Active Participation In Society Research Articles

OPTIMALISASI PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH LUAR BIASA (SLB) YAYASAN BIF MELALUI KURIKULUM MERDEKA

This research investigates the implementation of the Merdeka Curriculum in teaching English at special schools (SLB) in Mojokerto, specifically focusing on students with special needs. The study aims to identify opportunities and challenges in optimizing English language learning for students with disabilities. Employing a descriptive qualitative approach, data was collected through interviews, observations, and documentation. The findings reveal that the Merdeka Curriculum, which emphasizes independence and diversity in learning, plays a crucial role in enhancing the quality of English language education in SLBs. It fosters an inclusive learning environment that caters to the unique needs of each student, empowering them to become active participants in society. However, the research also highlights challenges, such as the need for adequate teacher training, resource availability, and effective implementation strategies. Overall, this study provides insights and recommendations for improving English language instruction in special schools, advocating for a more inclusive and equitable educational framework.

Bridging Cultural Divides: The Role of Public Libraries in Taiwan in Enhancing Cultural Capital and Promoting Social Inclusion

ABSTRACT Drawing on cultural capital theory, this study investigates the activities of the National Taiwan Library (NTL) to understand how public libraries promote social inclusion by providing access to cultural resources that enhance individual and community cultural capital. The research examines how NTL contributes to the accumulation of cultural capital through its collections, programs, and services tailored to diverse groups. The findings highlight the transformative potential of public libraries in addressing societal inequalities by empowering individuals with the knowledge and cultural competence needed for active participation in society. The study underscores the importance of public libraries in bridging cultural divides and fostering a more inclusive community through strategic cultural capital development.

Capacity-building among older people: investigating processes of social innovation

Capacity-building in the field of older people’s care and support, followed by empowerment through social innovation, seeks to use older people’s own skills and abilities that have not previously been considered and aims to create jobs while improving the morale and quality of life of older people. The present study uses participatory action research to analyse a social innovation cycle of job creation for older people living in neighbourhoods in Tehran as a sustainable approach. Participatory action research was used to enable people to participate directly in the research process. The results show that using a capacity-building approach in supporting older people using social innovation leads to: (1) job creation; (2) increased social interactions and communication among older people; (3) fewer negative effects of ageing, including psychological and physical effects; and (4) more active participation in society. In addition, challenges and stimuli for capacity-building are identified.

고령사회 노인문화정책의 변화 고찰 및 과제

In 2025, South Korea is projected to enter a super-aged society with 20.6% of its population aged 65 and older. The Baby Boomer generation, which will constitute a significant portion of this aged society, values cultural needs, independence, and the identity of being a free and active participant in society. Thus, understanding the characteristics of an aging society and the new senior is essential, and policy responses based on this understanding are necessary. This study explains the policy lag phenomenon in cultural policies for an aging society, based on Thomas Kuhn's paradigm theory and the path dependency theory of new institutionalism. It demonstrates that the cultural policies for an aging society have not adequately responded to the aging population, using the low birth rate and aging society policies and senior cultural programs as case studies. The study found that society has shifted to an aging society centered on the Baby Boomer generation, which has high cultural activity demands. Despite the shift in social paradigms, the transition from senior policies to the “Basic Plan for Low Fertility and Aging Society” did not prioritize the fulfillment of cultural needs, but rather continued to focus primarily on employment policies, as seen in previous welfare policies. It was difficult to find policies implemented from the perspective of cultural activities for seniors in the first Basic Plan, and even in the second and third supplementary plans, the emphasis was predominantly on senior employment. Additionally, the budget for the representative senior cultural policy, the Senior Culture Program, decreased steadily from approximately 4.6 billion KRW in 2016 to 2.5 billion KRW in 2022, with the number of programs reducing from 391 in 2016 to 163 in 2023. This study, which highlights the changes in an aging society and the current state of senior cultural policies, can be used to develop policies that enhance the quality of life in an aging society. Moreover, it suggests the need for more detailed research to create more segmented cultural policies that address specific age groups and genders, rather than policies targeting everyone aged 65 and older as a single group.

Educação e currículo – Um olhar analítico e crítico

The article "Education and Curriculum: A Critical Look" analyzes the evolution of the educational curriculum, highlighting its interrelationship with social, political, and economic contexts. Through a historical approach, the text examines the transformation of the curriculum from ancient educational practices, such as the trivium and quadrivium, to contemporary proposals that defend an integrated and holistic view of the curriculum. Critical pedagogy is emphasized as a tool to challenge the limitations of traditional education, proposing an inclusive education that promotes social justice. The article concludes that the democratization of the school and the formation of critical citizens will only be possible through a curriculum that integrates theoretical and practical knowledge, elaborated with the active participation of society.

Impact of Gender Role Attitudes and Gender Differences on the Evaluation of Female Leaders: Insights from a Survey of Japanese University Students

Women’s active participation in society is desirable. However, it has not increased sufficiently in contemporary Japan, where the ratio of women decision-makers in politics and corporations is low, and gender inequality persists. One reason for this could be people’s negative perception of female leaders. This study focused on female managers as female leaders. It examined whether people’s gender-role attitudes might affect their attitudes about female leaders and whether these attitudes might differ depending on people’s sex (males or females). We administered a collective-style questionnaire survey to university students (N=107, 46 men and 61 women, mean age=20.11, SD=1.04) in Japan. We adopted a three-way between-subjects survey design; gender-role attitudes (traditional or equal) x managers (male condition or female condition) x participants’ sex (male or female). The results indicated that the participants’ gender-role attitudes had a more substantial effect on evaluating female managers than the participants’ gender. People with liberal gender-role attitudes had a highly positive perception of female leaders, whereas those with traditional gender-role attitudes considered female leaders more strictly. The results of this study indicated that gender-role attitudes do not affect the assessment of male leaders, suggesting that individual values might not affect the evaluation of male leaders. In contrast, these variables affected the assessment of female leaders. Therefore, we concluded that gender-role attitudes are essential for promoting the psychological acceptance of women leaders, which suggests the need to develop personnel with egalitarian gender-role attitudes to increase and popularize women managers in Japanese society.

Reshaping gender norms: Exploring the ripple effect of refugeeism on women's empowerment

AbstractMotivationDisplacement significantly disrupts physical environments, social structures, and personal identities, profoundly impacting people's well‐being. Recent studies indicate that displacement can also reshape gender dynamics, highlighting the potential of displacement to transform traditional roles and relationships.PurposeThis study investigates the transformative impact of displacement on gender roles in the context of the Za'atari camp in Jordan. Specifically, it examines how humanitarian aid and forced displacement converge to alter gender relations and enhance women's autonomy.Approach and MethodsThe research draws on qualitative interviews with 15 women residing in the Za'atari camp. By exploring their experiences, the study aims to understand how displacement can act as a catalyst for empowerment and self‐sufficiency, despite the inherent challenges faced by these women.FindingsThe study reveals that displacement increases independence and self‐awareness, and improves decision‐making among women, facilitating their active participation in society. Humanitarian interventions, particularly educational and vocational programmes, play a crucial role in empowering women by improving self‐confidence, communication skills, and legal awareness. These initiatives also provide access to the labour market, challenging traditional gender norms.Policy ImplicationsDespite the positive impacts, significant obstacles persist. Women often assume greater responsibilities as primary breadwinners, which can erode their control within personal spheres and increase vulnerabilities. Traditional norms continue to hinder complete gender parity. The findings underscore the need for comprehensive and sustainable humanitarian interventions to support and sustain positive changes in gender dynamics in displacement settings.

Experiences of Language in Migration: Communicating Well-Being in Finland and Germany

This study investigated adult learners’ experiences with the language of their new living environment. Migrants and refugees’ personal goals for language learning in their specific life situations were captured in in-depth interviews conducted as part of ethnographically oriented field studies in Finland and Germany. Interpretative phenomenological analysis (IPA) was chosen as a structured approach to scrutinizing complex lived experiences. The process reveals common experiences among participants: language contributes to a sensation of getting closer or being pushed away and to balancing active participation in society, and it is a necessity for building personal futures. The findings indicate that language is essentially involved in subjective well-being but also, more fundamentally, in every aspect of existence itself. Therefore, the findings extend the potential implications beyond the two European research contexts.

Improving Knowledge and Awareness and Contributing to Policy Making on River Pressures through a Citizen Science Approach: Tagus Web Viewer Case (Spain)

Citizen science is considered one of the most appropriate tools to raise public awareness of environmental issues. With the aim of improving knowledge on river environments, this article presents a web application for mobile phones and other portable devices that allows, through the active participation of society, the collection of detailed and systematic information on the main problems facing rivers. The initiative uses a web viewer (Tagus Web Viewer—TagusWV) developed as a pilot project in the Tagus River basin (Spain). This web viewer allows information on river pressures to be collected and the aggregated data to be visualised and extracted for interpretation and analysis. Pressure is defined as any use or activity, legal/illegal, authorised/unauthorised, that has an impact on water quality, morphology, river dynamics or the ecosystem. The data are mainly collected by different groups of citizens. In addition to contributing to the environmental education of citizens involved in a river environment, the data provided in the TagusWV are of particular interest to river managers. The tool is designed to be relevant for any river basin in the world, by simply loading the map, the names of the rivers and the corresponding locations.

EDUCATIONAL AND PROFESSIONAL PROGRAMS FOR WAR VETERANS AND MEMBERS OF THEIR FAMILIES: ENSURING SUCCESSFUL INTEGRATION INTO UKRAINIAN SOCIETY

The author researched and conducted an analysis that points to the critical importance of developing and implementing effective integration programs for veterans aimed at ensuring their successful transition to civilian life and active participation in society. Aspects including education, professional development, work opportunities, social integration, psychological support and assistance to families are clarified, systematized and analyzed as components of a large and interconnected system. It has been determined that an individualized and flexible approach is critical to the successful integration of veterans, taking into account their unique needs and experiences. It is noted that systemic solutions, especially the involvement of different sectors of society, are seen as successful and adaptive responses to the complex tasks and challenges faced by veterans. The research is substantiated, supporting the need for continuous improvement and adaptation of integration programs to the rapid changes in today's world. The relevance and necessity of developing and implementing comprehensive programs for veterans, which take into account their unique needs and promote full integration into society, are emphasized.

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

AbstractReading skills are considered an important lever for success in school and active participation in society. They are positively associated with reading motivation, reading self‐concept, reading frequency, and behavioral engagement in reading (e.g., time, effort), variables that tend to decline as students move from elementary to secondary school. Few studies have yet compared the contributions of reading support from teachers, parents, and friends to each of these variables among students of different age groups. In this multicohort correlational study, students (n = 1246) in grades 4, 6, 8, and 10 completed a questionnaire measuring the reading support they perceived receiving from three social agents (teacher, parents, and friends) as well as variables related to reading in academic and recreational contexts. The data collected were used to evaluate the construct relevance and predictive validity of the questionnaire. The results suggest that: (1) Reading support can be conceptualized in nine dimensions defined according to the source that provides it (e.g., teachers) and the type to which it corresponds (e.g., relatedness support); (2) secondary school students overall consider that they receive less reading support than do elementary school students; (3) reading support from teacher has unique contributions to certain variables measured in the academic context without, however, having as many positive contributions as parents in this context; (4) reading support provided by parents and friends is important in both reading contexts, particularly in the recreational context. Methodological, theoretical, and practical implications are discussed.

Child Education from Islamic and Western Perspectives

Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.

Global Landmarks of Digital Citizenship in the Conditions of Today's Globalization Challenges

The article is devoted to the analysis of digital citizenship as an effective strategy for the development of worldview orientations of student youth in the modern digital age. The main methods of scientific research are structural, comparative, analysis, synthesis, generalization and the method of collecting sociological information. Digital citizenship is presented as a worldview based on safety, morality, legality, responsibility and intellectual honesty. The key parameters of digital citizenship are determined - digital literacy, digital etiquette, digital rights and responsibilities, digital health, digital security, digital communication, digital commerce, digital access, and their essential features are clarified. It is noted that safety and well-being in the digital age defines the ability to counter the risks that the digital world can bring in order to protect one's physical and mental well-being. Accordingly, digital citizenship should be understood as a way to prepare the younger generation for active participation in society and in serving the nation's interests in the digital environment. The main features of today's youth as the Internet generation are outlined - highly ambitious, realistic, critical, self-confident. Thanks to the ability to quickly search for information, representatives of the Internet generation are more knowledgeable and informed about the events and phenomena of the surrounding world. The representatives of the Internet generation choose social networks as the preferred resource for communication, which they use not only to search for information or communicate, but also for active self-presentation of their own social position. Taking into account the international experience of scientific research, digital citizenship not only provides opportunities for safer moral-ethical and socio-legal functioning in the digital environment in the face of global challenges of the modern digital age, but also forms the worldview foundations of the formation of a conscious and socially responsible personality with an active civic position capable of influencing social and political processes. Digital citizenship ensures the effective integration of young people into the digital social space, therefore there is a need to study the basic principles of digital citizenship in higher education institutions of Ukraine

Legal status of internally displaced persons

Over the past almost 10 years, Ukraine has experienced significant quantitative dynamics of internally displaced persons, becoming a leader in this indicator. Specifically, after the invasion of the Russian Federation into Ukraine in February 2022, the number of internally displaced persons increased to over 8 million. This issue has become a major challenge for the country, requiring not only government assistance but also active participation of the public and the development of new strategies for social support.
 In light of global transformations and migration processes, the issue of the rights and freedoms of internally displaced persons requires a new theoretical approach and consideration of international and national experience. The development of a legal social state in Ukraine demands not only the fulfillment of previously defined tasks but also the integration of new and innovative approaches.
 In particular, emphasizing the role of civil organizations and civic activism becomes crucial for shaping social policies and ensuring citizen participation in decision-making and monitoring their implementation. The examination of the impact of global trends on national policy and the study of migration processes become relevant aspects.
 Additionally, it is important to underscore the need for innovation in interactions with internally displaced persons, utilizing modern technologies to facilitate access to information and coordinate assistance. Educational and informational initiatives aimed at enhancing legal literacy among internally displaced persons become a vital element of their active participation in society and the protection of their rights.
 Therefore, achieving the strategic goal of building a legal social state in Ukraine involves innovation, active civic participation, the use of modern technologies, and adaptation to global changes in society.

PELATIHAN PENGEMBANGAN LITERASI DAN NUMERASI TERHADAP GURU MTSS NURUL QURAN KABUPATEN BIREUEN PROVINSI ACEH

Literacy and numeracy development are two important components in education that help individuals acquire the skills of reading, writing, understanding information, as well as abilities in mathematics and understanding numbers. These two skills are the basis for success in various aspects of life, including further education, career, and active participation in society. It is important to create an educational environment that supports literacy and numeracy development. The method for implementing community service activities went through several stages, namely pre-preparation, preparation, implementation and closing. Teachers have a key role in teaching and guiding students to develop these skills. In addition, the integration of literacy and numeracy in various subjects and activities outside the classroom helps link these skills to real life. Thus, developing literacy and numeracy is a continuous process that involves collaboration between schools, families and communities to create individuals who have a strong foundation of skills for success in life. Evaluation of activity implementation and sustainability is planned to involve the Almuslim University Research and Community Service Institute. The evaluation carried out by the community service team is the extent to which coaching and mentoring activities for students have had a good impact.

The Lens of Civic Identity: A Developmental Model for Undergraduate Education

For democracy to thrive, citizens must be engaged participants. Higher education must foster the growth of citizens through experience. This will enable undergraduates to develop their individual Civic Identities, whereby they see themselves as “active participants in society with a strong commitment and responsibility to work with others towards public purposes,” as defined by the AAC&U.; In A Framework for Understanding Student Engagement and Outcomes, Schnaubelt et al. ask whether it’s important to have a definition of civic identity, and what that definition might be. These questions are similar to questions our campus has been discussing for many years. The answer we have found is that, paradoxically, while a clear definition is important, the specific term (i.e. “civic identity”) does not need to be explicitly in that definition. Herein, we describe the multi-year, democratic process of creating and supporting an across-campus movement to centralize civic identity development into a higher education curriculum. The work was framed through a new model that provided specific developmental stages for students. Through this model, students and campus educators better understood and embraced college-wide civic learning outcomes that embrace the Building Blocks One and Two described by Schnaubelt: Capacity to engage constructively across differences and Democratic knowledge and skills. This ongoing work has been successful precisely because we engaged constructively in a democratic process of generating buy-in across campus. For example, we found that the term “civic identity” did not resonate on our campus as an outcome per se. Instead, it became a lens to focus discussion: What does civic identity mean in the context of our ethos? At our institution, it means “fostering a just, equitable, and sustainable world.” Our work gave rise to an update to the college’s Mission Statement, revisions to General Education requirements, and a common writing prompt across First-Year Seminars. We have also begun using our model for assessment: How do we measure a student’s capacity to engage across differences, and their development of democratic knowledge, habit, and skills? With foundational pieces built into First-Year Seminars, all incoming students engaged with civic learning in their first semester, and the common writing prompt became a useful tool for assessment. Annual retreats dedicated to evaluation of the student responses to this prompt became an ongoing opportunity to discuss and maintain buy-in, as well as a place to understand how students are developing their civic identities; we present data collected over four years of this work. This article provides a map as well as lessons learned to support other colleges’ work to live into the call from A Crucible Moment (2012) to make civic learning an integral part of a college education.

Harmony in Citizenship Education in Building Peaceful Schools for Students' Social Welfare

This article discusses the importance of citizenship education in building a peaceful and harmonious school environment for the social welfare of elementary school students amidst the challenges of global diversity and complexity. The article describes the concept of Citizenship Education in elementary schools, and its role in shaping student character, democratic values, and active participation in society. The research method uses a literature approach by exploring and analyzing the concept of harmony in Citizenship Education in the context of peaceful schools. The results and discussion found that Citizenship Education plays an important role in forming attitudes of tolerance, mutual respect, and awareness of the rights and obligations of students in elementary schools, so it needs to be ensured that it is integrated with character education in the school curriculum as an effort to overcome challenges such as religious intolerance and fundamentalism, and lack of awareness, towards the values ​​of Pancasila and the 1945 Constitution by teaching the values ​​of peace, conflict resolution skills, and respect for human rights. Schools also play an important role in creating a peaceful environment and supporting the welfare of socially active communities through environmentally based school programs, namely adiwiyata, health assistance such as brushing teeth properly and correctly, and helping to improve student welfare by providing group therapy therapeutic (TKT) in elementary school students before facing problems and obstacles to socializing in society. It is hoped that peace education in elementary schools can play a role in forming students who are harmonious, peaceful, and prosperous.

Environmental rescue by local initiatives in Bangka Belitung

As the greatest tin producer in Indonesia, Bangka Belitung has been associated with environmental degradation problems. The main cause of these problems is tin deregulation, from state monopoly to autonomy in tin management. Moreover, mining activity has degraded the habitat. These problems lead society, individually or in community, to be more aware of protecting ecosystems. The communities is located in Bangka Belitung. On this research, we will focus on analyzing the environmental rescue activity of two primary figures, Mr. Toha and BECAK (Bangka Environment Creative Activist of Kawa), which will be discussed in Deep Ecology by Arne Naess. The findings show that amid the environmental damage caused by massive lead mining, these local initiatives had a significant impact on environmental conservation in Bangka Belitung. Through the cultivation of mangroves and coastal ecosystem preservation, Mr. Toha managed to prevent further damage and create sustainable habitats for various species. The BECAK community also plays an active role in implementing educational activities, waste management, and environmental advocacy, which influence local environmental policies. In the context of Deep Ecology theory, these two local initiatives reflect Arne Naess’s principles, such as recognition of biodiversity, active participation in society, and the relationship between man and nature.

Maintaining Petroleum Engineering Education To Support the Energy Mix of the Future

Once petroleum engineering was formally established as a degree program, the scope and content of curricula has been evolving to match technological advancements and soft skills requirements to meet the needs of the oil and gas industry. The cyclical nature of the industry has always presented a challenge to the enrollment and the viability of the degree. However, while having to tackle challenges relating to record-low enrollment over the past few years that is the direct result of the recent industry downturn, academic programs are also experiencing mounting pressure that is transforming the core identity of these programs. Much of that pressure can be directly linked to the heightened awareness around the impact of emissions on climate and the environment. While technological advancements in clean energy is contributing to an accelerated transition in the energy sector that is reducing the share of the energy market need fulfilled by fossil fuels, all of the projections point to oil and gas continuing to be a critical part of the energy market until at least 2050. When considering development and utilization of capture technology, the share of oil and gas in the energy market could continue to remain significant well beyond 2050. Meeting this demand requires maintaining high-quality petroleum engineering educational programs, hosted in thriving academic departments, educating a steady supply of a trained workforce with both undergraduate and advanced degrees. In addition, it requires diversifying the curriculum to continue to meet the ever-changing skillset needs of the energy industry and the requirements set by the Accreditation Board of Engineering and Technology (ABET). At the same time, the curriculum should continue to support the needs for a general education that targets a well-rounded graduate that is ready to be a critical thinker and an active participant in society, while also attempting to appeal to the new generations of college students and instilling in them the principles needed to secure the safe, sustainable, just, and responsible energy industry of the future. Petroleum engineering faculty are at the forefront of these challenges, trying to balance multiple competing demands while keeping up research and educational programs that continue to be relevant. In this article, we bring to light the perspective of the experts, across the globe, that over the past 5 decades educated and prepared the workforce that supported the oil and gas industry. These perspectives were collected using a survey probing what faculty members are experiencing regarding the impact of the energy transition on recruiting students and on strategic directions in academic programs, the impact on their ability to fund their research and train graduate students, and what the faculty need to maintain a curriculum that is relevant to the future careers of their students.

CONCEPT AND CONTENT OF EDUCATIONAL PARADIGM

It was determined that the educational paradigm is a fundamental aspect of educational practice, which forms the way of thinking, structuring and evaluating education. Research has shown that different paradigms have a significant impact on student learning outcomes, highlighting the importance of adopting a more learner-centered and constructivist approach to education.Enshrining educational paradigms in law has been found to be essential to ensuring that education meets desired goals and outcomes. By implementing the desired paradigm in curriculum, teacher training and development, assessment, and resourcing, policymakers can create a more effective and meaningful educational experience for students.Arguments are given in favor of the fact that the development of educational programs is one of the ways of introducing educational paradigms into laws. The curriculum is the foundation of education and it determines what students learn and how they learn it. By incorporating a particular educational paradigm into the curriculum, policymakers can ensure that teachers provide education that is consistent with the desired paradigm.The current educational paradigm in the European Union is considered, which emphasizes the importance of providing high-quality, relevant, and inclusive education and training that prepares students for active participation in society and the workforce. The EU's focus on key competencies and lifelong learning reflects a wider shift in educational paradigms towards more learner-centered, flexible, and personalized approaches to learning that emphasize the development of 21st-century skills.The relationship between educational paradigms and educational programs is analyzed. They have been found to be closely related concepts that together shape the way learning is conceived, structured, and evaluated. The educational paradigm defines the goals and outcomes, content, and structure, as well as methods and strategies used in the educational program. By understanding the relationship between these two concepts, educators c an d esign m ore e ffective and meaningful educational programs that fit their educational paradigm.