations from Romania (UCSAR). The members of the editorial staff, all of them teachers and students enrolled in the universities of the University Center of the city of Iasi, built a mass-media, literary, philosophical, cultural discourse consisting of several semantic layers. An apparently innocent layer addressed the censors of the Communist Party of Romania. A subversive, anti-communist, layer addressed the readers of the journal residing in the Romanian Western diaspora. A layer of a perpetual intellectual feast of the ideas circulated among writers and philosophers in the West, in the free world. The editorial staff was constituted by the writers who formed the nucleus of the anti-communist group of Iasi (Luca Pitu, Liviu Antonesei, Liviu Cangeopol) and students enrolled in various BA programs. Most of the authors who contributed to the journal gained notoriety in the realms of mass-media and literature, in Romania, after 1990. [ABSTRACT FROM AUTHOR]

This paper explores the intrinsic qualities of library and information science teachers that convert a normal teacher into a favorite one. This study focuses on the current status of LIS education in Odisha, India. The students who belong to regular departments and the students who belong to self-financing departments are compared concerning their understanding level of LIS-related concepts. The research method is descriptive. An online questionnaire was designed with three major sections and distributed among sample students. Four departments of various universities were selected for this study. Two departments from regular and two were self-financing. A total of 112 students provided their responses, which was subjected to analysis. Major analyses like the students' reason for choosing a library and information science course, number of teachers available in their departments, and number of classes students attended per day were analyzed. In addition, the materials used by the teachers for delivering knowledge, positive characteristics of teachers, and the negative characteristics were analyzed. [ABSTRACT FROM AUTHOR]

The following paper addresses online learning in the Covid-19 pandemic and focuses on foreign language learning in the context of foreign language courses in higher education. The aim of the study is to investigate e-courses which the pandemic caused to become a substitute for face-to-face courses. Interviews were conducted with students from the University of Gdańsk and the Academy of Music in Gdańsk to find out their opinions. The research findings showed that organisation-related aspects, such as time saved, convenience or the ability to work professionally and study at the same time, were recognised as positives of online learning, while the actual educational goals, such as effectiveness, motivation and group collaboration, were seen rather as negatives of the situation. The work of teachers and their commitment were viewed positively. We did not recognise any major differences between online teaching and face-to-face interaction in this respect. [ABSTRACT FROM AUTHOR]

Environmental degradation increases the threat to ecological disaster. Thus, environmental education is crucial for disaster mitigation. This study is intended to investigate the students’ level of environmental attitude, the students’ writing performance when writing with environmental issues, and their opinion when writing about an environmental topic. The study uses a cross-sectional design. The subjects were 23 students of the Department of English at a state university in Malang, Jawa Timur, Indonesia who joined the Essay writing course. The result shows that the students’ environmental attitude fall in the moderate category, the students’ performance in writing essays with environmental topics belongs to the ‘good’ category, and the students said that using an environmental issue raised their ecological awareness and their critical thinking skills. The result also shows that most of the students can write the introduction well, make relevant topic sentences well, give a relevant explanation well, and write a proper conclusion by using a recommendation to save and protect the environment. The study implies that environmental topics can be incorporated into language classes to sharpen language skills and to nurture the care and love of nature.

Context: This research analyzes virtual environments as an ecosystem for learning activities. We accomplish this by addressing three fundamental research topics. - What are the required assets that outline an educational virtual world? What are the exploration techniques used in an immersive educational environment? Finally, what is the student's perception of using virtual educational environments? Objective: The current research intends to establish an understanding of how virtual worlds might be integrated into educational activities, as well as the technologies underlying their configuration and students' perceptions after exploring these environments. Method: This study's purpose is to conduct a systematic review based on scientific articles that give us insights into virtual tours' impact on educational environments and the most used technologies behind their configuration. Results: 2464 studies were extracted using custom strings after the first filtering process. Throughout the semi-automatic and remove duplicates process, 1252 articles gained visibility as being more specific topics for our study. 30 were selected to be included in the mapping, after three manual filter processes based on title, abstract, and content have been applied. Conclusion: From the conducted research, we outline the idea that the future of education consists of customizable, versatile approaches that include virtual environments as means of technology-enhanced learning. By reaching students ubiquitously, traditional learning methods are complemented by additional assets, that encourage learning engagement.. [ABSTRACT FROM AUTHOR]

Copyright of Lucrari Stiintifice, Universitatea de Stiinte Agricole Si Medicina Veterinara Ion Ionescu de la Brad Iasi, Seria Horticultura is the property of University of Agricultural Sciences and Veterinary Medicine (Editura Ion Ionescu de la Brad) 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.)

COVID-19 lockdowns have deeply impacted teaching programs. Online teaching has suddenly become the main form of medical education, a form that may be used as long as the pandemic continues. We aimed at analyzing how online teaching was perceived by both teachers and learners to help determine how to adapt curricula in the next few years. An anonymous cross-sectional survey of medical students, pediatric residents, neonatal fellows, and their respective teachers was conducted between June and August 2020 to assess feelings about quality, attendance, equivalence, and sustainability of online teaching programs. 146 Students and 26 teachers completed the survey. 89% of students agreed that the offered online teaching was an appropriate way of teaching during the pandemic. Less than half of learners and teachers felt they have received or provided a training of an equivalent level and quality as in usual courses. About one-third thought that this online teaching should continue after the crisis ends. Medical school students had significantly more mixed opinions on online teaching than residents and fellows did. Attendance of learners significantly improved with synchronous online classes (p < 0.001), and among more advanced learners (p < 0.002). Our study is the first of this kind to assess simultaneously the feelings of learners at different levels (medical students, residents, and fellows) and their respective teachers of pediatric on programs taught online. It showed that online programs were perceived as appropriate ways of teaching during the COVID pandemic. Further studies are, however, needed to assess the efficacy of such teaching methods on medical skills and communication capabilities. [ABSTRACT FROM AUTHOR]

This article is exploratory in its essence and aims to analyse the sustainability of universities in the case of three higher education institutions: one university from the Netherlands and two universities from Romania. The main focus is on the awareness of the sustainable university concept among students and on the perception students have about their university: do they consider their university as being a sustainable one? Why? Do they consider they are educated to act as future sustainable business persons? There is a growing interest in researching students’ perceptions on the sustainability of universities. Students are the key stakeholders; they represent the future business people, employees, managers or entrepreneurs, responsible for sustainable development. Therefore, universities have to build a “sustainable mindset” for their graduates. This research related to students’ perception on sustainable university has two phases. The first one involved a secondary data analysis, based on the online information provided by the universities, in order to assess the sustainability of these universities considering the adapted Deming spiral (planning, operating, reporting and innovating). The second phase involved a qualitative research among students from these three universities, based on focus groups, about the awareness of the sustainable university concept, how they perceive their university from the sustainability point of view and how prepared they consider to be to act as future sustainable persons. Comparisons between universities are performed. The conclusions discuss possible solutions for universities to become more sustainable, and good practices that can be shared among universities are identified.

COVID-19 lockdowns have deeply impacted teaching programs. Online teaching has suddenly become the main form of medical education, a form that may be used as long as the pandemic continues. We aimed at analyzing how online teaching was perceived by both teachers and learners to help determine how to adapt curricula in the next few years. An anonymous cross-sectional survey of medical students, pediatric residents, neonatal fellows, and their respective teachers was conducted between June and August 2020 to assess feelings about quality, attendance, equivalence, and sustainability of online teaching programs. 146 Students and 26 teachers completed the survey. 89% of students agreed that the offered online teaching was an appropriate way of teaching during the pandemic. Less than half of learners and teachers felt they have received or provided a training of an equivalent level and quality as in usual courses. About one-third thought that this online teaching should continue after the crisis ends. Medical school students had significantly more mixed opinions on online teaching than residents and fellows did. Attendance of learners significantly improved with synchronous online classes (p

This study soughts students' opinion on factors responsible for students' dropout from distance learning programme University of Maiduguri, Borno State. The study had set three research objectives to determine students' factors, course contents factors and staff/students relationship factors The target population for the study included all the 15,217 CDL students during 2019/2020 academic session. Krejcie and Morgan method was used to select a total of 550 CDL students, Factors Responsible for Students Dropout Questionnaire developed and validated by the researchers was used in this study, with reliability index of 0.64. The data collected were analyzed using percentages. Findings on course content factors revealed that poor delivery on learning management system LMS as revealed, tutors unable to organize chat, teaching online, unable to attend to students' questions, these will lead to student's dropout from the programme in CDL, course content factors; the management failure to activate students' passwords to join LMS in time also lead to students' dropout from the programme. Study also revealed that students' dropout from the programme due to poor staff/students relationship factors, It is recommended that CDL management should understand and implement the policy guiding CDL programme. One of the policy of the programme is there is no repeat in CDL programme. Résumé Cette étude utilise l'opinion des étudiants sur les facteurs qui contribuent à l'abandon de leurs études. Elle a trois objectifs de recherche en vue de déterminer les facteurs tels que ceux qui sont liés aux étudiants eux-mêmes, aux contenus des cours et à la relation entre étudiants et enseignants. La population visée par cette étude comprend tous les étudiants de l'année académique 2019/2020 au nombre de 15.217. La méthode de Krejcie et Morgan a été adoptée pour sélectionner un nombre de 550 étudiants. Un questionnaire sur les facteurs qui poussent les étudiants à abandonner les études a été développé et validé par les chercheurs a été utilisé pour cette enquête avec un index de fiabilité de 0.64. Les données recueillies ont été analysées par pourcentage. Les résultats sur les facteurs de contenus des cours révèlent une mauvaise gestion de système d'apprentissage (Learning Management System, LMS), les enseignants sont incapables de dispenser les cours en ligne et ne peuvent pas répondre aux questions des étudiants, tout cela conduit à l'abandon des programmes des FOAD par les étudiants. Le contenu des cours, l'incapacité des administrateurs à activer à temps les mots de passe des étudiants pour qu'ils rejoignent les activités sur la plateforme, ont aussi pour conséquence l'abandon scolaire. L'étude a aussi révélé que les étudiants abandonnent les programmes à cause de facteurs liés à la mauvaise qualité des relations entre les étudiants et les enseignants. Il est conseillé aux gérants de centres de FOAD de comprendre et de mettre en œuvre la politique qui régit les programmes des centres de FOAD. L'une des règles des centres de FOAD est qu'il n'y a pas de reprise de cours.

The aim of this research is to determine the classroom management skills of primary school teachers from the perspective of teachers and their students. In this study, case science pattern was used. The study group consisted of 20 students from 4 classes, 5 from each different class level selected by multi-stage sampling method, and 4 teachers who teach in these classes. A semi-structured interview form developed by the researcher was used as the data collection tool. The data obtained from the research was analyzed using the content analysis method. The study concluded that the students experienced various problems in the classroom often trying to solve problems among themselves, but these solutions were not effective. It was concluded that teachers did not pay adequate attention to the problems students experienced and teachers were not effective enough in solving the problems, and the teachers generally preferred to give physical punishment to the students. The study also concluded that students will offer solutions to the problems which are similar to the solutions their teachers offer when they become teachers in the future. [ABSTRACT FROM AUTHOR]

This paper presents the results of research of children’s attitude toward education and atmosphere at primary school – what they like, which relationships exist among students and between students and classroom teachers, which activities are available during their free time at school and outside of it, and how they understand and spend their time with others at school. The research is focused on studying personal attitude, feelings of children, as well as choice and real opportunities of different types of schools in Bulgaria. Students share their opinion and ideas of what they would have changed in their own school if they had such an opportunity. The specificity of children’s attitude towards public and private schools in the capital and large cities is especially clearly visible. Private schools applying new ideas and pedagogical philosophy are more liberal and focused on children’s style in pedagogical interaction, have more flexible organization of educational process and school life inside and outside the classroom. Students’opinion about national and private schools as well as schools located in capital, capital area and provinces differs significantly. This is due to specifics of educational environment and different quality of education in different types of primary schools in Bulgaria.

This paper discusses the effectiveness of mobile instant messaging (MIM) Line in supporting a blended learning model and elaborates students' opinion regarding the limitations of the MIM. A total of 62 pre-service physics teachers were enrolled in an introductory physics course. Line-supported blended learning was implemented in an experiment group whereas learning management system (LMS)- based blended learning was as the control group. Data were collected through test, questionnaire, and interview. The test and questionnaire consisted of 20 multiple choice questions and five open-ended questions, respectively. Meanwhile, the interview was a semi-structured interview performed through a focus group interview. The analysis results have given the information that there is no significant difference in the overall improvement of learning outcomes between the two groups. However, students in experiment group have significantly higher improvement of analy¬sis skills than their counterparts in control group. [ABSTRACT FROM AUTHOR]

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola 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.)

Massive open online courses (MOOCs) have lately emerged as an effective form of distance education. Computer science is one of those disciplines in which MOOCs are quite common. We conducted a survey to know the opinion of computer science instructors and undergraduate students on MOOCs in an Indian university in March 2018. Of the 26 instructors and 273 students who participated, 73% instructors and 87% students reported to have attended MOOCs. We found that 50% instructors and 72% students considered MOOCs to be a more comprehensive source of knowledge and 54% instructors and 76% students felt that MOOCs let students learn faster when compared to courses taught in a classroom. Moreover, 58% instructors believed that the courses they teach in classrooms can also be taught effectively through MOOCs. The instructors and students appreciated several aspects of MOOCs. However, the students had an opinion that MOOCs can augment classroom teaching but cannot replace it. MOOCs on computer programming (22%), artificial intelligence (9%), and computer networking (8%) were found to be particularly popular among the students. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the attitude of veterinary students to the use of Objective Structured Clinical Examination (OSCE) as a method for continuous assessment of the acquisition of clinical skills related to the physical examination of animals. Students undertook fortnightly two OSCE throughout a semester, after what an anonymous electronic survey was distributed before the final written exam. The results of the questionnaire indicated that students show a good attitude to being assessed frequently by OSCEs, furthermore, it also helped them not only to study and practice more regularly, but as they were told in advance in what they will be assessed on, it also helped them to be more focus on during teaching time. Furthermore, they encouraged the maintenance of the assessment method for following year and also provided some suggestions for improvement. It is therefore concluded that students show a positive attitude to continuous assessment by OSCE, which has an impact not only on the students’ learning behavior, but also on the use of teaching hours. Furthermore, students are delighted to provide feedback also on the assessment methodology, providing sometimes an insight that could have gone unnoticed to faculty, and hence their opinion should be requested.

Copyright of Sociologija/Sociology: Journal of Sociology, Social Psychology & Social Anthropology is the property of MOD International 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.)

Context: Family Health Advisory Services (FHAS) posting as well as its assessment is resource demanding but fails to enjoy priority. Study focuses on a holistic overview of the assessment process to understand need for change. Aims: The aim of this study is to identify perceived gaps in current assessment practices related to FHAS posting. Settings and Design: A cross-sectional mixed method study among all the V semester students currently undergoing assessment for the posting, past students (selected VII semester students and interns), preceptors (supervising residents -- postgraduate students in department and senior resident, health assistants, medical social service officer), and involved faculty. Subject and Methods: Self-administered questionnaire, in-depth interview, focus group discussions (two) as well as observations using checklist were used for data collection and triangulation. Statistical Analysis Used: Quantitative data used in this study were statistical measures of central tendency and dispersion. Qualitative data transcript repeatedly read to identify underlying common themes, compared to draw inference. Results: There was a lack of guidelines and communication regarding assessment. Formative assessment was not performed and replaced by one time end assessment. All components of learning were not assessed. End-posting assessment was not standardized and unrelated to learning objectives. Award of scores was skewed toward right for intervention and toward left for analysis and community diagnosis. Conclusions: There is a need to focus on proper implementation of programme to strengthen formative assessment. Assessment should be relevant to learning objectives of posting. Faculty has to lead by example. [ABSTRACT FROM AUTHOR]

Introduction: Admission to a particular institute cannot be considered as a measure of merit. In spite of hair split merits, in later stages of career, performances differ greatly from one student to another in same institution and the results of final exams differ from institution to institution. Apart from individual capacities to grasp and retain subject, something in teaching methods could be responsible for such diversity. Method: In view of above cited situation and to know the performance and evaluate the possible factors this modest study was formulated. A questionnaire was distributed amongst all willing students of all the Government medical colleges. Researchers explained about the need of anonymity in study. It was emphasized that they be honest and non-partial in answering all the questions. Discussion: This study brings out some salient features of current trends in teaching anatomy in government medical colleges of Gujarat. Conclusion: Planning of teaching methods should consider the reasonable and justifiable opinions of students. [ABSTRACT FROM AUTHOR]

Program evaluation has been recognized as an important aspect in foreign language education. It is utilized to gather information about an educational program to find out whether it is serving the purpose for which it is implemented. The main objective of an evaluation is to determine the effectiveness of a particular program or locate the components that need to be modified or restructured (Lynch, 1996). To this end the study investigated the effectiveness of the English Language Preparatory Program directed to novice university students at Ahfad University (UPP). The efficiency of the program was examined from the point of view of the students and teachers as they are unequivocally the most important stakeholders who are directly affected by various facets of the program. An important finding of the study was the negative attitude of most of the students towards the program as they indicated the inappropriateness of the program in terms of improving their ability in the four language skills and suitability of the textbooks. In addition they offered suggestions to remedy the problems. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Objectives: To assess students' opinion regarding group working, quality of learning and assessment in newly introduced case based learning at Army Medical College, Pakistan. Study Design: Descriptive study Place and Duration of Study: Army Medical College, 03 months. Subjects and Methods: In this study, students from the second year MBBS class at Army Medical College were given a questionnaire on completion of their second year of medical school (2012) regarding their opinion about CBL. The questionnaire used in this study consisted of 18 statements with Likert-type responses ranging from Strongly Agree (1) to Strongly Disagree (5). Statements were grouped using 3 categories: Group working, Quality of Learning and Assessment. Results:Process of learning through group work and problem solving as a learning tool was appreciated by >80%of students.Also, >84%acknowledged that CBL has prompted them to come well prepared in the session and has helped them in improving their understanding of key concepts.>83% students opine that their efforts in CBL discussions are being evaluated fairly. Conclusion: Feedback from the students clearly asserts superiority of CBL in imparting knowledge, cultivating the habit of self-learning and inculcating skills of group discussions which is in consistence with the published literature. At the same time, weak points highlighted by the students need rectification. [ABSTRACT FROM AUTHOR]

The current study presents part of the results of a pilot study that aimed the development of a profile for a teacher that is appreciated by school and university students. For the investigation, a 40 items questionnaire based on literature was used. The questionnaire was applied to 76 subjects (school and undergraduate students). The results highlight few differences between the school and the university students' opinions regarding the personal and professional characteristics of the teacher. The experience, the good intention, the big amount of knowledge and the capacity of admitting a mistake are some of the qualities valued by the vast majority of the subjects while the superiority attitude of a teacher generates differences between school and university students, the school students admitting this attitude in a higher percentage than university students. The results of this study suggest a necessity for educating teachers so that they fit the expectations of their students. [ABSTRACT FROM AUTHOR]

Copyright of Humanitas: International Journal of Social Sciences / Uluslararasi Sosyal Bilimler Dergisi is the property of Humanitas: International Journal of Social Sciences 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 aim of this study is to determine the opinions of fourth grade Social Studies students, that are taught with the usage of newspaper, about using newspaper in education. To solve the research problem; semktructured interview forms for taking opinions of students after education were used. As a result of the study, the opinions of group on using newspaper in Social Studies are mainly positive. All students interviewed indicated that using newspaper in the course improved their reading and reading comprehension skills All students interviewed indicated that using newspaper made them enjoy the lesson and nearly all students interviewed indicated that they did not have difficulty in using newspaper in lessons and that newspapers could be used in all lesson [ABSTRACT FROM AUTHOR]

Copyright of Man & the Word / Zmogus ir zodis is the property of Vytautas Magnus University 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.)

Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental Science disciplines in tertiary institutions of the world as a 'greening' strategy for fostering global environmental stewardship necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village today. However, there is no study on students' opinion on this issue. This study was therefore initiated to 1) evaluate the opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy requirement and those already trained were significantly ( P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly ( P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts' disciplines were more likely to support it than Non-Arts' students as a group. However, no significant differences were observed between students from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in the on-going paradigm shift towards 'greening' the curricula of tertiary institutions and thus reinforces its implementation by leaders of academe and policy makers worldwide. [ABSTRACT FROM AUTHOR]

Copyright of Agora de Enfermeria is the property of Agora de Enfermeria SRL 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 research was conducted in order to study the opinion of Primary and High school students about the Olympic education course. Students attending the 5th to 6th primary school grade (N=164) and the 1st to 3rd high school grade (N=164) of randomly selected schools residing at the three main cities of Thrace (Xanthi, Komotini and Alexandroupoli) participated in the study. Data were collected using the Athens 2004, Education and Training section Questionnaire, which was slightly modified for the purpose of the study. Frequencies and t-test were used for statistical analysis. According to the results, all the students demonstrated an overall positive opinion for the Olympic education course. The percentage of positive answers however, was significantly higher for primary comparing to higher school graders, which tended to be more reserved and uncertain. All the students gave different answers about the lesson's contents, the sports that must be included in the lesson, the lesson's grading system and the time of the day that the lesson was curried out. It was concluded that that the Olympic education course contributed in the acquirement of new knowledge and skills, promoted friendship and moral team play in an environment highly focused on exercise and learning. It seems that this is a course which is truly accepted by the students, complementing the Greek educational system. [ABSTRACT FROM AUTHOR]