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The objective of this article is to investigate the viewpoints of both undergraduate and graduate students of English regarding online education in the aftermath of the Corona virus pandemic, which commenced in March 2020 and resulted in immediate, hit-or-miss changes within the higher education sector. To realize this aim, the study examines the perspectives of graduate and undergraduate students in the English Department at The Hashemite University in the fields of literary, cultural, and critical studies. Consequently, fifty graduate students were asked to write a well-thought essay in which they express their opinion about their experience in online education. On the other hand, eighty-four undergraduate students had to respond to a questionnaire designed to express their opinion within a scale of different responses. The results for both groups show that there is no significant difference between their attitudes. In general, there is a propensity to endorse a novel educational approach that integrates the traditional on-campus education with the most recent online off-campus education. [ABSTRACT FROM AUTHOR]

This study aimed to investigated the impact of Kahoot, ChatGPT, and traditional teaching methods on nursing students' sexual health knowledge and attitudes. This quasi-experimental study was conducted using an online survey of 93 nursing students. Data collection instruments were implemented in three stages: pre-test, post-test, and follow-up test, measuring students' levels of sexual health knowledge and attitudes. The training was conducted over a total of four hours, consisting of two hours per week for each group. Data were collected through tests prepared via Google Forms. After the training, it was observed that students in all three groups found the educational program beneficial and effective. In the follow-up test, students reported an increase in their confidence in managing sexual health-related issues. Statistical analyses indicated that the training delivered through Kahoot and ChatGPT was more effective in improving sexual health knowledge levels. At the same time, traditional education was more effective in improving sexual health attitudes by the end of the first month. The analyses also revealed that the change in students' sexual health knowledge levels did not significantly differ among different educational methods (Kahoot, ChatGPT, and traditional education). Kahoot and ChatGPT educational technologies were effective in improving nursing students' sexual health knowledge levels in repeated measurements. However, when considering the change between measurements, different educational methods had similar effects on sexual health knowledge levels and sexual health attitudes. [ABSTRACT FROM AUTHOR]

Background. Nowadays the family education is getting popular in Russia. It important to investigate reasons of this trend: disadvantages, advantages and consequences of it. Purpose. To determine reasons of choosing the family education from parent's side, explore their advantage and disadvantage, as well as investigate aspects of the socialisation of children who are in the family education. Materials and methods. In the research were involved parents, who prefer family or traditional education as well as children who are on family or traditional education. Parents were interviewed via the questionnaire of K.V. Zhuikova, S.V. Lyalikova "Family and home schooling as a model of education, the future". Children were tested by the methodology of diagnosing the socio-psychological adaptation of K. Rogers and R. Diamond. Results. Parents prefer the family education due to the low quality of the traditional education, intention to save children's health, supporting the attachment to parents and stressful conditions at school. They appreciate individual approach, flexible schedule and the time that the family education provide. They confident that the study is more important that estimations. The disadvantages of the family education are the lack of team-work experience, low level of socialisation. Meanwhile parents who prefer traditional education are more critical to this disadvantages. The criteria of choosing the traditional education based on such values as health, family well-being, independence, freedom in life, creative development and self-development. The parents who prefer the traditional education tends to choose the school uniform since they value achievements. Children from the traditional education have the high level of socialisation, they accept themself and others, have the less level of emotional discomfort (in comparing with children from the family education, who have dominate internal control and intention to domination.

This study attempts to show the influences of traditional education, with an emphasis on social constraints targeted at formal education (1941–1991). Although the number of schools had gradually increased, it did not attract local people’s interest, especially during the imperial regime (1941–1974), because of its colonial setup that undermined indigenous values. Its attachment to the Orthodox Church, alien culture, and language made Muslims anxious not to subvert their youth’s faiths. Derg (1974–1991) somewhat improved access to education through persistent campaigns, though frequent interruptions and ideological challenges made the schooling system unstable. Therefore, traditional education, deeply rooted in local languages and cultures, could fill in the gaps. The study revealed that projects that reject indigenous values never benefit society; rather, they foster mistrust among ethnic groups. The study utilised primary and secondary sources but, due to a scarcity of literature, it relied heavily on oral and archival sources. [ABSTRACT FROM AUTHOR]

This research examines the civil liability of teachers for their students' actions, focusing on the scope of responsibility in both traditional and modern (distance) education contexts. Initially, the study delves into the traditional role of teachers, where they bear multiple obligations including teaching and supervising students within the school environment. The research explores teachers’ responsibilities in various legal frameworks, including Egyptian, Kuwaiti, and French laws, which hold teachers accountable for damages caused by students under their supervision. It highlights the cases where a teacher's liability extends to damages caused by students, whether from direct actions or items under the student's possession, emphasizing the role of legal presumptions in establishing this indirect responsibility. The study also addresses the impact of distance education on teacher liability, where challenges emerge in defining legal accountability due to the lack of direct supervision. This section highlights the implications of widespread technology and easy access to digital content, raising questions about the responsibility of educational institutions in cases where educational materials may have harmful intellectual or social effects on students. The research recommends enhancing legal frameworks to comprehensively address teacher responsibility in distance learning and ensuring accountability of educational institutions for digital content. It also calls for developing laws that protect teachers and provide effective oversight within educational institutions to guide and nurture students in line with modern technological advancements. [ABSTRACT FROM AUTHOR]

Abstract Background Clinical education plays an essential role in shaping the nursing identity and is one of the central elements in the education of nursing students. Today, with the advancement of novel technologies, utilizing mobile phone-based technologies in the education of medical sciences is inevitable. Therefore, this study was conducted with the aim of investigating the impact of the urology educational application on nursing students’ cognitive-functional criteria and satisfaction during the internship period. Methods This experimental educational intervention study was conducted during nursing students’ urology internship course at Shahid Beheshti School of Nursing and Midwifery in Rasht. The data collection tools included a demographic characteristics questionnaire, cognitive skills scale, functional skills scale, and satisfaction scale (Stokes, 2001). The data were analyzed using SPSS software version 16, and a significance level was set at 0.05. Results Out of 48 studied students, 28 (58.3%) were males. The mean age of the students was 20.34 (SD = 1.51) years. In the application group, the mean of students’ cognitive skills after the intervention significantly increased by 2.33 units (95% CI: 1.73 to 2.9) (t(23) = 7.97, P

The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents.

This descriptive study was conducted to assess the level of challenges and approaches from traditional education to virtual education among selected private schools in Baguio City for the school year 2020 - 2021 in the aspects of instruction, psychology, and resources which became the basis for a proposed framework for private schools from the shift to traditional education to virtual education. This study covered the population of 107 teachers and 14 principals who experienced the transition of traditional education to virtual education in selected private schools. Mean, ranking, and Pearson correlation were used as statistical tools to quantify the data. It utilized survey questionnaire which was adopted from Reimers and Schleicher, QuestionPro, the Hanover Research and Council Creative Commons Attribution 4.0 International License. Themes were identified from the qualitative responses. The findings of the study revealed that the teachers experienced high level of challenges in the transition from traditional education to virtual education. It is also interesting to know that the teachers also observed high level of approaches in the transition from traditional education to virtual education. Findings imply that there was no significant relationship between the challenges experienced to the observed approaches by the teachers to the transition from traditional education to virtual education. It revealed that the approaches executed in the transition were just enough to aid the challenges in the transition from traditional to virtual education. This study, thereby, recommends to reinforce school transitions on learning modalities, inventory of school resources, planning for school marketing, online distance learning, curriculum evaluation, teachers' training according to the educational trends, improving facilities, data privacy, and improvement of buildings and laboratories to advance schools in the new normal. [ABSTRACT FROM AUTHOR]

There are two major points of contention in modern hadith studies. The first concerns the phenomenon of re-authenticating hadith by scholars, both traditionalists and rationalist modernists. The former seeks to maintain originality and utilise authentic sources for religious purposes. The latter's ethos is primarily -- though arguably--one of objectivity, with occasional goals of replacing outdated traditional legal positions. Nonetheless, both approaches have revived practises related to authentication, such as studying the ruwāt (transmitters), refining the principles of al-jarh wa al-ta'dīl (discreditation and accreditation of traditionists), and examining the 'ilal (hidden flaws) in hadith, among others. Modernists, however, place greater emphasis on rational criticism. Academic departments in Muslim societies have been established to study hadith for both critical and practical purposes. The cumulative result is what can be termed "traditionalising." The second major point of discussion relates to the exploration of the space-time dimension in interpreting religious commandments. This stems from the modern era's emphasis on change. The theme of change, along with technological advancement, has gradually led to the concept of "futuring." A key question arises: if "futuring" has introduced new methods and technology for verification, particularly through the use of artificial intelligence, what does this mean for the current practice of "traditionalising" in religious education? Should hadith scholars and students engage in continuous re-verification of hadith, or could this responsibility be delegated to technology? This paper attempts to define both "traditionalising" and "futuring" within the context of Islamic religious education, particularly in hadith studies. It also analyses potential tensions between these two approaches in the near future. The paper argues that the broader maqasid (objectives of sharia) framework could help conceptualise and reconcile these two goals. The research draws on existing literature about traditional learning and the future of hadith studies, and addresses the critical role this issue plays in shaping the agendas of Islamic religious education in the future. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal 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.)

Background: Clinical education plays an essential role in shaping the nursing identity and is one of the central elements in the education of nursing students. Today, with the advancement of novel technologies, utilizing mobile phone-based technologies in the education of medical sciences is inevitable. Therefore, this study was conducted with the aim of investigating the impact of the urology educational application on nursing students' cognitive-functional criteria and satisfaction during the internship period. Methods: This experimental educational intervention study was conducted during nursing students' urology internship course at Shahid Beheshti School of Nursing and Midwifery in Rasht. The data collection tools included a demographic characteristics questionnaire, cognitive skills scale, functional skills scale, and satisfaction scale (Stokes, 2001). The data were analyzed using SPSS software version 16, and a significance level was set at 0.05. Results: Out of 48 studied students, 28 (58.3%) were males. The mean age of the students was 20.34 (SD = 1.51) years. In the application group, the mean of students' cognitive skills after the intervention significantly increased by 2.33 units (95% CI: 1.73 to 2.9) (t(23) = 7.97, P < 0.001, d = 1.626). By controlling the scores before the intervention, the adjusted mean score of cognitive skills in the application group was 0.56 units (95% CI: -0.16 to 1.28) higher than the traditional group; however, this difference was not statistically significant (F(1, 45) = 2.42, P = 0.127, η2p = 0.051). There was no statistically significant difference between the mean score of students' functional skills in traditional and application groups (t(46) = 0.63, P = 0.532, d = 0.184). The total mean score of satisfaction with education in the application group was 83.0 (SD: 10.7). According to the values ​​of the quartiles, 75% of the students scored higher than 75.9, 50% scored higher than 83.9, and 25% scored higher than 91.1. Conclusion: According to the results of this study, students' scores of functional and cognitive assessment and satisfaction with the application in urology clinical training were reported as favorable. Therefore, it is recommended that mobile phone-based technologies be used in students' clinical education and internships in combination with the traditional method. [ABSTRACT FROM AUTHOR]

The advent of online education has revolutionized traditional classroom settings, offering flexibility and accessibility to a wide range of learners. In line with this trend, this project proposes the development of an Online Classroom Management System using PHP. The system aims to provide a comprehensive platform for educators and students to engage in virtual learning environments. Key features of the system include user authentication, class management, assignment submission, discussion forums, and grading functionalities. Users will be able to register, log in, and access their respective classes. Teachers can create and manage classes, post announcements, assign tasks, and evaluate student submissions. Students can enroll in classes, participate in discussions, submit assignments, and track their progress. The system will be developed using PHP programming language, HTML, CSS, and JavaScript for front end development, and MySQL for database management. Security measures will be implemented to ensure data confidentiality and integrity,including password hashing, input validation, and protection against common web vulnerabilities. [ABSTRACT FROM AUTHOR]

Copyright of Talim: Journal of Education in Muslim Societies & Communities is the property of Talim: Journal of Education in Muslim Societies & Communities 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.)

Abstract Background Currently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education. Methods We searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted. Results A total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P

Aim: The primary objectives of this study were to assess the impact of two distinct educational models online education and traditional education on English performance skills scores, and to investigate whether gender has a significant influence on these outcomes. Method: The study sample comprised students from classes taught by the same instructor before and after the shutdown period. To evaluate the differences between the two educational models, an Independent-sample t-test employed, while gender-related calculations performed using MANOVA. Results: The findings revealed that English performance in online education (Mean = 65.73, p = .022) was superior to that in traditional education (Mean = 58.05). Specifically, scores for listening (Mean = 14.81, p = .050), reading (Mean = 28.61, p < .05), and vocabulary (Mean = 4.95, p = .029) were higher in the online education model compared to traditional education (Mean listening score = 13.63, Mean reading score = 23.27, Mean vocabulary score = 9.72). However, there was no significant difference in writing scores (p = .075) and grammar scores (p = .263) between the two models. Regarding gender, neither gender alone nor the interaction between gender and the education model significantly affected English performance (p = .077). Nonetheless, there were weakly significant differences observed in listening scores (p = .021) and writing scores (p = .033). Conclusion: This study highlights the relative advantages of online education and explores the impact of gender interaction with educational models on English performance. It also finds no significant statistical impact of gender differences on English performance, thereby contributing to the ongoing development of online English education. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek 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: Currently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education. Methods: We searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted. Results: A total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001), procedural skill scores and clinical skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; SMD=1.20, 95% CI: 0.88~1.52, P<0.00001). Moreover, the total scores were higher in the PBL teaching group than in the traditional teaching group (MD=5.69, 95% CI: 5.11~6.26, P<0.00001). Students also expressed higher levels of interest and satisfaction in the PBL teaching group than in the traditional teaching group (OR=4.70, 95% CI: 3.20~6.93, P<0.00001; OR=5.43, 95% CI: 3.83~7.69, P<0.00001). However, there was less learning time and higher levels of learning pressure in the PBL teaching group (OR=0.12, 95% CI: 0.06~0.24, P<0.00001; OR=5.95, 95% CI: 3.16~11.23, P<0.00001). Conclusion: Current evidence indicates that PBL teaching can increase knowledge scores, procedural skill scores, and clinical skill scores. Students have higher levels of interest in teaching and higher levels of teaching satisfaction in the PBL group. However, students can feel higher levels of study pressure and experience less study time. The findings of the current study need to be further verified in multicentre, double-blind and large-sample RCTs. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the perceptions surrounding the traditional and alternative educational systems. The aim of this study is to explore the various perspectives and attitudes towards these two approaches to education, considering their strengths and weaknesses. The analysis draws upon a comprehensive review of existing literature, examining both empirical research and theoretical frameworks. The data was collected with a questionnaire and a logistic regression equation was estimated with the help of SPSS 23 statistical software. The variable of interest was education system (traditional and alternative) and the independent variables were the following attributes: main benefits, capability, growth mindset, gender, age and degree. The findings reveal a wide range of perceptions and opinions, with proponents of the traditional system emphasizing its long-standing effectiveness and familiarity, while supporters of alternative approaches highlight their adaptability and potential for innovation. The paper concludes by discussing the implications of these perceptions for policymakers, educators, and students, and suggests avenues for future research.

Introduction The rapidly evolving technological landscape, notably with the advent of Generative AI, necessitates a transformative shift in education and thinking. Traditional analytical approaches have often stifled in-depth comprehension of complex issues, leading to adverse consequences such as increased depression and distress among younger and older generations. Methods A comprehensive review of current educational paradigms and their impact on students’ mental well-being was conducted. Surveys were analyzed to understand the relationship between traditional analytical pedagogy and creative problem-solving in tertiary institutions. Additionally, the need for a shift towards creative thinking was explored through a combination of qualitative and quantitative data. Results The analysis revealed that traditional educational models prioritize conformity over creative thinking, which has led to significant mental health issues. Surveys consistently showed that students thrive in environments that encourage creativity. The demand for creative thinkers has increased with the new millennium, prompting the emergence of innovative pedagogical approaches and technologies. Discussion The findings underscore the necessity of a new way of thinking to address the challenges of survival and progress effectively. There is a growing emphasis on creative problem-solving in tertiary education, highlighting the limitations of conventional analytical methods. Concerns about unrestrained creativity were acknowledged, yet the importance of fostering creativity to overcome societal challenges was emphasized. Conclusion The article advocates for the introduction of Creative Thinking as a subject in universities and the establishment of a dedicated School of Creative Thinking. This shift will foster genuine innovation, ensuring academic institutions produce forward-thinking individuals capable of addressing the complexities of the modern world. [ABSTRACT FROM AUTHOR]

Using a holistic, interpretive qualitative ethnographic approach, this study explored the pedagogical practices of traditional educational systems in Ethiopia and their implications for contemporary education practices. Qualitative data (ethnographic observations, informal interactions and semi structured interviews) were gathered over a 3-month period. Interview data from 17 participants and observations of classrooms were collected in three traditional Qene (poetry) church schools. Observations provided insight into the teaching and learning methods, assessment and evaluation practices, classroom organisation and management, teacher student interaction, school environment and daily life of students in Qene church schools. The data were analysed using thematic descriptive narration based on themes created by the basic questions of the study. Central findings indicated that Qene church schools have their own indigenous pedagogical practices such as Qene 'Qotera', 'Negera' and 'Zerefa' that involve various collaborative and independent learning strategies. The findings also indicated that the practices of cooperative learning, reflective learning, critical interpretation, argumentative oral defence, differentiated instruction, authentic formative oral assessment, and scaffolding are central to the Qene education system. We conclude that Qene schools' pedagogical practices provide valuable insights for the pedagogical practice. [ABSTRACT FROM AUTHOR]

Serious games (SGs) are part and parcel of the Fourth Industrial Revolution and Education 4.0 that we are living in right now. A SG is an alternative educational approach where a part of the curriculum, in this case, the practical side of Practical Theology – being one of the subjects presented to prospective theologians and pastors – is presented in the form of a game, familiarising the students with practical issues in a congregation. This article takes the educator through the main steps on how to create an SG together with an entire team of people. The underlying goal of the article is to get one educator interested in venturing on this innovative and 'disruptive' expedition. Intradisciplinary and/or interdisciplinary implications: This article involves all the disciplines of Theology, especially Practical Theology, as well as Psychology and Information Technology (IT) (especially the designer and developer). The content of this article can be applied to any person in any discipline (whichever discipline it is) who wants to create an SG for their students. [ABSTRACT FROM AUTHOR]

The globalization of the economy creates the need for tech-savvy specialists, thereby stimulating the digital transformation of the education industry. This study aims to determine whether the integration of virtual reality and flipped classroom is able to increase academic performance of individuals enrolled in the course "Strategic management for the sustainable development of national and international tourism". The study took place in the 2021/22 academic year in the department of tourism management at Zhejiang University, China. The study population consisted of 407 third-year students (54 % male and 46 % female); the mean age of the respondents was 20.81±0.94. Students in the Virtual Reality (VR) group showed 7.84 % better performance that those in the Flipped Classroom (FC) group. The percentage of difference between the VR and traditional groups was 13.01 %. Students in the FC group showed 4.79 % better performance than students in the traditional group (p > 0.05). According to the respondents, the major benefits of innovative learning over traditional education methods are the support of personalized learning, flexibility, visual and auditory memory development, complete immersion into the learning process, and accessibility of learning materials. On the other hand, users reported getting addicted to the virtual world, spending a lot of money on the necessary software and hardware, experiencing reduction in interpersonal communication, and having problems with content creation. The present findings can be useful to teachers who seek to integrate innovative technologies into the learning process. Future research will focus on investigating the impact of other innovative technologies by integrating them into an online course "Analysis of the economic activity of tourist enterprises". [ABSTRACT FROM AUTHOR]

Background: In recent years, hybrid education has transformed traditional education. This study aimed to examine students' perceptions of the quality of teaching-learning in the hybrid and offline modes of UG medical curriculum and to learn how MBBS students perceived the hybrid mode of education. Methods: Using simple random sampling, an institution based descriptive cross-sectional study was carried out between November 2022 and January 2023 among 100 MBBS students at the Medical College, Kolkata. After receiving ethical approval, an online interview was carried out utilising a predesigned, pretested, semi-structured, and validated questionnaire via Google forms. Data analysed using MS Excel and SPSS version 25.0. Results: 90% of students believe that traditional offline classes and online learning will coexist as a hybrid approach of instruction. Most students (63%) believed that hybrid programmes can make up for the shortcomings of completely online or offline courses. Conclusion: The students felt that in the long run, the hybrid approach of teaching should be improved. They recommended making the online and offline modes more integrated, doing offline sessions to clarify questions about topics that were taught online, making the lectures more offline format-oriented, and finally, holding essential lessons offline. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Contemporary Humanities & Educational Science is the property of International Journal of Contemporary Humanities & Educational Science 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 educational policy related to the intercultural, in its aspect of recognition of the indigenous population, continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was implemented in a school located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and image records were used, in order to understand the experience of a traditional educator in an educational establishment, within the framework of the Intercultural Bilingual Education Program. The educator's stories were analyzed from the phenomenological perspective of inhabiting and identifying those categories that show how the traditional Educator promotes the recognition and self-creation of her own, that is, of the Pewenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit the school are translation-articulation. However, these processes are not exempt from the epistemological challenges originating from the school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community in its materiality has given to the various experiences. Among the recommendations, it is suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposed by the traditional educator, in addition to making these processes explicit and problematizing, since they are not only important in intercultural education initiatives, but in all practices pedagogical that tries to be relevant and culturally sustainable. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the perceptions surrounding the traditional and alternative educational systems. The aim of this study is to explore the various perspectives and attitudes towards these two approaches to education, considering their strengths and weaknesses. The analysis draws upon a comprehensive review of existing literature, examining both empirical research and theoretical frameworks. The data was collected with a questionnaire and a logistic regression equation was estimated with the help of SPSS 23 statistical software. The variable of interest was education system (traditional and alternative) and the independent variables were the following attributes: main benefits, capability, growth mindset, gender, age and degree. The findings reveal a wide range of perceptions and opinions, with proponents of the traditional system emphasizing its long-standing effectiveness and familiarity, while supporters of alternative approaches highlight their adaptability and potential for innovation. The paper concludes by discussing the implications of these perceptions for policymakers, educators, and students, and suggests avenues for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Sciences Academic Researches / Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi is the property of Journal of International Social Sciences Academic Researches 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 project considers a specific way of studying English vocabulary. The authors believe that the use of a specialized dictionary developed by them will help to quickly and efficiently master foreign language material, which, in turn, will provide more effective training in professional English for future specialists in the technical industry.

The COVID-19 pandemic brought about new cultural and social phenomena that changed social interaction and communication. In this new situation, teachers teaching English for Medical Purposes (EMP) at the Jessenius Faculty of Medicine of Comenius University in Martin (JFM) had to adapt the courses to the educational needs of the students. This study explores the effects of traditional and distance education on learning outcomes in advanced English learners during three academic years. The sample consisted of 346 students. Three groups (G1, G2, G3) of first-year students attended online as well as face-to-face English courses and took EMP exams at the end of each summer semester. The test results were compared and evaluated. The methods of EMP teaching and testing were different in each group. G1 attended asynchronous online classes, G2 participated in synchronous online classes conducted in real-time, and finally, G3 participated in traditional classes. G1, G2 took online tests, and G3 took a pen-and-paper test. The questionnaire revealed that students appreciated the self-organization of study during online classes, but most criticized the lack of face-to-face communication, the classroom atmosphere, and technical difficulties during online teaching. Students participating in traditional classes missed their own time management and appreciated discussion in the classroom as well as teachers' feedback on EMP performance. [ABSTRACT FROM AUTHOR]

This comprehensive research delves into the intricate metamorphosis of conventional education into dynamic digital learning arenas, placing a glaring emphasis on the pivotal role that information technology (IT) assumes in adeptly accommodating the ever-evolving needs of both students and educators. Employing a methodological fusion, this research intricately melds nuanced qualitative insights with meticulously gathered survey data from 30 university students and 30 educators ensconced in the academic bastions of Iraq, subjecting these responses to scrupulous examination through the lens of SPSS. The findings underscored the reverberating impact of IT tools on both the engagement and performance of students, shedding the light on the formidable barriers impeding the embracement of digital learning, and, indispensably, elucidating the transformative role played by IT in amplifying the adaptability of educational practices. This research aspires, with precision and finesse, to contribute calibrated insights geared towards enhancing and elevating the contours of digital learning, within the ambit of advanced and innovative strategies. [ABSTRACT FROM AUTHOR]

Copyright of Fides et Ratio is the property of Universidad La Salle de Bolivia 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 introduction of distance learning in education in universities has transferred the competition between them to a higher, global level also. However, Sudan is one of the African countries, suffering from many challenges that are related to technology such as poor network, lack of awareness, lack of commitment of institutions and instructors, and lack of network coverage to the remote areas. Therefore, this paper aimed to review the initiative of distance education in some Sudanese universities. In doing so, this paper followed a qualitative research approach to the type of case study research. The information for this study was derived from articles, books, online sources, reports, and documents. The paper reviewed distance education policy in some Sudanese Universities Such as the Open University of Sudan, University of Khartoum, Sudan University of Science and Technology, Al-Neelain University, and Al-Zaeem Al-Azhari University. It was normal that universities in Sudan needed to introduce their teachers and students to such distance education programs to achieve more excellence in teaching and learning. The paper suggests college officials should adopt policies to implement distance education in Sudanese universities.

This theoretical reflection article germinates from the need to generate theoretical constructs on the application of Pedagogy by Projects (PPP) as a tool for the development of educational practices, with the aim of showing alternatives to break with traditional training methods, revealing new active teaching methodologies that contribute to the acquisition of significant academic skills. The article was based on the reflective qualitative methodology, where integrative relationships were established in a coherent way between the results of an investigation culminated and grounded in the theory based on microanalysis, open coding, axial coding and selective coding. In addition, the following parameters are taken into account for the preparation of the writing: coherence, rigor, comprehension, predictive capacity, conceptual precision, linguistics, semantics and originality. As a main revelation, it can be mentioned that the training processes in Public Institutions of Medellin based on the PPP methodology are distant from what is stated in the general education law and the main theories that support it, such as meaningful learning and constructivism, in part because lack of appropriation and qualification of teachers on the subject. Likewise, it is relevant to affirm that there are not enough economic resources for the provision and adaptation of training establishments, which has a negative impact on the achievement of the objective. To conclude, the theory was accentuated in revalidating positive, true and real aspects of the PPP, and recommendations for teachers and educational institutions that want to include this work methodology in their curriculum and educational practices. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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 Prometeo Conocimiento Científico is the property of Puerto Madero Editorial Academica 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 Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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: The introduction of curriculum based medical education by National Medical Commission (NMC) aims to produce graduates of global standard through curricular reforms. Early Clinical Exposure (ECE) is one of the proposed reforms in the new curriculum, which when designed and integrated into the teaching programmes will enhance the attitude and communication skills of the students. Aim: To develop, implement and evaluate the ECE module in biochemistry and also evaluate the faculty and student feedback for ECE as teaching module and ways to improve them. Materials and Methods: The cross-sectional study, was conducted from June 2020 to August 2020, in the Department of Biochemistry, CMC and hospital Ludhiana, Punjab, India. Study was conducted on 70 phase 1 Bachelor of Medicine and Bachelor of Surgery (MBBS) students admitted in year 2020. The faculty along with the students were sensitised to the ECE teaching module. The ECE module pertaining to the two selected topics (Type 2 Diabetes Mellitus (T2DM) and Jaundice) was developed and discussed under case-based sessions and clinical implementation sessions. After these sessions the feedback was taken from the faculty and the students. The results were collected, analysed and expressed in percentages and charts. Results: In present study, out of total 75 students (a batch of 75 out of which five students were absent) 29 (38.67%) were boys and 46 (61.33%) were girls. Majority of the students 35 (50%) strongly agreed that ECE increased their attention in class, and helped them to understand the topic in a better manner- 36 (51.4%) agreed, with a better correlation of the topic- 31 (44.3%) agreed. whereas the majority 3 (75%) of the faculty agreed that ECE is important for understanding the clinical relevance of the topic and 3 (75%) agreed that its more time consuming. All the faculty agreed 4 (100%) that it is better teaching method as compared to the traditional method. Conclusion: ECE is better and acceptable way of teaching and learning then traditional. It motivates students to read and helps them understand the clinical relevance in a better way. It increases their attention in the class and helps to retain the topic for long

The education system is the means through which education conveys knowledge and information tailored to meet the requirements of inclusive education, i.e. giving access to school to all children in order to learn and be able to decide on their future career. School dropout is the main cause of unemployment, social exclusion, poverty and poor health. These are the reasons why some youngsters leave school earlier: personal and family problems, learning difficulties or a difficult socio-economic situation. Other factors: the functionality of the education system, the atmosphere in school and the relationships between teachers and students. The problems in education worsened because of the pandemic, data showing a high increase in the rate of school dropout. Solutions to this problems need to be found, but it requires considerable financial effort.

The paradigms within human relationship are shaped by a multitude of factors which tug at the edges of the ability to form interpersonal bonds with the influence of experience. What constitutes experience, then, can be argued in several different manners. However, it is the interpretation of conventional, institutional education in the minds of the characters in Williams Faulkner’s Light in August, Virginia Woolf’s To the Lighthouse, and Boris Vian’s Mood Indigo that sets a course for the trajectory of their relationships with others and with themselves. The various frameworks of the characters’ respective educations allow them to express what has been fed to them and how to interpret, knowledge. Once they are able to identify what constitutes experience through learning, these concepts, religious tenets, the awareness of factual circumstances, fixed categories imposed on reality, and ostensible truth as defined by ideology, are applied to models of human relationship, often with disastrous or emotionally numbing results through sticking to a pre-defined notion of how to apply what one is taught to one’s personal life. The characters of Light in August utilize an organic absorption of conventional education and religion as a form of teaching, as well as relying on past experience and intuition to traverse through their relationships, while the intellectual pursuits of the Ramsays and their acquaintances (particularly the male figures) in To the Lighthouse lead them to define relationship using ideas instead of raw emotion and experience. In comparison, the beautiful and tragic youth of Mood Indigo transform conventional education into goods for material consumption, as notions of the intellectual become synonymous with an indulgence in objectifying traditional forms of knowledge in monetary, and even human, form. The point at which education and desires converge and possibly become inseparable, then, marks the intersection not only between the compromise of relationships co-existing with powerful, learned ideas, but also the parallels between how self-acquired education through experience can differ from institutionalized thought. Can the distinctions between these methods lead to more or less successful relationships, or do they arrive at the same conclusion; the disintegration of previously cherished relationships? Is it then possible for education and relationship to co-exist peacefully? If not, perhaps it is this collision in the world of fiction that catalyzes the characters’ perpetual uncertainty with regard to both ideas.

This paper intends to explore the various ways in which social media can be used to enhance learning and engagement, as well as the potential challenges and risks that may arise. The study focuses on face-to-face formal K-12 education which is a system that generally covers 12 grades including primary and secondary schools. The manuscript provides a comprehensive theoretical literature review of the existing research on the topic, highlighting the main findings and discussing the implications. Social media platforms such as Facebook, YouTube, and Twitter have turned into an increasingly prevalent and influential aspect of modern society, and they have also begun to infiltrate the realm of education. However, during this study it has been noticed that there are few studies examining the effects of social media in K-12 education. Namely, some research has been conducted on higher or online education. Accordingly, while there are certainly benefits to applying social media in education, such as the ability to connect with a global network of learners and access to a vast array of information and resources, there are also challenges that must be considered. Thus, the results of this study provide clarification on previous research and lay the foundation for future examinations of the potential advantages and disadvantages of using social media in K-12 education. [ABSTRACT FROM AUTHOR]

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The study aims to reveal the main philosophy of the Orff Schulwerk education approach. This approach is known as the Orff Schulwerk approach/method developed by the German composer Carl Orff. In the Orff Schulwerk approach, which is compatible with an understanding parallel to the constructivist education approach; there is no traditional teacher or a traditional education or traditional teaching approach. In this approach, the teacher has an important role in conveying the knowledge, skills and achievements to the students, in the center of education, in the structuring and managing the whole process. Although the student is at the center of learning, the teacher has the mission of being an important guide in the process of structuring this learning. In this study, the roles attributed to the teacher by the Orff Schulwerk approach are discussed with the necessary explanations and examples. In the study, the survey model was preferred as the research method. It is aimed to reveal the main philosophy, starting point, method, instruments of the Orff Schulwerk method and the roles given to the teacher during the implementation of all these parameters. For this purpose, the relevant studies in the literature so far are discussed, and some suggestions are put forward via interpreting the results in the light of these related studies. [ABSTRACT FROM AUTHOR]

What role does Indigenous knowledge play in the lives of contemporary Africans? To investigate this question, we visited three communities in Ghana—rural, peri-urban, and urban—where we interviewed community members involved in communal education. Contrary to the literature on the decline of Indigenous knowledge, we find that Indigenous knowledge, practices, and institutions are resilient across all contexts. Traditional leaders continue to play a significant role as stewards of Indigenous knowledge despite the impact of colonization, rural–urban migration, and globalization. However, Indigenous knowledge does not exist in a vacuum. It coexists and competes with many knowledge systems, inculcating in Africans multiple identities and consciousness. We discuss the implication of our findings and explain why there is a need for Africans to better integrate their multiple consciousnesses and different lived realities. [ABSTRACT FROM AUTHOR]

Introduction: The most effective strategy to prevent the transmission of Covid-19 is social distancing. Close contact between professor and student is inevitable in traditional methods of dental education. Therefore, newer methods should be used to avoid unnecessary contacts while continuing the training. The present study aimed to evaluate the educational method using online classes and videos on preclinical endodontics from the perspective of professors and undergraduate students. Materials and Methods: The Practical Principles of Endodontics course was taught to 67 undergraduate students on two levels P1 and P2 (31 students in P1 and 36 students in P2). In each session, students watched a professionally produced demo video with a verbal explanation. The main points were stated by the instructor during and after watching the videos. Then the students' questions were answered before the practice. The students of P2 had passed their P1 course in the traditional method in the previous semester; therefore, comparing traditional and new teaching methods was possible. Results: A total of 67 students and 12 professors completed the questionnaire. The degree of agreement in three groups (students of P1, students of P2, and professors) was statistically different in 6 of 7 similar questions (P

The Covid19 pandemic process, which is the biggest global problem of the recent times, has been a negative factor that has profound effects in all sectors and different platforms, necessitating radical changes and plans to follow. Of course, education is one of the areas most affected and directed by this process. Many educational institutions in the world that provide services at various levels have had to give more importance to internet-based distance education applications and technologies. The aim of this study is to reflect the views of foreign language instructors in the university about distance education and to analyze the different situations they encounter in the process and make forward-looking suggestions. The study group of the research consists of 24 academic staff working in the faculties of Dentistry, Pharmacy, Nursing, Engineering, Administrative Sciences and Economics and Science at Tishk International University Language Preparatory School in the 2020-2021 academic year and voluntarily participated in the research. The data of the research were collected with a semi-structured interview form consisting of open-ended questions created by the researchers. Then, content analysis was performed on the data obtained from the study. As a result of the research, the online and offline distance education model, which is carried out throughout the year, provides flexibility of time and space, easy access and sharing to different resources and materials in many areas, positive interest of students in technology, preventing in-class pressure and other kinds of pressure. It has been determined that there are opportunities such as the ability to easily prevent classical discipline problems. On the other hand, the traditional formal education model has the advantage of being able to deal with students more closely and specifically, to establish face-to-face and eye contact, to interact and understand with body language, to have the usual classroom management experience, to actively participate in the lesson, to give instant feedback and to ensure the continuity of motivation. It has been determined by the instructors that it is more efficient and more beneficial for the academic development of the student than the distance education model due to the advantages of not interrupting the course due to connection problems, reliable measurement and evaluation in and out of the classroom

Abstract Background: Effective education for learning in professional fields, especially dentistry, is one of the necessities of society, and considering the importance of oral and maxillofacial diseases in dentistry as well as the lack of information in the field of comparing modern teaching methods and traditional methods. Objectives: This study was conducted to compare the effect of two methods of face-to-face education, lecture, and virtual education, on the motivation and academic progress of 6th-semester dental students. Methods: In this randomized intervention study, 36 students in the 6th semester of dentistry in Birjand were randomly divided into two intervention and control groups. In the control group, the face-to-face teaching method was used in lecture style, and in the second group, the online virtual teaching method was used. Before and after the intervention, the same written test of educational content was taken from both groups, and academic motivation was measured with the Academic Motivation Scale (AMS) of Vallerand et al. The data were analyzed with SPSS software and using descriptive statistics, independent t-tests, and paired t-tests. The P-value was considered significant at the level of 0.05. Results: The average age of the participants in the face-to-face training group was 23.89 ± 2.826, and in the virtual group was 23.50 ± 1.855, which was not statistically significant (P = 0.629). There was no significant difference between the average scores of students’ motivation and academic progress between the two groups before (P > 0.05) and after the intervention (P > 0.05). Although there was an increase in students’ average scores of academic motivation and academic progress after the intervention between the two groups of face-to-face education and virtual education, there was no statistically significant (P > 0.05). Conclusions: It seems that virtual teaching, like lecture teaching, can be effective in students’ academic progress and motivation and can be considered a complementary teaching method. Keywords: Traditional Education; Virtual Education; Academic Motivation; Academic Progress

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