The act of showing: film as a social learning process

Research objectives (aims) and problem(s): The aim of the research project Comparative Study on Functions of International Programmes in Poland (NCN, Sonata Bis, 2020/38/E/HS6/00048) was to explain the functions of international education programs in Poland. However, during the data analysis, a topic not previously anticipated emerged: students’ interpretations of these programs in the context of their future professional careers in a free-market economy. Research methods: Using a qualitative approach and a phenomenographic research strategy, we sought to deepen our understanding of students’ conceptualizations of international education programs. This led us to an additional research question: What meanings do students attribute to international education programs in relation to their future professional functioning in a free-market economy? Process of argumentation: We identified three key conceptualizations:(a) Pole position – an international program as a guaranteed advantage in the race for admission to the world’s top universities. (b) Freedom laboratory – international schools as spaces where students can safely explore the freedom of learning, which later translates into the ability to capitalize on economic freedom. (c) Diamond mine – a setting where students, independently or with minimal teacher support, consciously mine vast and unlimited reserves of academic knowledge in order to acquire unique information and skills (often unavailable in national programs) that support success in the competitive free-market environment. Research findings and their impact on the development of educational sciences: Contrary to numerous previous academic claims, the neoliberal order does not necessarily have a negative impact on education. Students in international education programs do not view the free-market economy as a threat, but rather as an opportunity for global competition—which ultimately leads to financial success and the ability to fulfill personal aspirations. Conclusions and/or recommendations : Given the continuing globalization of education, it can be assumed that the number of students participating in international education programs will grow. This trend suggests a long-term research trajectory in pedagogy, with the potential to shed new light on the complex nature of educational processes.

Participation in international educational programs during nurses' and midwives' preregistration education provides an opportunity to experience healthcare in different cultures. Short-term outcomes of participation have been reported; however, little has been published regarding long-term outcomes and theoretical processes for nurses and midwives who participate in such programs. To provide in-depth understandings through a theoretical model of long-term outcomes and impacts for nurses and midwives who participate in international educational programs during their preregistration education. Constructivist grounded theory methodology was employed in this study. Thirteen general nurses, two mental health nurses, three midwives, and four dual-qualified nurse/midwives from eight different countries were interviewed. The substantive theory, "Transforming personally and professionally through global cultural experience," presents an explanation of processes and long-term impacts for those who participated in international programs during their preregistration education.

International education is one of the important phenomena of the globalizing world. The claim is that international education aims to educate students who are multilingual and multicultural, have common values and world citizen standards, approach different cultures with tolerance, are sensitive to global problems, contribute to world peace, and have international understanding and sensibility. The international diploma programs that have emerged for this purpose appeal to hundreds of thousands of students in thousands of schools in many countries of the world. In this section, we critically evaluate the concepts expressed in the aims of international education programs, such as global citizenship, universal culture, and international curriculum. A critical approach to these concepts opens up certain phenomena to discussion such as the weakening of national identities, homogenization, foreign language exploitation, cultural imperialism, brain drain, and global hegemony. When considering the cultural-hegemonic risks together with the virtues of international education programs, individuals and policy makers are recommended to approach international programs cautiously. In twenty-first-century education, structuring international programs on the basis of respect and equality, showing sensitivity to the culture of the countries in which they operate, and supporting students’ development toward their own cultures will be important.KeywordsInternational schoolsInternational diploma programsGlobalizationCultural imperialismCultural hegemony

Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer <i>The International Baccalaureate </i>(IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.

A personal description of the international counselor education program at the University of Zulia in Venezuela is presented including educational objectives of the counseling degree, various services counselors are trained to provide, and a sample curriculum. This description serves as an example of one international counselor education program that can be used as a model for burgeoning programs in other countries.

There were at least five purposes in pursuing research on international education in the public community colleges of Oregon and Washington states. The first purpose was to fully demonstrate a new and original taxonomy of ten elements, or dimensions, found in defining and describing international education. A second purpose was to add to the body of knowledge and research on international education practices at the nation's community colleges through an extensive literature search and original research. A third purpose of the study was to identify and describe the current status of international educational programs and activities of the forty-three public community colleges of the two state region through the use of quantitative data obtained in a survey questionnaire. Another purpose was to identify and describe three case studies of the most highly developed community colleges, at least one from each of the two states, in the arena of international education. A fifth purpose of this study was to provide several conclusions and recommendations to those community college leaders interested in improving upon international education programs and practices. Two research questions led the investigator to utilize two different research methods: The survey questionnaire and the case study. The research questions were: 1. What is the current status of international education programs among the public community colleges of Oregon and Washington? And 2. How and why did the international education programs and activities evolve and develop at the three most highly developed public community colleges of Oregon and Washington? The first method was used to survey the field of international education and to select three of the most highly developed community colleges in the two state region. The case study method, or the second method, was used to probe deeply into the international education programs and activities of the three most highly developed community colleges in Oregon and Washington. The results of the research methodology were reported in two different chapters and provide the findings and recommendations about the field of international education. The research was also defined by nine propositions suggested at the outset of the study. It was thought that international education programs and activities of Oregon and Washington community colleges evolved and developed through: The efforts of strong presidential leadership; large community colleges found in urban areas; the presence of international students; the presence of full-time international education administrators; the presence of international education grants from external funding sources;

Social and organizational learning in the adaptation to the process of climate change: The case of a Brazilian thermoplastic resins and petrochemical company

Reported outcomes of nursing or midwifery students participating in international educational programs in their pre-registration education: A narrative systematic review

Currently, universities are actively implementing international educational programs in English. Students of different nationalities come together in groups and study both professional disciplines and foreign languages. In this study, we consider the possibility of using a multilingual approach in the context of the implementation of international educational programs. The study involved 3rd year students enrolled in the international educational program in English “International Business”. A model was proposed for the implementation of a multilingual approach to the study of professional disciplines using the EMI method. The purpose of the article is to assess the effectiveness of the multilingual approach from the point of view of students and teachers, as well as to determine the impact of such a model on the learning outcomes of students in a professional discipline. For our research, we used qualitative and quantitative data: testing in professional disciplines (“International Marketing and International Management” in English) at the end of the course, a survey of students and interviews with teachers about the effectiveness of the proposed learning model. The experiment involved two groups (experimental and control) of students (N = 23 and N = 25). The students of the experimental group showed higher results in the study of a professional discipline. According to the survey results, students noted the multilingual approach as effective and progressive. Teachers noted an increase in students’ interest in the learning process. The experiment confirmed the effectiveness of the multilingual approach in the context of international educational programs in English.KeywordsMultilingual approachLearning outcomesForeign languagesEMI

The article analyzes the content of the international intensive educational program on Islamic psychology at Indonesian Islamic University in Yogyakarta, where, for the fi rst time, fi ve experts from Russia took part in 2019. This training of Russian psychologists in Indonesia became possible on the ground of an agreement between the Association of Psychological Assistance to Muslims (Russia) and Indonesian Islamic University. The article is presented as an analysis of the lectures and discusses the content of Forgiveness Therapy. It also highlights the specifi cs of psychological counseling in overcoming depression in the context of Islam. Based on the analysis of the content of the international program «Islamic Psychology: From Theory and Research to Practice» in Indonesia, the paper reveals the prospects for the further development of psychological counseling of Muslims in Russia.

This paper reports the development of an international dental hygiene educational programme between Japan and Canada, and the evaluation of its outcomes. In 2004, a unique collaborative programme with Canadian dental hygiene schools was introduced as part of a 3-year dental hygiene curriculum. This international programme mainly consists of three parts: a spring (full Japanese faculty and student exchange to Canada), fall (select Japanese faculty and student exchange to Canada for focused professional development) and summer (select Canadian student exchange to Japan) component. The spring component provides an opportunity for all Japanese students to visit the Canadian dental hygiene schools at the end of their second year. Students and faculty members share information about their programmes and culture through instructional presentations, chair-side hands-on clinical simulations, and table clinic presentations. For the fall component, selected Japanese students and faculty re-visit the Canadian school for more extensive learning and exchange with Canadian students. Workshops are held for faculty on educational and research topics. For the summer component, selected second year Canadian students visit Japan. The Japanese students' basic knowledge of Canada and Canadian dental hygiene showed statistically significant improvement (P < 0.001) as assessed by pre- and post-tests. Other programme evaluations including faculty and students' surveys have so far identified positive outcomes in learning and research. The programme has offered opportunities for faculty professional development and joint research projects. In conclusion, the findings reported here demonstrate that incorporation of the international collaborative programme can be a significant addition to dental hygiene education.

Reviewed by: International Reform Efforts and Challenges in Community Colleges. New Directions in Community Colleges, No. 138 Patricia Somers, Associate Professor Edward J. Valeau and Rosalind Latiner Raby (Eds.). International Reform Efforts and Challenges in Community Colleges. New Directions in Community Colleges, No. 138. San Francisco: Jossey-Bass, 2007. 112 pp. Paper: $29.00. ISBN: 978-0-470-17688-7. This monograph provides a basic overview of the issues, challenges, and models involved in internationalizing community college education. The editors wrote this book to fill the post-September 11 void about information on international education reform for community colleges. However, 9/11 was a double turning point: Americans understood the need to be more globally connected yet monies were diverted to national safety and security programs rather than educational activities. Eleven chapters form the monograph, with three common threads: (a) the role of new community college leaders in providing leadership for international programs, (b) how some community colleges have embraced globalization, and (c) how international education can become a catalyst for educational revitalization in community colleges (pp. 2–3). The book is aimed at relatively novice practitioners. The first three chapters have a good, but at times redundant, general overview of internationalization in community colleges. Two interesting chapters deal with the globalization of workforce development and technical/occupational programs. Six chapters review specific details of how to internationalize. Two of these chapters discuss consortial efforts. Consortia provide key support for international programs, particularly study-abroad efforts, which need a critical mass of students to be financially viable. Other chapters present examples of on- and off-campus programs and profile international faculty in community colleges. The most useful part of the monograph is two case studies. The first is a cautionary tale about how international education programs can become politicized, especially in a localized setting such as a community college. This case included charges of "pork barrel" trips by administrators for recruiting students and administrators who are junketing on "inspection visits" to colleges abroad. The final chapter is a case study of the successful Asia-Pacific Emphasis at Kapi'olani Community College in Hawai'i. While this volume seeks to help practitioners, it also contains useful research. For example, a study of 700 community college students found that they acknowledged financial barriers to study abroad, yet family and job considerations were even more important in their decision not to study abroad. Further, one of the consortia did a pre- and post-study of intercultural sensitivity, with mixed results depending on the program location. The monograph could be very helpful to community colleges just beginning an international effort. There are some omissions, however. A more detailed description of visa issues for international students and faculty would provide a realistic understanding of the effort involved in bringing international scholars to campus. Additional case studies would be useful. One author mentions that a community college has successfully used local immigrant communities to help develop its international program; a description of this program would be interesting. Further, a case study of a successful program at a "border" college (U.S/Mexico or U.S./Canada) would provide another model for globalizing the community college. On the whole, Valeau, Raby, and associates provide good basic information on internalizing the community college. The addition of a few more case studies would make the volume outstanding. [End Page 521] Patricia Somers, Associate Professor Higher Education and Women's/Gender Studies, University of Texas at Austin, and Fulbright New Century Scholar Copyright © 2008 Association for the Study of Higher Education

This chapter offers an overview of international students and international education programs and initiatives at historically Black community colleges and tribal community colleges in the United States. This chapter also highlights the strengths and challenges of these community colleges and international programs. Building on their unique historical identities, heritage, and indigenous values of these institutions, the author argues that local is the beginning of global initiatives and draws some examples of exemplary community colleges that can be the role model for other institutions.

As a result of Ukraine's integration into the European educational space, research into the impact of international educational cooperation on the transformation of general secondary education institutions has become topical. The existing scientific gap lies in the insufficient number of studies on how elements of the education system change as a result of participation in international programs. The study aims to determine the impact of international educational projects (Erasmus+, eTwinning, Tempus) on the digitalization of education, pedagogical practices, and management strategies. A mixed paradigm was used: at the quantitative stage (n = 60), ANOVA and multiple linear regression were used to assess the relationship between participation in projects and the level of institutional modernization (IMOS). For quantitative analysis, 60 general secondary education institutions (GSEIs) were selected and divided into three subgroups (based on their level of participation in international educational programs). At the qualitative stage, a thematic analysis of 15 interviews and 12 reports was conducted, yielding over 200 open codes. ANOVA revealed significant differences between groups (F(2, 57) = 19. 82, p &lt; 0.001), and the regression model (R² = 0.73) confirmed the significance of the number of projects (β = 4.86, p &lt; 0.001) and the proportion of digital classrooms (β = 0.37, p &lt; 0.001). Four key themes of change were identified: digital innovation, transformation of the teacher's role, modernization of management, and barriers. Hence, the proposed study contributes to understanding the role of international educational cooperation in transforming the national education system.

Health care delivery through a different lens: The lived experience of culture shock while participating in an international educational program