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Myśl pedagogiczna Moziego i szkoły moistów

Author(s): Paweł Zieliński / Language(s): Polish Issue: 31/2022

This paper attempts to reconstruct the pedagogical thought of Mozi and the Moist school, the preeminent ancient philosophical school in China, along with Daoism and Confucianism. The research refers to the work of Mozi and studies by contemporary experts on his philosophy. The basic pedagogical values or virtues identified by the philosopher are universal love, security (economic), peace, simplicity, modesty, self-restraint (of material needs), social activism, high morale of leaders and superiors. The fundamental dilemma of the Moist concept comes down to the state and religious sanctioning of the pedagogical virtues listed, which in the light of contemporary pedagogical research undermines the value of the concept.

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THE DIDACTIC APPROACH TO THE INTERCULTURAL DIMENSIONS OF THE EDUCATIONAL PROCESS

Author(s): Elena Cristina Andrei,Oprea Valentin Busu / Language(s): English Issue: 1/2023

Intercultural education is a relatively new concept in Romania and complex that encompasses a series of psychological, anthropological, linguistic, geopolitical, religious aspects. Also, carrying out the pedagogical activity in a multicultural setting requires special rigor in terms of respecting some principles and values: respecting human rights, the absence of discriminatory phenomena (all students are treated and respected equally regardless of gender, race, ethnicity, social class, religion, etc.), encouraging the expression of points of view, respect for different cultural values, capitalizing on cultural empathy. Intercultural psychology is the basis of understanding the way of action of an individual according to the influence on him of culture, customs, traditions. The heterogeneity of the student group requires a special approach from the teaching staff. He must have at least basic, usual information about ethnic and national diversities, elementary notions of the anthropology of peoples. In the absence of these notions, a difficulty can be noted in the implementation of the study discipline with everything it includes, the transmission of information, the evaluation of the accumulated knowledge, and the obtaining of feedback.

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Metacognitive Strategies for Mathematical Modeling with Engineering Groups of Students: Adaptation and Validation of a Questionnaire

Author(s): Noemí Cárcamo Mansilla,María Aravena Díaz / Language(s): English Issue: 1/2024

A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of ‘planning’, ‘monitoring and, if necessary, regulation’, and ‘evaluation’. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability.

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Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Author(s): Waskito Waskito,Rizky Ema Wulansari,Rifelino Rifelino,Aprilla Fortuna,Abel Nyamapfene,Siti Afiat Jalil / Language(s): English Issue: 1/2024

Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.

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Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

Author(s): Nina Kristl,Katja Jeznik / Language(s): English Issue: 1/2024

The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

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Manipulative Potential of Humor in Business Media Discourse: Drawing up a “Starter Pack” for LSP Teaching

Author(s): Elena N. Malyuga / Language(s): English Issue: 1/2024

The article investigates the manipulative potential of humor in business media discourse and its application in Language for Specific Purposes (LSP) teaching. Recognizing humor as a tool for simplifying complex ideas and engaging a broad audience, the study aims to identify the functional-stylistic means through which humor is conveyed in business media, focusing on its capacity to influence audience perceptions and attitudes. Employing continuous sampling along with descriptive, comparative, and discursive methods, the research analyzes utterances from Russian- and English-language business media to explore humor’s various functions – such as persuasion, focus-setting, and entertainment – and how these can be harnessed to facilitate linguistic manipulation. The findings reveal that humor, through rhetorical devices like metaphors, idioms, understatement, allusion, sarcasm, and oxymoron, plays a key role in making business concepts accessible and engaging. A “starter pack” of tools is identified for LSP education, equipping students to recognize and utilize humor’s manipulative power in professional contexts. This toolkit aims to prepare future business communicators to craft and recognize humorous statements. Implications for LSP educators, students, and business communication professionals are significant, advocating for an integrated approach in curricula that balances the creative and manipulative implementation of humor. This prepares students for global business communication, emphasizing humor’s strategic importance in effective leadership.

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Legal Basis of Educational Processes of Artificial Intelligence Algorithms in E-tourism

Author(s): Žaklina Spalević,Bojana Milosavljević,Sanja Marković / Language(s): English Issue: 1/2024

E-tourism has become a key component in the tourism industry and allows travelers to easily access information about destinations and services via the Internet, facilitating their travel planning process. Through e-tourism, travelers can research destinations, plan trips, book accommodations, purchase transportation tickets, and explore tourist attractions through online resources. Also, this area helps tourism businesses to effectively promote their services, communicate with clients and manage reservations. E-tourism represents the integration of information and communication technologies in the tourism sector. This concept encompasses the application of digital technologies such as the Internet, mobile applications, online reservation systems, web platforms and social media to improve aspects of travel and tourism. The legal foundation of educational procedures utilizing artificial intelligence algorithms in e-tourism holds significant importance because of the multitude of potential legal complexities and obstacles that could emerge. The Republic of Serbia, like many other countries, is working on improving its regulations in order to enable the development of e-tourism and at the same time ensure the protection of the interests and safety of travelers.

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Digital Literacy in the Service of Science and Scientific Knowledge

Author(s): Dejan R. Dašić,Marija Ilievska Kostadinović,Minja Vlajković,Marko Pavlović / Language(s): English Issue: 1/2024

The subject of this paper is the interdependence of communication and digital literacy, as original entities, and especially digital communication and science and scientific knowledge. In the present day, digital literacy is a necessary ability for scientific professionals. The concept of digital literacy is increasingly prevalent in the 21st century. Scientific research requires the capacity to efficiently use digital tools, platforms, and databases as technology continues to improve at an unparalleled rate. The capacity to get and assess data from a variety of online sources is a crucial component of digital literacy for scientific professionals. In order to encourage cooperation and creativity across scientific groups, digital literacy is vital. Moreover, scientific professionals that possess digital literacy are better equipped to disseminate their research findings to a larger audience. The essence is that the higher the level of digital literacy, the easier it is to find suitable and therefore the best forms of communication.

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Immersing oneself in the world of Rock to act. Implications for educational practice

Author(s): Monika Adamska-Staroń / Language(s): English Issue: 16/2023

The article is part of research on the educational contexts of popular culture. It is a voice in the discussion focusing on possible ways of using Rock songs in formal education, including academic education in pedagogy and interpretive participation in culture. The research results (part of them) presented in this article show that reflective immersion in the Rock world and education through Rock songs inspire various activities aimed at self-development. It promotes the development of competencies needed in a changing world, including formulating and expressing one’s thoughts, beliefs, critical thinking or constructive dialogue, expressing and understanding different points of view, as well as appreciating the importance of creatively expressing thoughts, experiences and feelings using various means of expression, including music, performing arts, literature and visual arts.

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Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher

Author(s): Devorit Cohen,Constantin Cucoş / Language(s): English Issue: 25/2023

The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.

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Futures Education and Creativity: From Theory to Practice

Author(s): Emanuele Isidori,Roberta Alonzi,Irina Leonova,Mario De Martino,Naualia Poplavskaya,Iosif Sandor / Language(s): English Issue: 25/2023

In a rapidly changing world, preparing students for the challenges and opportunities this new world provides is crucial. This paper investigates the integration of futures-oriented education and the pedagogy of creativity as a comprehensive approach to equip students with the necessary skills and mindset for the 21st century and beyond. We emphasize the importance of translating theoretical frameworks into actionable strategies to foster adaptable, innovative, and forward-thinking individuals. Futures-oriented education aims to develop students' abilities to think critically, plan for the long term, and make decisions based on diverse scenarios. It focuses on nurturing an in-depth understanding of complex systems and global interdependencies, enabling students to navigate the uncertainties of an ever-evolving world. On the other hand, the pedagogy of creativity seeks to cultivate imagination, problem-solving, and innovation by encouraging students to explore new perspectives, ideas, and solutions.Drawing upon interdisciplinary research, pedagogical models, and best practices, we outline the fundamental principles and instructional strategies for effectively integrating futures-oriented education and the pedagogy of creativity. We also provide a practical toolkit for educators to design and implement innovative curricula that seamlessly blend these two approaches, ensuring a well-rounded learning experience for students.This paper highlights the significance of bridging the gap between theoretical frameworks and classroom practice to equip future generations with the skills and new attitudes required to tackle complex global challenges. By incorporating futures-oriented education and the pedagogy of creativity, we can cultivate a generation of leaders prepared to navigate and shape the world of tomorrow.

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Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period

Author(s): Marius-Daniel Calin,Crinela Pislaru / Language(s): English Issue: 25/2023

This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways. The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students.

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The Dynamic Approach of Education: Focus on Educational Actions and Subsequent Evaluations

Author(s): Anca Simion,Cristian Stan / Language(s): English Issue: 25/2023

This paper explores the multifaceted nature of the educational process, focusing on the complex connections between educational actions, the dynamic nature of education, and subsequent evaluations. With a primary focus on primary school settings, the current paper tries to acknowledge the pivotal role of teachers' approaches to education in shaping students' learning experiences. It recognizes the significant influence of teacher discourse and the classroom dynamic on students' academic progress. Through this review of the existing literature, we examine ongoing discussions surrounding how pupils are influenced by various teaching interactions. We tried to highlight the importance of understanding the complexity of the educational journey, recognizing that in a rapidly evolving world, the student remains at the heart of education and evaluation approaches. The paper emphasizes the need to consider the holistic educational experience, encompassing teaching techniques, classroom dynamics, and students' receptiveness to instruction. The paper presents an understanding of how teachers' instructional approaches and classroom dynamics shape students' learning outcomes and performance assessments. By recognizing the central role of the pupil in the educational journey, this study contributes to the ongoing discourse on effective teaching practices and student-centered evaluation approaches.

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Photography-Based Pedagogy in Relation to Social-Emotional Learning in Adolescents - Systematic Literature Review

Author(s): Adi Gielgun-Katz,Alina Simona Rusu,Miri Shacham / Language(s): English Issue: 25/2023

It is generally acknowledged that today's most important means of communication is the image, with its various forms of representation. The new visual language that is continuously developing due to available technologies in everyday lives, creates new ways of expressing thoughts and emotions, especially among adolescents. In parallel, the Social-Emotional Learning model (SEL) has been gaining more and more momentum in the education system in terms of the skills that can be improved: self and social awareness, responsible decision-making, self-management, and relationship skills. Despite the potential of integrating the visual language with the SEL, especially in adolescents, few studies have addressed the development and implementation of integrative curricula. The aim of this study is to investigate through a systematic literature review approach the methods and outcomes of using photography-based pedagogy integrated with SEL in adolescents. The variables refer to the aim of the studies, the pedagogical approach, the assessments, and the effect of the photographic tools on various SEL skills. All the reviewed studies referred to the self and social awareness of the students, but not all were conclusive about the effects of the photographic tools as the main influencing elements on the SEL skills.

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Developing an Interdisciplinary Environmental Educational Program on Insect Conservation for Primary School Children

Author(s): Geanina-Magdalena Sitar,Cristian Sitar,Alina Simona Rusu / Language(s): English Issue: 25/2023

Environmental education plays a critical role in shaping sustainable behaviours and cultivating a deeper understanding of ecological systems. This paper presents a theoretical framework supporting the interdisciplinary design of an environmental educational program in primary schools, with a specific focus on insect conservation. Insects, as vital contributors to ecosystem functioning, require dedicated attention and conservation efforts, making them an ideal focal point for engaging young learners. The proposed framework integrates essential components necessary for the elaboration of activities and learning objectives of the program, such as: effective environmental education, encompassing knowledge acquisition, attitude formation, and behavioural change. It emphasizes the provision of comprehensive and accurate information about insects, including their ecological roles and the challenges they face. To encourage behavioural change and a sense of responsibility, the framework underscores the need for hands-on experiences and direct interaction with insects. Practical activities, such as observing living insects can enable primary school students to develop a personal connection with insects and foster a sense of responsibility for their conservation. Furthermore, the framework underscores the importance of fostering positive attitudes towards insects, challenging any pre-existing negative perceptions, and nurturing empathy towards these invaluable species.

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English Vocabulary Acquisition for Efl Students with Learning Disabilities in Israel- A Review of Instructional Strategies for Teachers

Author(s): Tania Goldreich / Language(s): English Issue: 25/2023

This article is about English Vocabulary Acquisition for EFL Students with learning disabilities- LD- in Israel - A Review of Instructional Strategies for Teachers. In this paper I present a review of Instructional Strategies for Teachers who teach English as a Foreign language. I write about several strategies that are geared toward a successful process of vocabulary acquisition. Most of the former theories link vocabulary acquisition to the reading process. When it comes to EFL LD students’ reading capabilities, even on a very basic scale, it can impose a severe obstacle. In my study, many of the students are very poor EFL readers, or emergent readers. Still, I believe that within the use of the suitable instructional strategies that do not require fluent reading, we can teach vocabulary effectively. There is a major importance for my students, to be able to study English vocabulary within a meaningful context, and to learn by doing, by action. In this paper I state that The Eco social Context Instructional Strategy is the most effective strategy when it comes to vocabulary acquisition for my EFL LD students. I base my statement mainly on the social ecology study of Bookchin, in his book Social Ecology and Communalism, that elaborates on the relationship between individuals and the environment as all part of one ecosystem. When learning new words withing action in the open environment, the acquisition abilities will be greater.

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Assessment of Information Literacy Skills: A Case Study

Author(s): Enikő Szőke-Milinte / Language(s): English Issue: 25/2023

"In the information society, the concept of IL is at the center of educational research. In higher education, university teachers and students need to keep up with current research trends in the application of IL skills. The generation, processing and storage of information has never been more marked in any age, as Manuel Castel writes in his work The World of Knowledge. Information therefore determines all aspects of life, and it is therefore necessary for those who choose a career in the intellectual field to be equipped with information skills. An information literate individual is able to recognise when and where information is needed, to find it, analyse it and apply it successfully. To be considered information-literate a person must be able to recognize the need for information and assess its scope, to locate information quickly and efficiently from a variety of sources and databases. He/she must be able to evaluate information and sources, and be able to organise and process information or create new knowledge, recognise and solve problems. After reviewed the studies and research on information literacy, a questionnaire survey of a sample of 230 university students in Hungary was used to assess students' information literacy. This paper presents the main results of the survey."

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The Technical-Scientific Circles Within the Children’S Palaces and Clubs, Educational Alternatives in Developing Skills in the Field of Science and Technology

Author(s): Jenő Kerekes / Language(s): English Issue: 25/2023

Extracurricular activities serve as a valuable complement to the formal educational system in terms of their goals, content, and practical execution. These activities adopt a student-centric approach, tailoring their content, methodologies, and tools to individual students' abilities and interests. They offer flexibility, remain optional, and rely on voluntary participation, augmenting the formal educational process while nurturing the development of individual personalities, creativity, and essential competencies (Bocoș, 2017). Technical-scientific activities place a strong emphasis on the formative aspect of learning by identifying effective methods to structure and guide students' engagements (Albulescu, 2008). Through these activities, students amass knowledge, cultivate skills and abilities, and foster attitudes that bridge the gap between theoretical knowledge and its practical application. This questionnaire seeks to investigate the role and significance of technical-scientific activities in skill development. By analyzing the responses, we aim to establish a correlation between students' performance in national assessments and the practical knowledge acquired through extracurricular pursuits. These activities also aid in nurturing students' creativity, problem-solving capabilities, and offer insights into their perspectives on the interactive methodologies employed in organizing extracurricular events. This study was conducted among a cohort of high school students who completed an online questionnaire (N=445). The findings underscore the complementary nature of technical-scientific activities, which, in conjunction with formal education, contribute significantly to the enhancement of competencies in science and technology. The study affords an opportunity to scrutinize the strengths and weaknesses of specialized extracurricular programs, shedding light on students' demands within the realm of science and technology activities and the extent to which these supplementary initiatives can mitigate school dropout rates.

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Learning Motivation of Students

Author(s): Maria Iulia Felea,Alina Felicia Roman / Language(s): English Issue: 25/2023

"Learning motivation is the main segment of success in what we call the educational process. The motivation for learning is influenced and determined by the intrinsic factors, as well as the extrinsic factors.Learning motivation can be described by a simplistic idea in which we observe a set of internal elements of conduct such as values, motives, intentions and aspirations that organize, challenge and guide learning efforts.Throughout the research we carried out, a series of essential elements had been investigated that refer to the studentsʼ motivation of learning. The method of investigating the issue of studentsʼ motivation in learning was the survey, conducted using the questionnaire as a tool.In this respect, the article presents a number of essential elements such as learning motivation, the reason for accumulating knowledge, the reason for obtaining a diploma, the reason for self-accomplishment, but also professional reasons of the students from the study program Pedagogy of Primary and Preschool Education."

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Individualization, Differentiation and Interactivity - Paradigms of Effective Learning

Author(s): Adriana Denisa Manea,Cristian Stan,Ion Albulescu / Language(s): English Issue: 25/2023

Centering on the student in the context of the instructional-educational action is achieved by generating both interactive/collaborative and differentiated/individualized learning situations, all the more so as the appropriate technological resources can be exploited to provide the feedback necessary for adjustment in learning. The present study presents an investigative analysis to decipher the understanding of the concepts of didactic and exploitative individualization, differentiation and interactivity, with the aim of identifying the contribution of differentiation/individualization and interactivity in achieving effective learning. The study revealed a common perception of the concepts of individualization, differentiation and interactivity at the level of teachers for preschool, primary and secondary education. Also, the academic performance of students in pre-university education (preschool, primary and secondary school) was influenced by interactive strategies and learning tasks based on individualization and differentiation to a comparative extent with their contribution to the development of the degree of socialization and positive interaction, of increasing the level social-emotional skills.

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