The pedagogical impact of the gestures of filmmaking

This Chapter focuses on the use of English as a lingua franca (ELF) in international educational projects in Europe. Firstly, it discusses functions of language as a lingua franca from a sociolinguistic perspective, in particular considering the concept of the ownership of ELF. Secondly, it draws on sociocultural theory of second language learning. In the situated learning approach second language learning is viewed as a functional and regulatory process in attaining an identity of a member of a community of practice. Such a view is applied to ELF and is exemplified by three international educational projects: an MA blended learning project under this author’s supervision and two larger international projects, one involving two partner countries and the other—eight partner countries. The MA project and the international projects (The European Master for European Teacher Training Project—EMETT and a Polish-Ukrainian project on the Development of Intercultural Competence through English—DICE) serve as illustrations of the claim that English is used nowadays by non-native users of English first of all to suit their own purposes. What is of primary significance is communication between the international participants and implementation of the project goals. It is argued that non-native ELF users in international projects can be empowered in their use of English by their sense of legitimate ownership of English that stems from their necessity to use a common language in oral, digital and written communication. Implications are drawn for English language teaching and learning in Europe.

PurposeThis paper aims to examine how customer knowledge management (CKM) be implemented in international projects between the UK and China in practice, with a focus on the marketing process application, i.e. how analytical CKM systems are used to support customer knowledge (CK) acquisition.Design/methodology/approachThe case study practice of CKM application is based upon examining qualitative results reported from a two‐year study of CKM applications in an UK education service provider. An evaluation of CKM analytical functions provided by the international marketing team from the UK and its China counterparts in international joint education projects. A conceptual model of an analytical CKM system for CKM in this UK‐China environment is developed from the findings and literature review.FindingsUK‐China related CKM research is relatively new. Current CKM researches are dominated by Western cases and theories. China related international joint projects in this case study suggest that cultural factors play important roles in successful marketing. Meanwhile, CKM provides key factors in the implementation system.Practical implicationsThe findings shed light on the potential areas in which organisations can practically use CKM in international joint projects. The application of analytical CKM was investigated to build up a CKM model in practice. The paper also provides guidance for the service industry as how an analytical CKM system needs to be developed to support marketing process.Originality/valueThe latest findings on CKM application in this UK‐China case study are reported. An innovative analytical CKM model is proposed for marketing process, i.e. environmental influences, value specification, solution development and customer development. Key factors, such as knowledge about, for and from customer in CKM are examined.

IntroductionThe growth of international collaborative development and research programmes owes much to a greater focus on transcultural research, funding in this regard, and the concern of universities to extend their international visibility (Rigby & Edler, 2005). It has also raised significant challenges and concerns regarding the conceptualisation and dissemination of international educational research, its sustainability, and the development of collaborative partnerships that transcend international borders. Furthermore, as those of us who have been closely involved in the development of international educational research and development projects have learned, developing sustainable international partnerships has been difficult, and has often been fraught with issues. These issues are not only related to processes of funding, knowledge production, and who the ultimate beneficiaries of the research will be, but also to partnership relationships as well as transcultural communication and intercultural learning.In this article, I focus on revisiting my field notes and personal reflections from a reflexive diary (ethnographic account), that I kept during an international project in education in Palestine that came to an end in 2014, in order to explore aspects that could possibly have influenced the development of sustainable international partnerships in education that brought about change. The purpose is to analyse my own reflections during the project and after it came to an end and, by connecting the personal to the cultural in this way, possibly contribute to further development of knowledge in this field.The project in Palestine cannot be characterised as a research project as such, but rather as an externally funded knowledge exchange project in education, with a strong emphasis on evaluation research in order to monitor progress and evaluate the impact of the project. As this project came to a close, it generated new projects and influenced the development of revised policies on teacher education. The dynamic relationship between international collaborative projects in higher education and the nature, scale, sustainability, and quality of our collaboration in bringing about educational change in this project has also become clearer. I, therefore, increasingly realised that the role that quality of collaboration played within this project, including the willingness of individuals and collective team groups to transcend international sociocultural boundaries, cannot be underestimated. The challenging path that this partnership followed enabled the greater international project team, as well as the Palestinian project team, to accomplish much more than we would have been able to achieve as individual researchers or as consultants at individual universities. Furthermore, my personal belief in the integral connection between the quality of human relationships in complex international educational research settings and the validity of processes in projects aimed at bringing about social change was confirmed.Brief Description of the International Project in EducationThe main objective of this knowledge exchange project was to improve the quality and relevance of the teaching practice component of teacher education programmes for primary school-aged pupils in Grades 1-4 in Palestine (West Bank and Gaza). In pursuance of this objective, the World Bank funded a Teacher Education Improvement Project (TEIP) in 2010, for which an international cross-faculty, cross-university team successfully bid to act as international consultants. Notification of the contract was received in March 2011, and the project came to a close in 2014. Strategic planning to achieve the overall goal of this project within a period of about 36 months was informed by a coherent body of knowledge derived from international research and practice in teacher education, whole-school improvement, and continuing professional development. …

Experience of Korean-Mongolian international joint workshops on pathology and cytopathology since 2007

Systematic student-driven literature reviews in sustainability science – an effective way to merge research and teaching

This article intends to look into the practice of implementation of the EU project «Reinventing displaced universities: enhancing competitiveness, serving communities» (hereinafter referred to as REDU project) targeting displaced universities from Donetsk and Luhansk regions, as well as other EU projects, with the purpose to promote the project; draw lessons from project implementation under multiple crises; hypothesize on the future of this and other educational projects during wartime and post-war period in Ukraine; provide recommendations and facilitate national and international discourse on reviewing existing approaches to design and implementation of international projects in the field of higher education. The article provides background information on REDU project and its beneficiaries — displaced universities; outlines changes that took place in internal and external contexts during project lifecycle and amendments that followed; summarises lessons learned from two and a half years of implementation of the REDU project; and develops recommendations on the revision of methodology and approaches to educational project design and implementation. The article argues that international educational projects are and will continue to be powerful tools for higher education modernization, as well as drivers of social transformations. To be effective and resilient during the war, as well as during Ukraine’s post-war recovery and reconstruction, the projects are to become more flexible, allowing for more autonomy in the decision-making by the project team and more diversity with regard to project activities and services, outputs and outcomes, beneficiaries and target groups. While reinstating the need to modify international projects’ design, rules and procedures, the authors argue that Ukrainian HEIs and academic communities themselves should be ready to change and adapt to new circumstances, respect flexibility, practice diversity. Besides, to be able to contribute to national recovery, Ukrainian HEIs should collaborate with a broad circle of partners, review and upgrade their social mission, in collaboration with other HEIs and non-academic partners apply accumulated or generated knowledge, expertise and research capacity for the benefit of their own institution, partners and consortia, communities and nation.

The chapter will offer a discussion of the issues and possibilities regarding internationalizing teacher education. Specific examples of successful international teacher education projects and international education resources will be shared.

Training of Health Care Students and Professionals: A Pivotal Element in the Process of Optimal Organ Donation Awareness and Professionalization

The effective international communication in the sphere of education and science of Ukraine makes it possible to create a complete European educational zone of "European higher education". This cooperation due to the implementation of academic mobility helps to increase the competitiveness of graduates of Ukrainian universities, provides an opportunity to use students’ creativity in international educational projects. International communication is the way of communication which transfers the information related to international cooperation. This is the exchange of cross-cultural information between participants, it can be mediated by special technical means, taking into account the influence of social institutions. The level of academic mobility is one of important criteria of universities’ development as it supposes receiving additional qualifications, new professional standards, the quality of education is monitored. University ratings are determined by the effectiveness of communication in international educational projects as their content is actively updated, new disciplines are developed and implemented. Optimization of communication is based on introducing innovative methods and techniques in teaching practice is an important factor for the formation of positive images of institutions. It is necessary to search for creative educational projects continuously, the implementation of collective and original scientific and managerial ideas. Sufficient international educational programs for Ukrainian students are not only the progressive way to develop their professional competence, but also it is a basis for effective integration into the cultural space of another country. Students do not only acquire professional knowledge, but also interact properly with the local community to establish fruitful cross-cultural communication. Productive international communication and participation in joint educational projects have the strategic importance for the Ukrainian higher educational institutions.

Design thinking (DT) has been employed as a learning strategy with actual Engineering students at different university course levels. During these experiences, lots of situations arise and several solutions can be applied by the lecturers to drive the work sessions well focus on their objectives: to improve the learning experience of the students and to test the applicability of DT basis on improving their problem-solving abilities.DT fits perfectly on subjects organized as project-based learning (PBL) tasks, and the related experiences of the authors, and their academic teams, are exactly on such kind of activities. Along several years of R/P2BL (research/problem/project based learning) teaching, and after participating in some international innovative education projects focused on DT, a collection of experiences, identified problems, solving strategies, best practices and learned lessons have been compiled, and will be explained in this chapter.The basis of this chapter is the know how acquired during the collaboration in Erasmus+ international projects, working with students (and lecturers) from various European countries. The international experience in the ambit results to be an additional point, as it allows the authors to identify even cultural or anthropological characteristics that can help when boosting creativity by using DT techniques.The chapter is organized from different focus (both lecturers and students, but also employers), aiming to provide useful tips extracted from those commented previous experiences.

International education and reflection: transition of Swedish and American nursing students to authenticity.

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.

n the beginning of the 21st Century, an educated person may feel protected only when his or her social status and rights are guaranteed.A person knowing his rights and standing up for them is able to react flexibly to changes in life.In this context, distance learning may be used for continuous education, thus contributing to the personal security.It allows to organize continuous education for almost all social groups.The development of world-wide cooperation makes distance learning independent from users' location.Related projects not only equip one with new knowledge but also open new horizons in self-education and make a participant understand the need for continuous learning.Besides, distance learning provides an opportunity to use different information sources.The current state of information technologies and their development allows us to consider international educational projects that will be able to establish a direct connection between a tutor and a learner and, thus, implement a genuine feature of traditional full-time tuition.Moreover, through international projects one may discuss different concepts; this is especially important for topics such as international security problems, combating terrorism, and building community to develop common strategies.

The paper investigates the processes of development of students’ foreign language communicative competence at universities under the conditions of informatisation and internationalisation. The hypotheses of our research: 1) in the conditions of internationalisation of higher education, the level of students' knowledge of foreign languages influences the intensity of their participation in international educational projects; 2) internationalisation of higher education creates effective motivators for more thorough study of foreign languages; 3) informatisation is a powerful tool for improving the quality in foreign language teaching at universities. The authors developed a questionnaire including 11 questions (closed and open). Respondents were 245 fourth-year students of Chernihiv National University of Technology (Ukraine) of humanitarian and technical specialities. The majority of respondents (89%) expressed their desire to participate in international educational projects with trips abroad; 44% of respondents identified the unsatisfactory level of foreign language skills as the main barrier to participation in such projects; 67% noted that the latest methods of teaching foreign languages should be introduced at their institution. On the basis of the results of the research, the authors suggest a set of innovative interactive teaching methods using information and communication technologies. The research results will allow increasing the students’ level of interest and motivation to study foreign languages and, accordingly; will provide the improvement of existing pedagogical approaches to the development of foreign language communicative competence of future specialists at universities.

This article reflects on the experience of loss as a transformative event that reveals the value of what once seemed ordinary and unnoticed in everyday life. Through a humanistic and phenomenological approach, it examines how absence disrupts personal biography, reshapes priorities, and alters one’s understanding of life’s meaning. Loss–whether related to health, relationships, abilities, or life projects–is presented not only as a source of suffering but also as an opportunity for awareness and inner reconstruction. The paper highlights the importance of professional support grounded in empathy, ethics, and person-centered care, particularly in healthcare and caregiving contexts. It emphasizes that recognition of value often emerges through deprivation, encouraging reflective practice that integrates emotional, relational, and existential dimensions into care. Ultimately, loss is understood as a deeply human experience that can foster personal growth and renewed meaning.