Compulsory Subject Research Articles

Student Perceptions of Environmental Education in India

Effective implementation of environmental education (EE) is to produce students who have experienced an attitudinal change so that they can evaluate and show their concern for sustainable development (SD). Environmental education (EE) was introduced as a compulsory subject for schoolchildren in 2003. In the present study, we conducted an offline survey on senior primary, middle, and high school students in one school in the north Indian city of Kanpur. The responses received for the offline questionnaire survey QS (including open-ended and closed-ended questions) from ~800 students reveal that schoolchildren have heard of climate change (CC) and perceive it as a significant threat. Most of them feel that temperature rise is the most notable consequence of CC and show great willingness for knowledge enhancement and action. However, there is a lack of understanding of the difference between EE and CCE (climate change education) in the Indian context. The results also indicate critical gaps related to the environmental dimension of education, and students overwhelmingly want increased school activities that will enhance awareness and build capacity. The need to integrate EE and CCE and spread information on the ESD (Education for Sustainable Development) initiative of UNESCO in urban India is urgent. Social media emerges as a significant player in awareness generation. Its use can help reach out to a broader audience. Students’ proactive engagement in awareness campaigns and energetic participation, already reported by several studies to have a positive impact, is essential for promoting climate action and sustainability. It sheds light on the status of the effectiveness of EE in the school curriculum of India with the aim of promoting environmental literacy. The recent G-20 Summit held in New Delhi, India, recognized the increased vulnerability of low-income countries to climate change and re-iterated its commitment to delivering quality education to all and following a green development path and highlighted the “green development path for a sustainable future” The paper outlines suggestions for educational interventions to enhance students’ comprehension of global critical environmental challenges and promote mitigation strategies.

The Importance of English Language Proficiency for the Success of Nursing Education in Sri Lanka

There is an ever-growing demand for Sri Lankan nurses to be recruited for work placements overseas. Before being considered for employment abroad, nurses who are from the English as a Second Language context are usually asked to provide evidence of English language proficiency. Therefore, there is a parallel need to enhance their English language skills with the demand. Hence, improving the English Language among nursing students is vital as they seek to meet future healthcare needs globally. This study aimed to identify the challenges faced by nursing students due to low English Language proficiency and recommend mechanisms to overcome those challenges. Academic writing, understanding medical jargon, communication in health care settings, reading and comprehension are some of the major challenges seen among nursing students. These challenges lead to Second Language Anxiety, poor academic performance, and higher dropout rates in nursing education programmes. Therefore, it is high time policymakers and the authorities of higher education get together and mitigate the challenges in English language learning among nursing students in Sri Lanka by developing proper mechanisms; making English a compulsory subject, improving the use of medical terminology, improving communication skills in English and providing financial support to pursue professional courses in English. This will enable the nurses to provide quality and sustainable health care for the patients and pave the way for a promising future for the nursing profession in Sri Lanka.

ITALY 2023, RIFORMA CARTABIA INNOVATIONS IN THE CIVIL PROCESS AND ADR; POTENTIAL INTERAC-TIONS?

Civil cases pending in Italian civil courts at the end of 2019 no. 5,826,440. Delegated Law 69/2009 and Legislative Decree 28/2010 ruled mandatory civil commercial mediation in the contemporary Italian legal system. Strong opposition from lawyers and benign neglect from the judiciary. Main objection: “Mediation does not belong to the Italian legal culture”: History teaches the opposite! 2012, the intervention of the Constitutional Court, excess of delegation; back to voluntary mediation. Law decree 69/2013, called “Del fare”, ruled the OPT-OUT mandatory mediation procedure, the compulsory lawyer’s assistance and declared lawyers mediators “ope legis”! 2017, Alpa Commission (“A world of experience has opened up, that … until now had not been perceived in all its extent and complexity”); the final report remained in a drawer. Delegated Law 206/2011, Luiso Commission (“The process will be civil”), Legislative Decree 149/2022, Riforma Cartabia: major innovations in the code of civil procedure and ADR. The new cognitive process under ordinary procedure is based on the anticipation of the first hearing: documents by the parties already laid out, so that the judge, after the free and non-formal questioning of the parties, can proceed to assess the admissibility and relevance of the means of proof and set the trial-calendar. June 30, 2023, mediation 4.0 takes off: increase of compulsory subjects; enhancement of the court-mandated mediation, involvement of the public administration, regulation of the report of the technical consultant in mediation, ODR, opposition to injunctions, tax incentives and fines to achieve the effectiveness of the procedure. As of October 10, 2023, the standards for fees of procedures and quality of training are still pending. Will the requirements for the parties' lawyers to prepare all the necessary documentation immediately before the first hearing (and the associated expensive fees for their clients) induce the parties to consider going to mediation more in order to avoid litigation (and its costs)?

Barriers to Teaching English to Non-Native English-Speaking Teachers in Indonesian Secondary Schools: Policy Recommendations

<p style="text-align:justify">In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.</p>

How much do teachers know about self-regulated learning? To what degree and in what way do they encourage it in students?

IntroductionSelf-regulated learning (SRL) is a multidimensional process that involves personal (cognitive and emotional), behavioral, and contextual components. Teachers, as mediators in socialization, can influence SRL in various direct and indirect ways: by instructing students on effective learning strategies and structuring the learning environment. Most teachers agree that students should be helped to become self-regulated in their learning, however, they are unsure of how to do this, which is why they encourage it to a limited degree. Therefore, the objectives of the research were: (1) to examine how much teachers know about SRL, to what degree and how they encourage it in students; (2) to examine the differences in encouraging SRL with regard to gender, seniority, type of school and status of school subjects they teach.MethodThe research was conducted using an online questionnaire at two measurement points. A total of 251/179 primary and secondary school teachers in Croatia participated in the study. To assess teaching knowledge and methods of encouraging SRL, the questionnaire employed both open-ended questions (“Provide your own subjective definition of self-regulated learning.”; “How you promote self-regulated learning in your practice? Which approaches are most effective?”) and the Self-Regulated Learning (SRL) Encouragement Scale (encouragement of learning planning and learning organization strategies, metacognitive monitoring of learning, elaboration and evaluation, understanding and effort investment).ResultsTeachers only partially know what self-regulated learning constitutes. About two-thirds of teachers have heard of the SRL, but only 14% accurately defines the construct. When defining SRL, they most often emphasize independently regulated/directed learning, and the definitions are mostly partially correct. On the other hand, teachers estimate that they encourage SRL to a significant extent. There are certain discrepancies in the data regarding the methods of encouraging SRL depending on the methodology (qualitative/quantitative). Teachers encourage SRL to a limited extent and provide implicit and indirect SRL encouragement. The results indicate that female teachers and teachers in humanities encourage SRL to a greater extent when compared to natural science and technical subject teachers, and the same goes for elective subject teachers when compared to compulsory subject teachers.DiscussionThe results have theoretical, but also great practical implications when it comes to the implementation of this multidimensional and complex construct in the educational system. They corroborate the theoretical foundations of SRL and SRL encouragement, whilst indicating the need for improving teachers’ knowledge and competencies in regard to SRL encouragement in students.

Religious education in a public school between religious particularism and general education. Comparative analysis

The basic determinant of a public school as a social and educational environment should be the promotion of social inclusion and cohesion. In most countries of the European Union, religious instruction is a subject of school education. These countries adopt different models in terms of legal legitimacy, organization and curriculum. The idea of introducing religion as a compulsory subject appeared in Poland. Non-public schools, i.e. a school run by social, religious or privat units, have the right to special curricular solutions. A public school, i.e. a school free of charge and available to every student, regardless of their worldview, should conduct religious education in the spirit of dialogue and social cohesion as an element of general education. This article presents a comparative analysis of religious education in public schools from the perspective of the relationship between religious particularism and general education. I assume that in individual countries both religious particularism and general education may be defined differently in the context of school education.

Peningkatan Semangat Literasi, Kreativitas Dengan Bercerita Dan Story Telling

Riau University as a state university that has the duties and functions of implementing the Tri Dharma of Higher Education, namely education and teaching, research, and community service. The form of community service carried out by students is in the form of Real Work Lectures (KUKERTA). KUKERTA is a field learning activity carried out by students that aims to have a positive impact on the community by providing learning in an innovative and creative way, as well as developing potential and knowing the strengths and weaknesses of the local community. This activity is expected to increase student creativity to implement their knowledge in carrying out work programs and provide learning for students in interacting with the community. Real Work Lecture (KUKERTA) is one of the compulsory subjects taken at the University of Riau when entering an odd semester or having fulfilled the credit requirements set by the University of Riau.

INFLUENCE OF MOTHER TONGUE ON DEVELOPMENT OF L2 WRITING SKILLS AMONG MIDDLE-SCHOOL STUDENTS

Learning another language which is crucial for academic and professional purposes has been an important focus of research. While learning second language, certain forces related to the language affect this process. One of those forces is the interest of this study. Thus, current study investigates how the mother tongue affects students writing abilities, who are taking English as a compulsory subject in middle school whose native languages are Urdu and Punjabi. Without language, education process in classroom would not be possible. Students experience difficulties in native language when speaking and writing English due to interference. Current research focuses on influence of mother tongue on Pakistani pupils' development of writing skills while studying English as compulsory subject in the classroom. A random sample of 50 pupils in grades 6, 7, & 8 aged amid 11-14 years was chosen from 3 schools, all speaking Urdu & Punjabi as their mother tongues. The Contrastive Analysis Model developed by Robert Lado (1957), proposed by Ellis (1985) was used to analyse data. Results reveal that errors in word order, grammar, & spelling were caused by L1's interference in pupils' writing in target language. Findings suggest that teachers should do the need analysis of the students at beginning of sessions with help of relevant and appropriate tools.

Optimizing Students’ Higher Order Thinking Skill through Indonesian English Course Platform

As the compulsory subject at the senior high school, English is used for transferring and develop their knowledge, skill, and attitudes in the areas of science, technology, and art. English is crucial for the student in order to help them to understand the oral and written text in detail. Eventually, teachers have to prepare a good strategy to complete the student need of English in the class. Then, the school has HOTS as the strategy for the students. However, students are required to seek additional learning outside of school in order to enhance their learning in school. For this reason, Indonesian English course platform (Ruangguru) becomes the medium to optimize student’ HOTS. This quantitative research discussed 84 students of SMAN 1 Rejang Lebong. In obtaining the data, the eighty-four students of XII grade in academic year 2020/2021 were given a set of questionnaires to get the data whether Ruangguru can optimize students’ HOTS in learning English. The researcher collected the data, then determined the frequency and percentage of the students' responses. According to this study's findings, Indonesian English course platform (Ruangguru) can be a medium to optimize students’ HOTS beside learning English in the classroom. Based on three indicators that is provided by researcher, those are: Analyzing (71.83%), Evaluating (72.26%), and Creating (72.85%). Based on the result, Indonesian English course platform (Ruangguru) helps students to optimize students’ Higher Order Thinking in learning English

Exploring English Teachers’ Views on the Compulsory English Subject for Non-English Major Students: A Case Study at an Indonesian University

This research investigates the perspectives of English teachers regarding the factors influencing the teaching and learning of English as a compulsory subject, specifically the English conversation course (Matakuliah Institusi), for non-English major students at Dayanu Ikhsanuddin University in Baubau. The study employed semi-structured interviews with six English teachers affiliated with the English study program at the university. By examining both positive and negative aspects, the research aimed to identify the factors that impact the quality of instruction and learning in the English conversation course. The findings highlight several factors, including the syllabus, availability of resources and equipment, students' attitudes and motivation towards learning English, participation in extracurricular activities, class size, institutional support, and teachers' enthusiasm. These factors were identified by the teachers as having both positive and negative influences on the course. Furthermore, the English teachers were given the opportunity to provide suggestions for program improvement, such as emphasizing the importance of support and commitment from the heads of each study program.

THE IMPORTANCE OF OUTDOOR LEARNING AT EARLY AGES

The idea of learning outside the classroom, i.e. learning outdoors, is not at all new and recent. The beginnings of outdoor learning can be found in the works of pedagogical classics (Russo, Froebel, Pestalozzi, Montessori) at the end of the 18th and the beginning of the 19th century, but also by Serbian pedagogues, primarily Sreten Adžić, the first headmaster of the Serbian Royal Men’s Teacher’s School in Jagodina (1897), although they teach intuitively different skills, children’s play and stay outdoor is as old as human civilization. It wasn’t until the late eighteenth century that children began to be seen as individuals in their own right; previously they were regarded by society as miniature adults .. In the paper, we analyze the advantages and importance of outdoor learning for children at an early age and present the results of the students survey - future preschool teachers of the Faculty of Education of the University of Kragujevac, who, for the first time within their formal education, had the opportunity to, both theoretically and practically, become familiar with the basic principles of forest pedagogy and outdoor learning. 43 students of the final year of academic studies in the department for teacher in preschool institutions filled out the survey anonymously on a five-point Likert-type scale. The results show that students’ prior knowledge - future preschool teachers about forest pedagogy and outdoor learning is rather modest, that most respondents have positive opinion about working with children in nature and considers such work interesting, useful, but difficult and demanding. Future preschool teachers believe that the benefits of working with children in nature are great, starting with motor development, through physical and mental health, to the development of ecological awareness and a positive attitude towards nature as a whole. Significant number of respondents are of the opinion that by attending the proffesional meeting and workshop “Šumagogija (šuma meaning forest + pedagogy ) - forest pedagogy from idea to realization” significantly increased their professional competence by visiting the forest playground in the Botanical Garden in Kragujevac and openly expresses the view that, if given the opportunity, they would accept a job in the forest kindergartens. For these reasons it is necessary that forest pedagogy and methodological specifics of outdoor learning become an integral part of compulsory subjects at the basic studies of future preschool teachers, to systematically carry out professional development of people who work with children of early ages and to enable teachers who are already employed in preschool institutions to attended seminars, round tables, gatherings and teacher trainings that have as their theme work with children in nature, in the forest, and outdoors.

Effect of the subject - ‘Happiness Engineering’ on Indian senior secondary school students

The objective of this research is to investigate the implications of teaching Happiness Engineering subject on various positive psychological outcomes, including subjective well-being, prosocial behavior, and life satisfaction among students enrolled in the 11th and 12th grades, hailing from two senior secondary schools situated in the Bokaro district of Jharkhand, India. The research involved 216 participants from seven classes, who were randomly assigned to one of two conditions: HE (Happiness Engineering) and Control. Participants were selected such that students who took Happiness Engineering as a compulsory subject were part of the HE groups, and those who did not, were part of the Control group. The researchers investigated the development and expression of overall well-being in students, including subjective well-being, gratitude, prosocial behavior, and life satisfaction. The effect of this intervention (teaching of Happiness Engineering subject) was then compared to the control condition (where participants did not engage in Happiness Engineering classes). The results of the study revealed several significant findings. First, participants who were part of the HE intervention group reported higher levels of optimism and life satisfaction and lower levels of negative affect. This suggests that the act of consciously focusing on and appreciating positive aspects of one’s life can lead to increased well-being and decreased negative emotions. An exceptionally profound revelation came to light concerning the robust correlation between HE classes and contentment regarding the scholastic milieu. It is noteworthy that, both directly after the implementation of the intervention and during the subsequent assessment at the end of a four-week period, the cohort exposed to the HE intervention exhibited elevated levels of satisfaction in their educational environment in contrast to the control condition. The study unveiled that Happiness Engineering is an effective school subject that has the potential to profoundly influence young adults in perceiving and engaging with their school environment, ultimately fostering a more positive and enriching educational experience.

Selecting (or not) physical education as an elective subject: Spanish high school students’ views

ABSTRACT Background: The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. Social Foundations of Thought and Action. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” Journal of Teaching in Physical Education 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” Educational Review 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” Teaching and Teacher Education 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more? Purpose: The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school. Participants and settings: A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them. Research design: The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. Research Methods in Education. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration. Results: The deep analysis of the participants’ responses produced five themes for not selecting physical education (from strong to weak): academic stress, negative experiences, out-of-school physical activity, timetable, and importance, and four themes for selecting it: grade point average, importance, sport, and positive experiences. Conclusions: Results indicate that many students would eliminate physical education from their timetables if they had the chance. In many cases, it does not provide meaningful experiences, which produces low domain value. If physical education wants to survive as an academic subject in the schools, it must listen to its students, and attend their demands.

15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives

In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.

Using Poems in Learning English as a Foreign Language at the Secondary Level of Education in Bangladesh

In Bangladesh, English is a compulsory subject at the secondary level, where it is taught and learned as a foreign language. Literary texts have long been used as a tool for it. Generally, two types of textbooks are used in classrooms at the secondary level: compulsory NCTB textbooks and Grammar books of various authors. The purpose of this research was to investigate the use of poetry in NCTB textbooks and its effects on the language learning process at the secondary level of education. This study also tried to find out the range and usability of the poems that are included in the textbook. For this study, data was collected from both the learners and the instructors of Secondary Level education through a set of questionnaires. Then the data was analyzed to find out the appropriateness, usability, understandability, and effectiveness of poems on the overall language learning process. Finally, this study attempted to explore the way out of the existing and probable obstacles to ensure the intended outcome of using poetry in learning English as a foreign language.

An Analysis Of Students Grammatical Error In Writing Descriptive Paragraph Made By The Eighth Grade Students Of Smp Negeri 2 Karanganyar

English is taught as a compulsory subject in junior high school, senior high school and also in universities for several terms. So that the students must have English skill. There are differences of rule and structure in English and Indonesian. For instance, in Indonesian here is no change in verb and it is very different with English. Mostly, Indonesian is still influenced by their mother tongue on the approach to the target language (English). Therefore, this research aimed to find out the student’s grammatical error in writing descriptive paragraph. The objectives of this research are as follows: 1) To find the students grammatical error in writing descriptive paragraph made by the eighth-grade students of SMP Negeri 2 Karanganyar. 2) To find out and give image to readers of the most frequent errors that the students do in writing descriptive paragraph made by the eighth grade of SMP Negeri 2 Karanganyar. This research was presented using descriptive qualitative research method. The researchers used a documentation as instrument for collecting the data. The researchers took one assignment in students’ English task books. In collect data, the researchers did some steps. 1) Ask for permission to the teacher for taking documentation the students’ tasks. 2) Consulting the task to the teacher. 3) Giving the task. 4) Analysing the student tasks. 5) Getting the data. The data was collected on 14th June 2021. The population of this study was taken from the eighth-grade students SMP Negeri 2 Karanganyar and the researchers took five class (VIII A, VIII B, VIII C, VIIID, and VIIIE) as the subject. The sample was taken by using purposive sampling technique. The class consisted of 30 students. The result of this research shows that the total errors are 100%. It means that the grammatical error in writing descriptive paragraph made by the eighth grade of SMP Negeri 2 Karanganyar is on less sufficient level. The percentage of students’ grammatical error in types of omission (29,5%), error of addition (16,7%), error of misformation (44,9%) and error of misordering (8,9%). Based on the result of the research, it is suggested that the eighth-grade students of SMP Negeri 2 Karanganyar should be given more explanation and exercise in writing descriptive paragraph. Keywords: Error Analysis, Grammatical Error, Paragraph, Writing

Mathematics Mobile Game Visual Asset Design

Mathematics is one of the compulsory subjects for students in Indonesia. Mathematics is one of the quality of learning subjects, especially math during the epidemic seoson, the learning materials are effective, interesting ang not boring for students. One way is to create educational games using mobile phones. Educational game is an Android based mobile game that makes it easier for users to use it anywhere and anytime than other platforms, same as a computer. Therefore, the problem posed in this research is How to generate mathematical mobile game image assets? Solution to this research problem is how to design visual assets with a natural theme. So create some icons, buttins and background design with forest design, wood design and another math related objects. It is then incorporated into the final design. End of the result from this research is visual game assets can be used to make games easy to operated and enjoyable, especially for elementary student in grades 3 and below.

Intellectual Property Rights Education as a General Compulsory Subject in Higher Education

In several developed countries such as the United States of America (USA), Japan, and the United Kingdom, Intellectual Property Rights (IPR) education has an important role in empowering IPR. The existence of HKI education also increases the growth of the creative economy. Therefore, the creative economy sector is growing rapidly and contributing significantly to Gross Domestic Product (GDP), labor absorption, and exports. However, it is different from the people in Indonesia who still lack understanding and awareness of IPR. On the one hand, IPR has moral and economic values that must be protected. This paper aims to examine the urgency of HKI as a compulsory subject in universities in Indonesia This type of research is legal research using a comparative approach. The data collection technique was carried out by means of a literature study. Data analysis techniques were carried out using normative juridical methods. The results of the study stated that HKI has an urgency as a compulsory subject in tertiary institutions due to several things, first, innovations and research results produced in tertiary institutions are HKI objects that must be protected. In addition to encouraging innovation, this is intended so that inventors and creators can have moral and economic values for their findings. Second, the prevalence of IPR violations in tertiary institutions is an indication of the importance of IPR Education as a general compulsory subject. Third, downstream research results. The main asset in downstream research results is intellectual property owned by creators and inventors. The results of higher education research are the values of originality, innovation, and uniqueness that require the protection of intellectual property. IPR education can be a medium to increase awareness of legal protection for a research result produced by academics.

Учебник «Мораль» как отражение социокультурных изменений в южнокорейском обществе

Moral education for schoolchildren lays the foundation for ethical human behavior, his interaction with others, life in society. The paper presents an analysis of the changes in the content of the “Moral” discipline, a compul-sory subject of study in the South Korean school curriculum. The remarkable thing is that the Republic of Ko-rea’s state curriculum “Moral” and its goals and objectives have undergone a number of changes over the course of its existence. The historical background for this was the country’s political events, from American oc-cupation to the establishment of Western-style democracy. It is emphasized that since 2015 the focus of the teaching material in the textbooks has shifted from society to the subject, and the 2022 draft textbook is entirely based on “universal” values in the Western interpretation. Conclusion dwells upon the fact that the gradual ero-sion of traditional socio-cultural and moral values and their replacement by globalized ones, including with the help of appropriate educational materials, leads to an intergenerational conflict, de-emphasis in the national cultural heritage, transformation of moral and ethical attitudes.

Perilaku Konsumerisme Mahasiswa Program Studi AFI FUSI UIN-SU (Tinjauan Praktik Belanja Online di Shopee)

Consumerism is an ideology that makes a person or group carry out consumption activities or use goods produced excessively, unconsciously and continuously. Instilling religious values, AFI FUSI UIN-SU students are also instilled with a wise mindset through Islamic philosophy courses as a compulsory subject. This research is a qualitative research type of field study using a philosophical approach. This study aims to identify matters concerning the consumer behavior level of AFI students towards the Shopee Application and the impact of the shopee application on the consumerism behavior of AFI students. The results of this study show that the consumerism behavior of AFI students towards the shopee application has been proven true and is endemic to AFI students to date, The impact of consumer behavior on the shopee application is divided into two, namely positive and negative.