Educational Activities Research Articles

THE CONTRIBUTION OF PUBLIC DIPLOMACY INSTITUTIONS TO THE PROGRESS OF THE COUNTRIES IN WHICH THEY ARE LOCATED IN THE PROCESS OF INTEGRATION INTO THE EUROPEAN UNION, A REVIEW OF ORGANIZATIONS OF TURKISH PUBLIC DIPLOMACY IN NORTH MACEDONIA

Edmund Gullion first used the concept of public diplomacy in its modern sense in 1965, he tried to define it as an attempt to influence public attitudes in foreign policy. Therefore, it is explained by Cull that public diplomacy covers areas of international relations other than traditional diplomacy, the efforts of governments to create public opinion in other countries, the activity of non-governmental organizations and for-profit organizations between countries, communication between diplomats, reporters and intercultural communication processes. These initiatives, which are not carried out directly or solely by the Ministry of Foreign Affairs, are provided by agencies and sub-organizations specially created by the states. Thanks to these organizations, diplomatic relations are strengthened while carrying out activities abroad. These activities can be divided into two different categories such as education, cultural, artistic and linguistic development and activities for the promotion and benefit of the country, while in the second part there are initiatives for the development of infrastructure and superstructure such as health, education, technology and transport, which will develop the country in which the institutions abroad are located. In countries like North Macedonia, which wants to join the European Union and is in the negotiation phase, the infrastructure situations and development potentials such as health, education, technology, transport and the legal order are very important for the country. This study aims to examine the process carried out by the Republic of North Macedonia, which is at the crossroads of integration into the European Union, from another perspective, to touch on the contribution of foreign countries to the country in this direction, especially the contribution of Turkish institutions.

Социокультурный подход к изучению феномена детства

The article substantiates the relevance of the appeal to the study of the phenomenon of childhood, analyzes the negative consequences of the collapse of the country in the 1990s, and notes a positive trend in the activities of the state in the socio-cultural sphere of modern Russia. The methodological multidimensional nature of the study of the phenomenon of modern childhood is considered and the need for its use within the framework of a sociocultural approach is argued, while the features of childhood culture and its content are revealed. The authors present examples of the implementation of the results of scientific research on the phenomenon of childhood in the educational activities of universities in the country, as well as a brief description of the educational course “Culture of Childhood”, its constituent elements, and some approaches to teaching methods. An integral element in the study of the course “Culture of Childhood” is conducting training sessions and boundary control using interactive forms and teaching methods, performing creative tasks that contribute to the development of socio-cultural technologies, and the accumulation of a “creative portfolio”. The article substantiates the idea of the need for further study of childhood and the use of research results for implementation in social practice and in the training of specialists in the socio-cultural sphere. Conclusions are drawn that the study of the world of childhood in different human societies is multi- and interdisciplinary in modern science. The peculiarity of the socio-cultural approach to the study of the phenomenon of childhood is the systematization and synthesis of existing and new knowledge about modern childhood and the integration of research results into social practice, there has been a tendency to form a new aspect in the field of socio–cultural study of the phenomenon of childhood – educational.

Examining the Value of Teachers' Guidebook to Field Activities in Kindergartens

Kindergarten teachers' guidebooks play an important role as a medium for teachers to carry out educational activities and guide children's learning and development. However, at present, kindergartens do not set specific selection criteria and evaluation standards when selecting teachers' guidebooks, and the issuance and selection of teachers' guidebooks are characterised by arbitrariness. Excellent teacher guidebooks should have the values of "re-selecting excellent culture", "reflecting the integrity of the elements of the five areas", "containing the concept of curriculum reform in the new era", and so on. An in-depth analysis of their values will help teachers to improve their training. An in-depth analysis of these values will help teachers to improve their pedagogical concepts and make teachers play their proper roles.

Effectiveness of a Hands-on Group Activity in Quality Improvement Education.

Effectiveness of a Hands-on Group Activity in Quality Improvement Education.

Assessing peer teamwork competence: adapting and validating the comprehensive assessment of team member effectiveness–short in university students

IntroductionThe Bologna Plan has promoted competency-based training in European higher education, which requires developing accurate, appropriate assessment tools for its measurement and evaluation.MethodThis study adapted and validated the Comprehensive Assessment of Team Member Effectiveness questionnaire on teamwork competence in a university population in the Basque Country, Spain. The questionnaire was first back-translated and adapted by two experts in educational research and then completed by 642 students pursuing baccalaureate degrees in primary education and physical activity and sport sciences at the University of Deusto [215 women, 426 men; ages: 17–25 years (M = 21.5; SD = 1.3)].Results and discussionA confirmatory factor analysis yielded adequate goodness-of-fit indices, confirming the validity of the instrument’s measurement model and indicating that it may be an appropriate tool for assessing teamwork competence among peers for university students in the Basque Country.

Co-creation of value in a cultural organizations’ ecosystem

From the perspective of Service Dominant Logic (Vargo and Lusch 2018), this research analyzes how co-creation of value develops in a Peruvian cultural ecosystem through analyzing its actor’s engagement, embeddedness, and value-in-context. The findings obtained aim to contribute to the dialogue between S-D logic and Arts Marketing, and to put light on the mechanisms that activate and restrict cultural participation in a service ecosystem. The research consists of a multiple case study which analyzes the Peruvian Puntos de Cultura Network (PPDCN) through 9 of its organizations. Participants include organizational leaders, users, and Network central headquarters’ managers. The instruments were an exploratory survey, semi-structured interviews, and a focus group. The analysis included codification, inter-rater reliability, ‘making-strange tool’ and a meta-matrix. Through the study of the co-creation of value in the PPDCN, findings revealed the following mechanisms for cultural participation: (1) Activation mechanisms: co-production between organizations and users; high leader engagement; cultural identity activities; educative, affective and entertainment-oriented activities. (2) Restriction mechanisms: different institutional logics at any level of interaction: organizations and Headquarters managers, organizations and socio-cultural environment, Headquarters managers and state actors; misalignment of platforms.

Examining Physical Education And Physical Activity Policies Across Western New York School Districts

Examining Physical Education And Physical Activity Policies Across Western New York School Districts

Nutritional Support and Physical Activity Intervention Programs with a Person-Centred Approach in People with Chronic Obstructive Pulmonary Disease: a Scoping Review.

The knowledge is sparse in the literature on intervention programs using nutritional support and physical activity for patients with chronic obstructive pulmonary disease within a person-centred approach. We aimed to explore and map the existing evidence on intervention programs with a person-centred approach, focusing on nutritional support and physical activity for people with COPD. A scoping review was conducted using Arksey & O'Malley's methodological framework. A search in the databases CINAHL and PubMed, and a grey literature search, was conducted in June 2022 and updated in June 2023. We identified studies published between 2012 and 2023. The PRISMA checklist for scoping reviews, supported by The PAGER framework was used for reporting the method. A total of 15 studies were included. The primary interventions comprised behavior of change or self-management, addressing needs assessment, motivation, personal goals, education, and physical activity. Health-related quality of life and hospital stay displayed no clinically significant variances. However, eight studies demonstrated differences in physical function and activity levels. Nutritional outcomes were addressed in one study, and three studies involved relatives. This scoping review addresses a knowledge gap in nutritional support interventions with a person-centred approach. It indicates that there is a need to increase nutritional support and consider the patient's physical and social environmental resources within Behavior of change or Self-management intervention programs for patients with COPD. The review found no clinical effect on health-related quality of life, although there were some effects on physical activity. The results highlight how the interdisciplinary team can include the patients' resources when structuring the management of COPD by applying a person-centred approach.

Феноменология сегодня: исторические проблемы и современные тенденции. Возвращаясь к дискуссии 1988 года (материалы «круглого стола»)

In April 2024, a round table titled “Phenomenology Today: Historical Problems and Contemporary Trends. Returning to the 1988 Discussion” was held, dedicated to discussing current problems in phenomenological research in the context of the historical development of phenomenology in the 21st century. The round table was organized by the journal “Voprosy Filosofii”, the Center for Phenomeno­logical Philosophy of the Faculty of Philosophy of RSUH, as well as participants in the Russian Science Foundation project “World, Language, Reality: European and Russian Philosophy in Conceptual and Terminological Dimensions”. Leading phenomenologists, historians of philosophy, and epistemologists participated in the round table. The focus was on the materials of the discussion “Phenomeno­logy and Its Role in Contemporary Philosophy” (Voprosy filosofii, 1988, No. 12). The following topics were discussed: How can the past 36 years in the global and domestic phenomenological movement be assessed? How has the subject configur­ation of phenomenology as a field of study changed? What are the directions of contemporary phenomenological discussions, the specifics of the phenomenolo­gical method and the limits of phenomenological description. Can it be said that the phenomenological method is applied today in the humanities and natural sci­ences, and if so, how effective is it? What is happening today in phenomenology, and what are the current discussions? Phenomenology and analytic philosophy: prospects and possibilities for comparison. The role of phenomenology in the for­mation of epistemological and ontological traditions in Russian philosophy. What has changed in this field over 36 years? The core of the discussions, sparked by the questions posed, became the problem of the relationship between historical reality and the language of philosophy, as well as the understanding of the value of phenomenological strategies in education and scientific activities

Let's play and learn: Educational escape room to improve mental health knowledge in undergraduate nursing students

IntroductionInnovative teaching methods have become increasingly important in higher education. Through these methods, gamification in general and educational escape rooms in particular are becoming more important. AimThe dual aim of this study was first, to describe an on-site educational escape room, assessing students' motivation and satisfaction, and second, to compare the declarative knowledge obtained and anxiety levels by applying two teaching-learning strategies. MethodThe study sample consisted of 108 nursing students from northern Spain. Participants were divided in two groups: the experimental group and the control group. The experimental group took part in an educational escape room activity while a case-based learning method was used with the control group. After the activities, both groups were asked about their anxiety levels (STAI) and the declarative knowledge they had obtained (ad hoc questionnaire). In addition, satisfaction (ad hoc questionnaire) and motivation (GAMEX) were measured in the experimental group. Gender differences and group differences were explored applying the Mann Whitney U test. ResultsStudents from the escape room obtained higher declarative knowledge on average compared to participants from the control group. Regarding escape room methodology, participants demonstrated high motivation and satisfaction rates on average, although this was negatively related to declarative knowledge. DiscussionThese results showed that educational escape room can increase the participants' knowledge level although it was negatively correlated with motivation (GAMEX). These findings corroborate previous researchers´ conclusions which highlighted the importance of transcending simple student perception when assessing the effectiveness of educational practices. ConclusionThe on-site educational escape room is therefore innovative when teaching the course subject of mental health. Further studies are required, comparing the effectiveness of on-site and virtual escape rooms and these methods should be contrasted against other teaching practices, thus promoting research in nursing education.

Critical analysis of Rwanda’s Digital skills and entrepreneurship training toward solving youth unemployment

This study critically examines the role of digital skills and entrepreneurship training in addressing the persistent issue of youth unemployment in Rwanda. The paper primarily anchors on the Human Capital Theory and Entrepreneurship Theory to provide a solid theoretical framework, tying together education, skill development, and entrepreneurial activity as vital drivers of productivity, job creation, and economic development. By employing a qualitative methods approach that utilises qualitative stakeholder interviews, this research evaluates the effectiveness of the various policies and programs aimed at fostering digital and entrepreneurship skills to young people in Rwanda, to promote employment. The research unveils that these programs hold significant potential in equipping the Rwandan youth with relevant skills and nurturing an innovative and entrepreneurial culture. However, it also highlights key areas requiring attention: the lack of robust follow-up mechanisms and the need for continued support post-training. It advocates for policymakers and program implementers to prioritize these aspects to maximize their initiatives' impact. The implications of this study extend beyond Rwanda's borders as countries worldwide grapple with similar challenges. Therefore, the insights gleaned from Rwanda's approach could guide other nations in leveraging digital skills and entrepreneurship training to combat youth unemployment in the digital age. It concludes by recommending future research directions, including maintaining program relevance in the ever-evolving digital landscape and instituting more effective support mechanisms for venture sustainability.

Social isolation, loneliness and low dietary micronutrient intake amongst older people in England.

Social isolation and loneliness are associated with increased risk of adverse health outcomes at older ages. This study evaluated whether isolation and loneliness are related to inadequate intake of micronutrients in the diet. We tested associations between social isolation and loneliness and dietary micronutrient intake 2 years later in 3713 men and women (mean age 68.26, standard deviation 7.81years) who completed two online 24-h dietary recalls. Associations of isolation and loneliness with intake of nine minerals and vitamins that fell below national recommendations were tested using logistic regressions, adjusting for age, gender, ethnicity, education, marital status, smoking and physical activity and total energy intake. The prevalence of low dietary intake varied markedly across micronutrients. Social isolation (1-point increase in a score ranging 0-5) was associated with increased odds (adjusted for covariates) of low intake of magnesium [odds ratio (OR) 1.153, 95% confidence interval (CI) 1.037-1.282, P = .009], potassium (OR 1.201, 95% CI 1.087-1.327, P < .001), vitamin B6 (OR 1.263, 95% CI 1.110-1.438, P < .001), folate (OR 1.211, 95% CI 1.093-1.341, P < .001) and vitamin C (OR 1.238, 95% CI 1.098-1.394, P < .001). These associations remained unchanged when food insecurity and impaired activities of daily living were taken into account. By contrast, loneliness was not related to the inadequate intake of any micronutrient. Low intake of micronutrients increases risk of age-related health problems. Attention to the dietary quality of older people with limited social contacts and little involvement in community activities might enhance health outcomes.

Cybersecurity activities for education and curriculum design: A survey

Cyber threats are one of the main concerns in this growing technology epoch. To tackle this issue, highly skilled and motivated cybersecurity professionals are increasingly in demand to prevent, detect, respond to, or even mitigate the effects of such threats. However, the world faces a workforce shortage of qualified cybersecurity professionals and practitioners. To address this dilemma, several cybersecurity educational programs have been introduced, such as specialized cybersecurity courses in computer science graduate programs. With the increasing demand, different cybersecurity courses are introduced at the high school level, undergraduate computer science and information systems programs, and even at the government level. Due to the peculiar nature of cybersecurity, educational institutions face many issues when designing a curriculum or cybersecurity activities. In this paper, we study existing cybersecurity curriculum approaches and activities. We also present case studies on cybersecurity education around the globe.

The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers

Teachers’ goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.

Determining the needs of teachers for teaching geometry education activities to children with visual impairments in early childhood using digital learning tools

The purpose of this research is to determine the needs of teachers for teaching geometry education activities to early childhood children with visual impairments using digital learning tools. The data for the study was collected during the fall semester of 2024-2025 through need analysis forms filled out by a total of 9 preschool and special education teachers working in state schools for the visually impaired located in Turkey's three largest cities: İzmir, Istanbul, and Ankara. The study is designed as a case study, one of the qualitative research designs. A single embedded case design was used in the study. In a single embedded case design, there are often multiple sub-units or layers within a single case (Yıldırım and Şimşek, 2018). The data collected in this study was analyzed using the content analysis method. When the results obtained from this research are generally examined, it was determined that the needs of teachers regarding the process of teaching and learning geometry to early childhood children with visual impairments are composed of the sub-themes of achievements, activities, and materials under the theme of the geometry teaching and learning process, and the sub-themes of learning and teaching under the theme of difficulties experienced in the geometry teaching and learning process. Additionally, the needs of teachers concerning the use of digital tools and technology in the geometry teaching and learning process were identified under the sub-themes of benefits, in-service training, and recommendations.

Building patient safety culture by using interprofessional simulation with nursing, paramedic and emergency telecommunication students: A mixed-methods research study

AimThe aim of this study was to investigate student attitudes toward interprofessional education and collaborative practice and their perceptions of simulation design elements after participating in an interprofessional simulation educational activity. BackgroundPatient safety continues to be an international healthcare priority. However, critical incidents to patients continue to persist due to poor communication between professionals and poor teamwork. DesignA mixed methods design. MethodThe study sample consisted of Bachelor of Nursing (n=81), Paramedic (n=38) and Emergency Telecommunication (n=11) students randomized into interprofessional groups. Following the interprofessional learning experience, students completed two standardized self-reporting instruments, Students Perceptions of Interprofessional Clinical Education, National League for Nursing Simulation Design Scale and open-ended questions of their perceptions on teamwork and collaboration, communication skills, transfer of care and patient safety. ResultsStudents in each program reported high scores for attitudes toward the importance of teamwork and collaborative practice. There were significant differences in scores between programs for the ranking factors ‘Teamwork and Team-Based Practice’ (BN=4.74SD 0.72, PM=4.66SD 0.81, ET=4.95SD 0.15 *; p = 0.00005) and ‘Roles & Responsibilities’ (BN=3.78SD 1.12, PM=3.55SD 0.92, ET=4.67SD 0.85*; p= 0.012). Themes included: communication and collaboration in teamwork; roles, responsibilities and leadership; patient-centred care and safety; and emotional dynamics and professional growth. ConclusionAn interprofessional simulation is an effective strategy to practice teamwork and collaboration and communication skills during transfer of care. Ensuring earlier education of roles and responsibilities during transfer of care needs review as do strategies for structured handover communication tools.

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

Democracy Education in Schools: Theory, Framework and Classroom Activities

This study deals with democracy education in three dimensions. The first of these dimensions is the theory dimension. In this dimension, the pedagogical and theoretical characteristics of the educational activities to be carried out for children, especially in the primary education period, have been tried to be explained. The second part of the study is the presentation of a framework plan to enable the acquisition of democracy consciousness and democratic attitude behaviors by students. The last part of the study consists of activity examples. As a result, this study is designed as an introductory book to be used by teachers and researchers regarding the purpose, content, learning-teaching situations, and evaluation steps related to democracy education, which should be included in the curricula in all countries of the world. It is thought that expanding the proposed activities and implementing them in schools will provide theoretically based democracy education. Switzerland is known for its strong democracy that has been exercised continuously for hundreds of years. Democracy education practices in Switzerland, which stands out as a country with direct democracy practices, are also explained within the conceptual framework.

Динамика взаимосвязи ментальных структур и эффективности саморегуляции положительных состояний в ходе учебных занятий студентов

This study describes the results of a research that was aimed at studying the dynamics of changes in positive mental states during the educational activities of students at a higher educational institution, their relationship with mental structures and the effectiveness of self-regulation of states. The relationships between mental structures (reflexive, semantic, self-system) and positive mental states were studied and subsequently analyzed during the course of the lesson (the beginning of the lesson, the middle, where the peak of students’ activity is observed, and the end of the lesson). The aim of the study was to analyze the relationship between the structures of consciousness and the effectiveness of self-regulation of positive states in the dynamics of students' educational activities. The study of the characteristics of mental states and the effectiveness of their self-regulation was carried out during the students' performance of a group assignment at a seminar. Separately, outside of educational activities, we diagnosed the severity of mental structures. In our work, we used both well-known questionnaires for diagnosing mental structures and mental states, and specially developed methods for studying the effectiveness of self-regulation and the severity of positive states. As a result, we found that by the middle of the lesson, there is an increase in the activity of experiencing positive states, and by the end, there is a decrease in its intensity. We found that positive states in the classroom are interconnected with the expression of mental structures and a high level of self-regulation efficiency. We found that the effectiveness of self-regulation of states at the beginning of the lesson is associated with semantic structures, in the middle - with value-semantic structures and the self-system, and at the end of the lesson reflexive structures acquire special importance. The results obtained can be used to update and maintain positive states during educational activities and they are novel.

Supporting Students with Anxiety in Their Studies

Anxiety is a prevalent mental health issue among children and adolescents, which can have a detrimental impact on their personal relationships and academic performance. This study aimed to identify the manifestations of anxiety in educational settings, the effects of anxiety on educational activities, and the types of support that should be provided to students with anxiety. The following research questions guided this study: 1) How is anxiety expressed among 13-14-year-old students when in school? 2)How does anxiety affect the 13-14-year-old students' educational activities? 3) What kind of support should be provided to students with anxiety at school? The participants were 26 students aged 13-14 from various Estonian schools. The data was gathered for analysis via interviews and a questionnaire. A mixed-methods approach was employed. According to the research, children experience anxiety both before and during a test or presentation. It appears that each student expresses fear at school in a different way. Students who learn remotely report feeling less anxious during class activities. This is because they do not have to answer in front of the class or turn on the camera when participating in online lessons. Furthermore, students aged 13-14 prefer to talk to their friends who are also experiencing anxiety than to adults who do not understand their anxiety. Finally, the students' answers revealed that the teacher should ask all the students with equal frequency to present their homework. It is also recommended that anxious students be supported by helping them recall what they have learned and use different methods to assess their knowledge. The students stated that they require a quiet and safe place to be alone at school. There is a need to raise awareness about anxiety symptoms and ways for teachers to support students.