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E-leadership research has evolved significantly in recent times, influencing the development of the education system, which has been affected by the effects of the pandemic. In order to keep up with the changes, teachers have had to adapt to the ever-changing requirements and opportunities. The topic of the paper refers to the perspective of Romanian pre-university teachers regarding the connection between e-leadership and motivation. The reason I chose to do this research is because e-leadership is a current topic. On the other hand, I am a teacher in the pre-university education system and I started my teaching activity in the middle of the pandemic and I can say that it was a real challenge for me to integrate remotely into a new team. Therefore, I found it opportune to study this subject, the paper being based on the identification of the main advantages and barriers of e-leadership in motivating employees. For this, I will look for the answer to the research question “What is the perception of pre-university teachers regarding e-leadership?”, by sending a questionnaire among teachers. To answer this question, I carried out a quantitative research of a structured survey type, based on a questionnaire with 16 items, addressed to pre-university teachers, regarding the link between e-leadership and employee motivation. This survey was conducted online, in 1st-4th November 2022, through Google Forms, and I processed and interpreted the obtained data, using Microsoft Excel and SPSS statistical software. I hope this paper will be useful to all those interested in this topic, especially PhD students and leaders who want to deepen this topic.

This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula. However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts. Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula.

This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula. However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts. Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula. [ABSTRACT FROM AUTHOR]

This mixed-method pre-test/post-test experimental study aims to investigate the effects of Augmented Reality (AR) supported English as a foreign language course on 42 high school students' attitudes towards the English language course, on learners' beliefs of self-efficacy in English and on their motivation towards the instructional materials used in the class. Following a 10-week teaching period, both the quantitative and the qualitative results showed that the AR-enhanced foreign language education significantly improved students' attitudes towards the English language course and increased their beliefs of self-efficacy in the English language. The results also revealed that the implementation of AR technology had a significant positive impact on the motivation levels of learners towards the instructional materials in the classroom. The AR technology in the class served as an interactive and entertaining tool which transformed a monotonous learning atmosphere into an engaging and effective one. Finally, the findings confirmed that AR-driven listening and speaking activities could lead students to gain a good understanding in English language topics and that teachers could make use of AR not only in classrooms but also for extra-curricular activities. [ABSTRACT FROM AUTHOR]

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The research aimed to design an educational system for agricultural vocational schools based on the empowerment model. The research was an exploratory study in terms of goal and a qualitativequantitative (mixed-methods) study in terms of methodology. In the qualitative phase, the theoretical literature was first explored to identify the factors influencing the educational system of agricultural vocational schools. Then, 12 education experts were selected by non-probability purposive technique to evaluate the factors by the Delphi technique. Finally, 39 indicators were identified within 8 components and 2 dimensions. In the next phase, the structural equation modeling by the third-order confirmatory factor analysis was employed in the SPSS23 and SmartPLS3 software package to establish the relationships among the dimensions, components, and indicators and develop a structural model. To measure the model from the trainers' perspective in the quantitative phase, a questionnaire was developed and was filled by 120 trainers of agricultural vocational schools in the provinces of Tehran, Khuzestan, Fars, Qazvin, Mazandaran, and Semnan by the consensus technique after its validity and reliability were ensured. The results as to the main hypothesis of the study show that the pillars of the educational system are influential on the empowerment of the trainees. Also, results as to the minor hypotheses indicate that management system, educational process, educational content, technical trainer training, and structural space have positive and significant effects on the empowerment of trainers in agricultural vocational schools. [ABSTRACT FROM AUTHOR]

The Mexican school system has defined as one of the four functions for the last three years of compulsory education (15-18 years) citizenship education. From this imperative, we discuss theoretical notions of citizenship. Depredating development that creates inequalities at all levels is questioned. Citizenship is discussed within the framework of the relationship between well-being and development. The International Convention of the Rights of the Child (UN, 1989) is taken up in the context of the actual organization of educational institutions and prescribed curriculum, pointing out obstacles to make children's rights a daily practice. The proposed new programs are analyzed contrasting them with the general goals and functions as stated by the educational authority. We discuss possibilities for citizenship education for the next generations in schools from a global perspective and conclude this first part with a proposal for citizenship education. In the second part we take up the need to see citizenship education as a means to build up peace with equity and ethics, from a key perspective in our times ¿what consequences do the ongoing technological revolutions in our times have for the last years of high school and citizenship education? A quick presentation is done of three elements that could enrich the actual programs for high school: a) nonviolence to build up a culture and education for peace applied to the social context of schools; b) equity in education and, c) digital ethics and academic-professional integrity. [ABSTRACT FROM AUTHOR]

The purpose of this work was to assess public policy on education, in the State of Goiás, by collating the official guidelines for high-school curriculum released by SEDUCE -- Secretaria de Educação, Cultura e Esportes -- with related documents, such as the PCN and the OCN, released by the Federation. This comparison revealed a lack of debate and horizons for the literary literacy in the official guidelines for the State of Goiás. Furthermore, the instrumentalization of literary works as a means for teaching language and grammar stands out in the content matrices. [ABSTRACT FROM AUTHOR]