Amount Of Educational Content Research Articles

The role of higher education and civic involvement in converting young adults' social responsibility to prosocial behavior

This study investigates the indirect mechanisms relevant to converting young adults' prosocial attitudes and individual responsibility into their prosocial behavior. Our results are based on a sample of 530 young adults studying at three public regional business schools in South East Europe. They show a significant favorable influence on young adults' civic and political involvement, mediating the relationship between individual responsibility attitudes and prosocial behavior. However, this would not have been expected based on previous research. Another indirect path between the same variables is modeled using a hypothesized moderated mediation effect. The institutional influence of higher education proves to be a significant mediator of the proposed relationship, moderated by the amount of educational content in the fields of ethics, social and environmental responsibility. At mid-and-high levels of exposure to relevant educational content, this indirect path significantly influences the developing young adults' pro-environmental behaviors. The study results are discussed from the viewpoint of peripheral regions with a history of dysfunctional social capital mechanisms.

НА ШЛЯХУ ДО ПОСТНЕКЛАСИЧНОГО ДІАЛОГУ У ВИЩІЙ ОСВІТІ

Introduction. Renewing the "picture of the world" requires a new culture of academic dialogue between students and teachers, which in the postclassical paradigm is understood as a dialogue of cultures. educational process at the university and training of future professionals.Purpose. The article is devoted to the study of the peculiarities of postclassical dialogue as a tool of didactic interaction in modern higher education in order to outline the problems of its effectiveness in postclassical conditions.Originality. The peculiarities of postclassical dialogue as a tool of didactic interaction in modern higher education are substantiated.The first, such a characteristic was a new type of rationality, understood as the variability of the boundaries of thinking.Thus, the content of didactic dialogue focuses on a new type of productivity - not on the assimilation of a certain amount of educational content, but on a specific professional achievement of the student. Measuring it, new measures of its individual development are defined. The second feature of the study was the principle of additionality of two subjects in the dialogue, which can last as long as one of the subjects needs the other. This obliges them to constantly change the limits of their competence. The third characteristic of the didactic dialogue was its holding as a dialogue of cultures, which requires knowledge of the history, experience and culture of each of the subjects, which are perceived as cultural products of their time.Methods. To solve this goal, a set of methods was used: study and analysis of scientific and special literature and practical experience on the research problem; pedagogical observation, conversation.Results. An understandingoftheculturological-dialogicalperspectiveinuniversity didactics, which provides for the voluntary involvement of students in creating something new as a value, as sustainability, is presented. Such a philosophy is aimed at practical life and cannot be implemented outside of dialogic communication, because dialogic interaction is a tool of human development.

COMPONENTS OF READINESS OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS TO VISUALIZATION TECHNOLOGIES IMPLEMENTATION INTO THE SUBJECT AND PROFESSIONAL ACTIVITY

The use of visualization technologies in the process of learning of natural science and mathematical disciplines is a recognized necessity due to a number of objective factors such as the specifics of the objects being studied, the growth of the amount of educational content, changes in the cognitive sphere of the younger generation etc. The article reveals the essence of readiness of pre-service Science and Mathematics teachers to implement visualization technologies in educational practice. The five-component structure of the said readiness is offered, the components are specified, and their interconnection and interdependence is explained. The future teachers’ professional interest in mastering visualization technologies is characterized by the motivational-value component, their awareness of the value of using visual didactic tools and the desire to acquire the skills to create and apply them to their own educational practice; the cognitive component reflects the formed system of knowledge on the pedagogical, psychological, methodological principles of the use of visualization technologies in the educational process; the operational-instrumental component displays the level of practical skills for creating visual content, the ability to rationally select and effectively apply modern high-tech tools to create visual content; the pedagogically expedient use of visual materials in the educational process is characterised by practical activity component, selecting the efficient visualization tools or creating your own, evaluating their effectiveness, adapting them to the specific conditions of the educational process, to solving the set pedagogical tasks; the reflexive-evaluative component reflects the ability to analyze and evaluate their own professional activities in the use of visualization technologies in the educational process, to determine ways and methods of self-improvement in the pedagogical, methodological, technological aspects. The assignment and specification of the structural components of readiness are the basis for substantiation and development of the practical model for the readiness of pre-service science and mathematics teachers to implement visualization technologies in subject and professional activity.

A descriptive study of baccalaureate nursing students' responses to suicide prevention education

Internationally, little is known regarding the amount of educational content on suicide in undergraduate nursing curriculum. The literature conducted found few published research studies on implementation of suicide prevention instruction in baccalaureate nursing curriculum, even though various international healthcare and nursing initiatives address suicide prevention. The aim was to describe senior baccalaureate students' responses to an evidence-based suicide prevention gatekeeper training program entitled Question-Persuade-Refer implemented in a required course. This is a multi-method descriptive study. Data were collected utilizing a pre–post-survey questionnaire administered to 150 students in four classes of a psychiatric nursing course over a two-year period. The quantitative data were statistically significant (p < 0.000) indicating an overall positive rating of the training. From the qualitative data, the main theme was ‘becoming capable intervening with persons at risk for suicide’. Students responded very positively to the evidence based suicide prevention gatekeeper training program. The instruction addresses various national initiatives and strategies filling a void in nursing curriculum, as well as empowering students to engage in suicide prevention interventions.