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At personal, many native languages are in danger of disappearing, which indicates that when a language dies, an entire ancestral and cultural legacy dies with it; the Spanish language and the Sáliba language coexist in a subtractive bilingualism resulting from people's history who came into contact one another. Therefore, it is important to recognize the time and use of Spanish in order initiate Sáliba revitalization processes. The objective of this research is designing a pedagogical model based on the upbringing guidelines for the Sáliba language revitalization at the Caño Mochuelo-Colombia Indigenous Reservation. The approach is mixed; then, qualitative and quantitative data collection instruments were applied. For the analysis of the results and the implementation of the statistical software R Project, the population that speaks Sáliba, the incorporation of upbringing guidelines from parents and grandparent's perceptions, and teaching strategies were identified. All of the above allowed the construction of a curriculum based on the context as a contribution to the indigenous education. Finally, the implementation of this pedagogical model generated positive academic and cultural discussions, which led to its incorporation in the Alegãxu Indigenous Educational Institution. [ABSTRACT FROM AUTHOR]

Copyright of Iranian Journal of Educational Research is the property of University of Hormozgan 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 article presents the model and practices of human potential development. Human potential is considered in three contexts: the context of development, emerging markets (innovation and creative industries, entrepreneurship, etc.); the context of human “mightiness”, his or her ability to act in conditions of uncertainty, to create something new and unexpected; and the context of searching for the human in human potential, emphasizing the value-semantic aspects of human potential and cultural practices of its development. By human potential is meant the subject’s capabilities in cooperation with Significant Others to open prospects for self-development and self-realization in the described contexts. The developed model is based on the concept of “productive action”, supplemented by reflective practices of constructing opportunities and one’s own path, developing the ability to be a cultural, social, and economic subject. The development of human potential is proposed to be carried out along three vectors: “working with the ideal” (searching for one’s own meanings and developing reflection), “self-positioning in society” (social positions, connections, communities, reputation, career position, occupation, and types of activity), and “mightiness” (building the ability to “overcome one’s inability”, i.e., the ability to act on the frontier). The model allows researching, describing, and constructing practices of human potential development. The proposed model of practice and the structure of its description are presented, as well as examples of significant practices for the purposes of the study from the field of higher, secondary, and additional education.

Objective: A perfect human being is a definitive representation and a reflection of the entirety of God's essence, and attaining this esteemed status is achieved under the auspices of education. The aim of this investigation is to scrutinize the framework of model education founded upon the components derived from the Quran. Methods: This study is qualitative in nature concerning its type, and practical with respect to its objectives, as it endeavors to formulate a paradigm for discerning the elements of an ideal human being as articulated within the verses of the Qur'an. Methodologically, it adopts a descriptive-analytical and inferential approach of a comparative nature. Following extensive theoretical and bibliographic research, coupled with the examination of Quranic exegeses and profound contemplation on the interpretation of the Quran, as well as the categorization of data pertinent to the exemplary human being, a comparative conclusion has been drawn. Results: The outcomes of the research encompass seven distinct attributes, namely: divine description, caliphate, Imam, knowledge, power, servitude, and sincerity, culminating in the identification of ten exemplary attributes that contribute to the formation of a model, which include: Alim, Rahim, Rauf, Sabour, Halim, Sattar, Ghafar, Shakur, Aziz, and Hamid. Conclusions: The insights derived from this investigation possess the potential to enhance the pedagogical literacy of educators engaged in exemplary education.

Abstract Objective Manual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model. Methods An initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster. Results The effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category. Conclusion This study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.

This text outlines an interactive philosophy teaching model conducted among 9th-grade students of 51th Secondary School “Elisaveta Bagryana” - Sofia. The teaching is based on a topic set in the curriculum and concerns the exploration of values in the Old and New Testaments. The model examines the values of Old Testament justice and Christian love in the context of their relationship to society and the individual. It emphasizes the practical nature of both types of values and derives their relevance to specific life situations. The teaching aims to develop the skills of analysis, synthesis, argumentation, discussion, conclusion-drawing, and generalization. The stages of learning follow the sequence: from knowledge of biblical values to skills for defining them in practice, focusing on their competent application in life. The model demonstrates an approach to make learning more challenging and encourage critical thinking in an enjoyable manner. It cultivates a value model rooted in understanding and respecting differences. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Three-dimensional (3D) printed temporal bone model draws great attention as a promising alternative for conventional cadaveric model in education of otologic surgery. However, its high price and requirement for specialized tools hinder widespread use. We devised a simple educational model based on lattice structure to overcome these problems and compared it with a commercial model. METHODS: We converted high-resolution temporal bone computed tomography images into stereolithography format, and printed it using the G005 3D printing system from CUBICON©. In this process, the part to be drilled out was made of lattice structure. We evaluated the model by a questionnaire prepared in advance, and compared the results with those of a commercial model. RESULTS: We created an educational 3D printed temporal bone lattice model one-tenth the cost of commercial temporal bone. Our model reproduced the important structures of the temporal bone, produced less dust, and had similar strength and grinding sensation compared to the commercial model. The surface texture and reproducibility were comparable to the commercial model. Although most of structures were remodeled more elaborately in the commercial model than our model, our model demonstrated significant potential as a cost-effective educational tool for medical students and residents. CONCLUSION: 3D printed temporal bone lattice model has potential for widespread use due to low cost and easy accessibility. Further improvements in the fine structures of the temporal bone are necessary to enhance its utility as an educational model. [ABSTRACT FROM AUTHOR]

Objective: Manual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model. Methods: An initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster. Results: The effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category. Conclusion: This study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research. [ABSTRACT FROM AUTHOR]

Abstract Background Low health literacy levels among individuals with type 2 diabetes are common and may be a fundamental barrier to increasing self-efficacy and self-care in patients. Therefore, the present study aimed to propose a model for educating health literacy in diabetic patients in hospitals affiliated with the Islamic Azad University of Medical Sciences, Tehran. Methods This research was applied in terms of purpose, mixed-methods (qualitative-quantitative) in terms of data type, qualitative content analysis, and cross-sectional survey in the quantitative aspect (fitness of model). The statistical population in the qualitative section included 18 participants from experts in the field of health care. In the quantitative section, 220 educators working in hospitals affiliated with the Islamic Azad University of Medical Sciences, Tehran, were selected using stratified random sampling. Data collection tools included interviews in the qualitative section and research-made questionnaire in the quantitative section. For data analysis, coding was used in the qualitative section, and structural equation modeling was used in the quantitative section. Results For this model, 6 dimensions, 17 components, and 78 items were identified. The results showed that the basic literacy dimension had a coefficient of 0.729, the specialized literacy dimension had a coefficient of 0.712, diabetes management had a coefficient of 0.654, social literacy dimension had a coefficient of 0.630, cultural literacy dimension had a coefficient of 0.605, and media literacy had a coefficient of 0.535, respectively, contributing the most to the health literacy of diabetic patients. Conclusion Since the “Health Literacy Education” model has a good fitness, it is recommended that this model will be applied in different settings such as hospitals in order to improving the health level of patients.

Abstract Introduction In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university’s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results A total of 210 students participated in the instruction using the FPA method. The analysis of students’ scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher’s dedication to education. Conclusion The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.

When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model.

Copyright of Revista Daena: International Journal of Good Conscience is the property of Spenta University Mexico 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.)

Background: Low health literacy levels among individuals with type 2 diabetes are common and may be a fundamental barrier to increasing self-efficacy and self-care in patients. Therefore, the present study aimed to propose a model for educating health literacy in diabetic patients in hospitals affiliated with the Islamic Azad University of Medical Sciences, Tehran. Methods: This research was applied in terms of purpose, mixed-methods (qualitative-quantitative) in terms of data type, qualitative content analysis, and cross-sectional survey in the quantitative aspect (fitness of model). The statistical population in the qualitative section included 18 participants from experts in the field of health care. In the quantitative section, 220 educators working in hospitals affiliated with the Islamic Azad University of Medical Sciences, Tehran, were selected using stratified random sampling. Data collection tools included interviews in the qualitative section and research-made questionnaire in the quantitative section. For data analysis, coding was used in the qualitative section, and structural equation modeling was used in the quantitative section. Results: For this model, 6 dimensions, 17 components, and 78 items were identified. The results showed that the basic literacy dimension had a coefficient of 0.729, the specialized literacy dimension had a coefficient of 0.712, diabetes management had a coefficient of 0.654, social literacy dimension had a coefficient of 0.630, cultural literacy dimension had a coefficient of 0.605, and media literacy had a coefficient of 0.535, respectively, contributing the most to the health literacy of diabetic patients. Conclusion: Since the "Health Literacy Education" model has a good fitness, it is recommended that this model will be applied in different settings such as hospitals in order to improving the health level of patients. [ABSTRACT FROM AUTHOR]

Dual training is an educational model that combines both classroom learning and practical training in the workplace. The objective of this research is to analyze the impact of dual training on the development of work skills in students of Third Year of Baccalaureate, professional accounting figure at the Emigdio Esparza Moreno Educational Unit in the city of Babahoyo, province of Los Ríos, which is It was carried out using a non-experimental, descriptive and exploratory design and with a mixed approach, which is based on inductive-deductive methods. To obtain data, the technique of surveys and documentary analysis was used. For the diagnosis of the development of work skills, 75 students from three different courses participated. It was observed that the students have developed work competencies and technical and interpersonal skills, which allows them to function in the workplace and face the challenges of today's world. In addition, it is noted that dual education is a promising strategy to develop work skills that facilitate a transition between school and work, promotes a close link between educational institutions and companies, this union guarantees that graduates have the skills required in companies, optimizing their employability, economic and social development. [ABSTRACT FROM AUTHOR]

Copyright of RSBO: Revista Sul-Brasileira de Odontologia is the property of UNIVILLE 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.)

Introduction: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university's learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results: A total of 210 students participated in the instruction using the FPA method. The analysis of students' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher's dedication to education. Conclusion: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances. [ABSTRACT FROM AUTHOR]

Objective: The present study aims to present a model for the education of the unlimited generation in the realm of 2050. Methodology: This research is applied in nature and is conducted using an exploratory method. Data collection is performed using a mixed method (quantitative and qualitative). Data collection tools include interviews with experts through specialized Delphi method interviews and questionnaires. Following the questionnaire execution, data analysis in the qualitative section is conducted using coding methods (open, axial, and selective). In inferential analysis, data is analyzed using factor analysis. Findings: The results indicated that the components: factors affecting the acquisition of professional competencies; professional planning; professional competencies; economic factors; actions of managers, policymakers, and educational planners; individual factors; groundwork and willingness to create change; social factors; physical factors; and finally, technological and virtual (technological) factors; were not excluded from the factor analysis process as none had a factor load less than 0.3. Conclusion: Ultimately, all 10 components, along with their indicators, were accepted as the dimensions and components of the education model for the unlimited generation in the realm of 2050. The model fit indices in the factor analysis confirm the model's fit. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Accounting & Management is the property of Croatian Accountant 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.)

When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model. [ABSTRACT FROM AUTHOR]

This article proposes a theoretical framework for STEM education. It begins by determining the epistemological (based on the Model of Educational Reconstruction and General Systems Theory) and pedagogical (grounded in Situated Learning Theory and co-teaching) alignments. Once these issues are established, a pedagogical model is proposed to facilitate the implementation of the STEM approach in the classroom. This is the IDEARR model, consisting of six phases (Initial, Deconstruction, Explanation, Application, Review, and Reporting) to address an ill-defined problem. This article concludes with a reflection on the educational implications that arise from adopting this theoretical framework for working on STEM education in classrooms, particularly those related to the organization and operation of educational institutions and the initial and ongoing training of teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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 means of implementing cadre formation carried out in an organization are very important for cadres who want to know and understand more deeply about the organization. The researcher is trying to find out the model of cadre education carried out at MTs Muhammadiyah Sei Apung Jaya in the context of implementing Muhammadiyah Student Association cadre formation which is carried out for students at MTS Muhammadiyah Sei Apung Jaya. The type of research carried out is qualitative research using field research methods (field research) in which data collection is carried out through observation, interviews and documentation. It was found that the cadre education model implemented at MTs Muhammadiyah Sei Apung Jaya included MABICA as a pre-cadre activity and after the implementation of MABICA the cadres could proceed to the first cadre stage, namely PKTM I.

Abstract The aim of the current research is to design an educational model based on identity development with an Iranian-Islamic approach for elementary school students in district five of Tehran. According to its purpose, the research method is applicable, and in terms of its implementation, it is mixed (qualitative-quantitative). The statistical population in the qualitative section includes 20 experts from the academic community and students' performance evaluation specialists, and in the quantitative section, it includes principals, assistants, teachers and staff of elementary schools in District five of Tehran. Collecting data in the qualitative part carried out by means of semi-structured interviews with members of the statistical population and using a purposeful sampling method through the snowball approach, and collecting data in the quantitative part through a researcher-made questionnaire with 217 members of the statistical population who were selected by random sampling. The open, axial and selective coding and MAXQDA software was used in the data analysis of the qualitative part, and SPSS 16 and Smart PLS software were used in the quantitative part, and the data was analyzed in the inferential analysis using the factor analysis method. The identified factors were extracted in the form of 9 dimensions and 61 components. The dimensions of the educational model based on the identity development of students with the Iranian-Islamic approach include educational goals and content, teaching and learning methods, instructors and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. Based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit. Extended abstract Introduction The recognition and credibility of each person is due to his identity and includes spiritual and material ties, which play a fundamental role in various national, religious, economic, social and cultural aspects of the people of a country (Akbari, 2020). Acquiring an individual's identity begins at birth and throughout human life and includes an inner feeling that creates integrity and continues in a person in such a way that he can communicate with his past with the help of it. Identification of people starts from adolescence and youth and continues until adulthood (Haghighat, 2018). Islam has made the base of nature as the basis of its identity for humans; in the sense that man defines his identity in harmony with what is naturally entrusted to him; in Islam, according to the principle of nature, a human being is born in the beginning, while he actually has no understanding, no imagination, no recognition, and no human tendency; at the same time, he comes into the world with existential dimensions in addition to animal dimensions, which are the basis of second understanding. These are the dimensions that are gradually a series of abstract ideas and confirmations and in logical and philosophical terms are the main human thinking, and any logical thinking is impossible without them, and a series of Alevi tendencies arise in humans, and these are the dimensions that considers the main basis of identity and personality in human (Ghalamkarian et al, 2022). Based on this, the researcher answers the main question that what the educational model based on the development of identity with the Iranian-Islamic approach for elementary school students in District five of Tehran is. Theoretical Framework Identity means "who to be" and comes from the natural human need to be recognized and introduced to something or somewhere. This sense of belonging has an inherent foundation in human existence. The fulfillment of this need causes individual "self-awareness" in humans, and the satisfaction of the sense of belonging among a human group determines the collective and common self-awareness or the native or national identity of that human group. Therefore, identity can be defined in individual and national terms. The basis of human and national identity means having a common awareness and feeling of belonging to the land of literature, language, religion, past achievements and heritage (Mehrabi Koshki et al, 2016). In building national identity and changing its layers, endogenous political developments such as ideology, culture, thought, crisis and national security play a role in the identity of the Iranian people and the ruling system of the world. Due to its geographical location, the historical land of Iran has been the center of various cultures and civilizations, and this situation has become the basis for identity diversity in our country (Farzbod et al, 2018). Tokoz Goktepe & Kunt (2021) investigated the barriers to creating a teacher's normative identity: a case study in Turkey. This study provides insight into the formation of a new teacher's professional identity when working in a conflict zone. Written narratives, informal interviews, observation notes, university supervisor observations, and a teaching notebook were used to examine developing professional identity. The findings suggest that, under extreme conditions, individuals may adapt and find ways to mitigate the effects of a challenging society and other disadvantages. Imagined identity can play a powerful role in mediating external problems created in identity development. Rashedi et al, (2020) examined the views of experts regarding the factors affecting the formation of the Iranian-Islamic identity of young people based on their lived experience. In the process of text analysis and coding, 5 general concepts and 12 subcategories were counted. The findings of the research showed several concepts and categories, including individual factors (developmental tasks and self-confidence), family factors (family growth-oriented functioning, efficient family characteristics and dysfunctional relationships in the family), cultural factors (opportunities and threats of the educational system, and cultural facilitator factors), social factors (respect for subcultures and identity-building patterns), and political-economic factors (weakness of political trust and macrosystem support). Research Methodology This research is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of execution method. The statistical population in the qualitative section includes 20 experts from the university scientific community and students' performance evaluation experts. The statistical population in the quantitative section includes all principals, assistants, teachers and staff of elementary schools in district five of Tehran, who are employed in 2019 and their number is 500. In order to estimate the required sample size in the quantitative part of the research, Cochran's formula was used and 217 people were selected as a sample from all the employees and education managers of District five of Tehran and all elementary schools of the district. The sampling method in the qualitative part of the current research is purposeful through the snowball approach. The method of data collection in the qualitative part was carried out using semi-structured interviews with the members of the statistical community. Open, central and selective coding method was used to analyze the interviews and selected documents, and the method of data collection was done in the quantitative section through a researcher-made questionnaire based on the results of the qualitative section. Research Findings Data analysis was done in the qualitative part using MAXQDA software, and the factor analysis method and SPSS 16 and Smart PLS software were used in the quantitative part. The identified factors were extracted in the form of 9 dimensions and 61 components. The dimensions of the educational model based on the identity development of students with the Iranian-Islamic approach include educational goals and content, teaching and learning methods, trainers and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. Based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit. Conclusion The current research was conducted with the aim of designing an educational model based on identity development with an Iranian-Islamic approach for elementary school students in District five of Tehran. The results of this research are consistent with the results of Jackson et al, (2021), Karimi (2018), Choi et al, (2021), Ismaeili Joshghani (2020), Abbas Hashemi et al, (2019), and Verhoeven et al, (2019). Jackson et al, (2021) stated that grandparents of ethnic minorities play a vital role in the lives of their grandchildren. The important role of ethnic minority grandparents which have been studied but at the same time not assumed is their performance in the racial-racial socialization and identity development of their grandchildren. The results showed that the grandparents of the ethnic minority from a young age and continued living during the multiracial participants have undertaken two focal processes in the process of racial and grandchild socialization of their grandchildren: as beacons of cultural socialization and single center goalkeepers. According to the obtained results, it is suggested that the people involved in the education system and the policy makers in the field of children provide solutions to strengthen the two aspects of Iranianness and Islam in the educational content provided in schools. It is suggested that the participation of families and teachers in the educational processes in schools should be taken care of by the education officials, and cultural incentive programs should be defined and designed in this regard. It is suggested that seminars and conferences be held to inform family members and teachers and school principals about the aspects of Iranian-Islamic identity.

An actual topic in higher education research today is the study of student experiences. It is believed that knowledge of educational settings, the degree of student involvement in educational and extracurricular activities, satisfaction with the quality of courses or practices offered, etc. helps to retain the student population, modernize educational programs, university campus services, etc. The study presents a new concept of student experience, corresponding to the key position of the university as an institution for the development of human and society. Research methods are conceptual analysis and conceptual design.Ideas about the “student experience” and the need to study its components are determined by the models of relations between the university and students. Currently, universities widely use the “instruction-based” and “consumer” models, and new models such as the “co-production” or “transformative learning” model are also being tested.The article examines the “anthropic” model of relations between the university and students, which 1) reflects the civilizational mission of the university; 2) is based on philosophical and anthropological ideas about the formation of an individual person as a “path” on which he/she discovers new realities (“horizons”) of personal and professional existence; 3) sets a new direction for research on student experience.A new concept of student experience is proposed, correlated with the “anthropic” model of relations between the university and students. Significant components of such experience are: “discovering others” who are carriers of a new (for the student) self-determination, thinking, worldview, and way of action; “shift of the horizon” – the discovery of new meanings, objects, transformation of consciousness (changing its schematisms and categories); mastering a new life world; overcoming the existing ways and patterns of thinking and action, personal limitations and building a new self; reflection of one’s path and “assembling oneself” through personal history.This concept of student experience will allow us to build educational practices that are adequate to the needs of active students focused on complex educational experiences – the path of discovery and transformation of consciousness and thinking

The article considers historical aspects of the formation and implementation of the sociological education models in Russia. The model developed by N.I. Kareev and M.M. Kovalevsky at the end of the 19th century was to teach sociology to students of all areas of university training. In 1901, sociologization of social sciences started at the Russian School of Higher Social Sciences in Paris, and in 1908 it was improved at the departments of sociology of the V.M. Bekhterev Psychoneurological Institute and A.L. Shanyavsky Moscow City People’s University. In 1918, P.A. Sorokin developed a professional model for training sociologists; until 1921 this model was implemented at the faculties of social sciences of the Moscow, Petrograd and Yaroslavl State Universities. In 1922, the implementation of both models was suspended due to the introduction of centralized plans to teach the basics of MarxismLeninism to students. The creative potential of two historical models became in demand during perestroika , in the late 1980s - early 1990s, and new versions of the educational and professional models were introduced in the higher education in favorable conditions for the reinstitutionalization of sociology. However, since 2010, there has been a gradual reduction in the number of sociological departments and faculties in Bachelor’s-Master’s programs. Today educational and professional models are unevenly represented in the Russian higher education; their implementation remains questionable due to the idea of the Ministry of Science and Higher Education to return to training students on the basis of the enlarged groups of specialties, i.e. sociology curriculum will have to be coordinated with curricula for regional studies, international relations, tourism and political science.

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office 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.)

Brazilian legal education has faced a multifactorial crisis in recent decades. These crises, rooted in structural problems of society and universities, require a deep analysis of the current educational model. The research objective was to identify the pedagogical-educational structure of the Law courses, based on the national guidelines for the curriculum and pedagogical projects in force. Methodologically, bibliographic, documentary and legislative research procedures were used. Through a historical rescue, the analysis of Resolution No. 5/2018 of the Chamber of Higher Education of the National Council of Education and the proposition of a critical educational model, committed to human rights, the aim is to contribute to overcoming the crisis and building a more effective legal education contextualized with social reality. The first section intends to address the tradition and historical contours of legal education in Brazil, considering relevant legislation, guidelines and political-social developments. The following section develops why a chronic and structural crisis in law education is perceived, in view of its market conception in the dominant economic scenario. Finally, the final chapter is committed to presenting paths for a legal education for human rights, based on paradigmatic and pedagogical resistance changes and overcoming the instituted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism theory is one of the new theories of the digital age that tries to explain learning from a different perspective. The purpose of this research was to explore the elements of a suitable educational model based on connectivism in teaching and learning.Methods: The research was qualitative in terms of paradigm and among the types of qualitative research, it was qualitative content analysis. The research population included original research articles related to connectivism teaching and learning for the last 10 years (from the beginning of 2013 to the end of 2022) available in 4 databases (1) Eric (2) Emerald Insight (3) Springer (4) Science Direct. There were 592 articles, which were reduced to 194 articles after the initial review of the abstract and full text in two stages and the removal of irrelevant items. After organizing the remaining articles and using targeted sampling, 28 of these articles were analyzed, and due to the repetition of the obtained codes and the achievement of theoretical saturation, the analysis of the remaining articles of the studied population was stopped. Free coding with inductive approach was used to analyze the texts.Findings: From the content of the analyzed works, three layers called "theoretical and technological foundations", "principles and assumptions of connectivism" and "learning networks" were extracted as the main components for a connectivism-oriented learning environment. The first layer included 14 theories, approaches, movements and technological developments as sub-components. Each of these theories, movements and approaches with their principles and assumptions had aa direct and an indirect influence on the next layers. The second layer was related to the general and specific principles, characteristics and assumptions about knowledge, learning and network phenomena, and its sub-components contain facts that strongly affected the executive layer of the connectivism-oriented environment, and the learning environment was designed based on this. It distinguished the theory from other theories. In this layer, four sub-components with the titles (1) connectivism principles of Siemens and others (2) connectivism assumptions about learning (3) connectivism assumptions about knowledge (4) features and principles of the network/learning environment were also identified. In the third layer, there were networks, each network had 9 sub-components :(1) types of tasks, actions and learning activities (in 6 overlapping forms of cooperation, interaction, evaluation, communication, involvement and participation) (2) the role of the teacher (3) the role of the student (4) the place of learning (5) the stages/steps of learning (6) the levels of learning (7) the required skills (8) the materials/resources/appendices/media or nodes learning, and (9) building new networks.Conclusion: The results of the research showed that the connectivism-oriented learning environment is an open, non-targeted, chaotic environment that lacks an organized framework and fixed elements. Two theoretical levels and basic assumptions as layers influence the operational environment of connectivism learning. Theories, as the first layer, are the theoretical and technological foundations of connectivism, which dominate the other two layers like an umbrella and determine the assumptions and activities of this environment. The assumptions and principles of connectivism, which are considered as the second layer of this environment, affect the third layer and determine the framework and types of scientific activities of this environment.

Education is one of Russia's instruments of foreign policy aimed at fostering humanitarian cooperation. Currently, the primary focus is on higher education, while the significance of exporting general education is undervalued. State support measures for existing Russian overseas schools, in accordance with the concepts of "Russian School Abroad" and "Key Directions of Russia's Policy in the Field of International Cultural and Humanitarian Cooperation," are primarily directed toward Russian-speaking compatriots and have little orientation toward broader segments of foreign populations. At the same time, the Concept of the Humanitarian Policy of the Russian Federation Abroad, dated September 5, 2022, explicitly emphasizes the need to expand the network of Russian schools abroad. This article examines a project to establish a network of Russian international schools targeting foreign citizens in a consortium format as a case study that could serve as a model for addressing the stated objective. Particular attention is paid to the socio-political, methodological, and organizationalpedagogical aspects of the project.

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This research is carried out in public educational institutions (IE) in Chiquinquirá (Boyacá) municipality to design a theoretical model of competencies based on creativity so that primary school students can strengthen research and achieve an articulation between the curriculum and pedagogical strategies according to national guidelines. As a problem, it became evident that the IEs lack a plan that allows teachers to structure training processes based on creativity and research from the curricular guidelines. The pragmatic method is used. For this, the mixed research approach is implemented. Given this, the design applied for this research is the sequential explanatory design (DEXPLIS). The population of the study is six rectors, 19 coordinators, and 391 teachers of the public IE of Chiquinquirá. As a result, it was established that creativity impacts the development of research skills as a key to the progress of expected learning. Therefore, it is concluded that applying the research competencies model based on the development of creativity is of great importance in contributing positively to education in Colombia. [ABSTRACT FROM AUTHOR]

At present, education is a topic that generates concern, but at the same time, it has become the key to progress in society. Everyone's priority must be to contemplate the possibilities and to be in constant search to improve it. For this reason, it is necessary to seek and implement strategies, approaches, and proposals that aim to improve educational quality. In this sense, The Little Prince becomes a tool that offers several possibilities of work because it contemplates the relationship between reality and fantasy. In turn, it allows to confront the context and daily life with the options society offers. In addition, it enables transdisciplinary work, covering all fields of study. It also includes fields related to the soft skills necessary to form an integral human. [ABSTRACT FROM AUTHOR]

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Copyright of Engineer Military Bulletin / Muszaki Katonai Közlöny is the property of National University of Public Service 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 the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related texts and researches, and in the interview part, there were 18 expert teachers with higher education who were selected by purposeful sampling (snowball). In the quantitative part, the statistical population included all the primary school teachers of Sahne city in the number of 250 people, of which 150 people were selected by stratified random sampling in order to complete the questionnaires. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, the researcher made a questionnaire with 66 items extracted from the interview. Thematic analysis method was used to analyze and classify the data in the qualitative section. Then, in the quantitative part, the data was analyzed using confirmatory factor analysis in AMOS software. The findings showed that the model of value-creating education has 7 dimensions (goals, instructor, instructor, content, curriculum, teaching-learning, evaluation), 26 components, and this model has a good fit. The general conclusion is that transformation in the education system is an inevitable necessity and values education should be emphasized; Therefore, it is better to implement this teaching and learning model in schools to reduce the gap created between students' and teachers' understanding of Islamic values.

The following paper introduces the FLUENT model, a contemporary university course planning approach built on the findings from a research which used the results of a survey, interviews to university key informants and a literature review based on the PRISMA methodology. FLUENT is an acronym that stands for Flexible Universal Education Model for a New Hybrid. Faced with the complexity of teaching and uncertainty in planning, the model aims to comprehensively address course planning intricacies. Unlike traditional models, FLUENT adopts a fully online perspective, acknowledging the potential of online education. It incorporates evidence-backed elements from course design, as for example emphasizing deep understanding, accurate planning, or crucial structuring elements. The structuring elements encompass time, space, technology, students' agency, and teachers' reflectivity. Additionally, FLUENT integrates principles of reversibility, addressing unforeseen circumstances, and recognizes students in both face-to-face and online environments. The model promotes flexibility, personalization, interaction, and collaboration, aligning with the pillars of future learning. FLUENT stands out by offering reversible design, considering diverse needs of students, and being adaptable to diverse institutional infrastructures. The model emphasizes learning paths, competencies, and aligning objectives, providing a comprehensive framework for course planning.