Context Of University Education Research Articles

Possibilities and challenges of Artificial Intelligence in the teaching and learning process of Journalism Writing. The experience in Spanish universities

The research aims to assess the possibilities and challenges of artificial intelligence (AI) for the development of the teaching and learning of journalistic writing techniques in the university educational context. The main objective consists of analysing the abilities of AI to solve the composition of different journalistic texts¸ both informative and opinion, and the quality of the result, as well as other applications of AI in journalistic writing. The text tries to contribute to the knowledge on the use of AI by teachers and students in the teaching and learning process. A mixed methodology has been used to develop the research: on the one hand, descriptive and comparative, based on surveys to university professors in Spain specialised in this subject and to students taking related contents in their studies, also in this context; on the other hand, an experimental research is included among professors trained in the field of Journalistic Writing, who are asked for the qualified correction of an exam, anonymous, actually carried out with the AI system, ChatGPT. After weighing the results, each of them is interviewed in depth about the quality of the texts, their strengths, and weaknesses. The results show that AI is beginning to be used in the university context by students and professors. In the specific field of journalistic writing, its use for the moment is limited to assisting tasks in the writing process or suggesting topics, while the automatic generation of content is not widely accepted due to the ethical implications that it entails, especially those related to the originality of content. Teachers value the potential of this technology for writing simple and informative pieces but observe limitations at deeper levels of knowledge and in hybrid texts.

LINGUODIDACTIC FUNDAMENTALS OF MODELING A PROBLEM-ORIENTED EDUCATIONAL ENVIRONMENT IN UNIVERSITY LANGUAGE EDUCATION

Although by now the need to create a problem-oriented educational environment in higher education when mastering academic disciplines (including FL as a university subject) has already been proven both theoretically and experimentally, nevertheless, the Linguodidactic analysis of 100 syllabuses in a foreign language as an academic discipline and 100 FL course-books (written by Russian university teachers & published in 2019-2023) shows the lack of orientation among most of their authors towards its creation due to their lack of awareness of the linguodidactic foundations of modeling a problem-oriented educational environment in a university educational context, integrating communicative-approach, problem-based approach and sociocultural approach in teaching & learning a foreign language as a tool of intercultural communication. The article briefly summarizes the results of scientific understanding of the problem-based approach in education, its general and specific features with the view to the linguodidactic interpretation of the concepts of “problem-based learning”, “problem-based teaching”, “problem-based mastering of the discipline” in relation to teaching a foreign language the learner and his/her socialization by means of a foreign language, gives a description of a system of interconnected cultural and linguocultural problem-solving tasks and assignments, problem-oriented types of learners’ monolingual and bilingual activities, creative types of university students’ verbal activities in co-learning languages, including recommendations for the methodological design of cultural problem-solving tasks, with which the teacher starts forming a problem-oriented educational environment in the FL classroom and outside it.

Validation of the GAEU-1 Acale to Assess the Learning Management of University Students

Introduction: The self-management of university learning encompasses a series of aspects that allow students to be conscious and autonomous in their professional training. Objective: In this article, we present the process of creation and validation of a scale to assess essential factors of this phenomenon: self-management of learning, conscious motivation strategies for learning, perception of academic performance, and techniques for deep learning. Method: The design is a cross-sectional quantitative process with the purpose of carrying out validity and reliability analysis of a psychological measurement instrument. The research was conducted with 1373 university students from Chile and Ecuador. Results: The scale consists of 19 items that conform the four factors mentioned and whose results indicate adequate psychometric properties, allowing it to be applied in the Latin American context. Novelty:This research proposes a new instrument to assess the self-management of the university learning process, which contributes to carrying out new research in the university educational context. Doi: 10.28991/ESJ-2023-SIED2-019 Full Text: PDF

Motivational affective training and personal growth of health technologists, role of tutors

Introduction: cuban health shows comparable indicators with those of developed countries, the comprehensive training of technologists, who respond to the needs of society, stands out. Continuing and raising these quality budgets is currently a challenge for the medical university, which faces a student who lacks personal and psychological tools to manage his favorable transit through the institution. Objective: to reflect on the need for motivational affective training in the university educational context for the personal growth of health technologists. Methodology: methods of the theoretical level were used: the analytical-synthetic and the historical-logical; that allowed the approach to the theoretical foundations that support the process of motivational affective training in the educational context for the sake of personal growth of students; as well as the compression of its components and dimensions with the adoption of postures. Results: the necessary articulation between the motivational affective and personal growth is recognized in comprehensive training, teachers must assume it as a planned, dynamic and multifactorial process, in such a way that their practice is effective and achieves personal and professional transformation. of students from the intra and extracurricular. Conclusions: the teacher must plan, guide and conduct the motivational affective training, as a component in the comprehensive training of health technologists for the sake of their personal growth, always based on the individual and collective needs of the students, considering the context in which it develops.

The Perspectives of Educators Regarding the Critical Thinking Abilities of Students

The exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education. Data for the study was obtained via an online questionnaire that was based on Google Form. The qualitative data was analysed using topic order. A collective of 43 educators affiliated with university institutions provided their responses. Based on our findings, it is recommended that students acquire higher-order cognitive skills through a reassessment of pedagogical approaches. Additionally, it is suggested that The exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education. Data for the study was obtained via an online questionnaire that was based on Google Form. The qualitative data was analysed using topic order. A collective of 43 educators affiliated with university institutions provided their responses. Based on our findings, it is recommended that students acquire higher-order cognitive skills through a reassessment of pedagogical approaches. Additionally, it is suggested thatThe exercise of critical thinking necessitates the utilisation of sophisticated cognitive abilities by educators. Educators hold the belief that they impart critical thinking skills to their students through intellectual stimulation, yet their pedagogical approach primarily emphasises rote memorisation and note-taking within the confines of the classroom. It is noteworthy that the conduct exhibited by educators in the classroom may be impacted by the critical thinking abilities of their students. Consequently, it is imperative to augment teachers’ understanding of critical thinking in order to enable them to proficiently instruct students in the art of critical thinking within the context of university education. Data for the study was obtained via an online questionnaire that was based on Google Form. The qualitative data was analysed using topic order. A collective of 43 educators affiliated with university institutions provided their responses. Based on our findings, it is recommended that students acquire higher-order cognitive skills through a reassessment of pedagogical approaches. Additionally, it is suggested that higher education curricula be updated to incorporate activities, whether within or outside of the curriculum, that focus on the development of critical thinking skills. Failure to grasp fundamental learning concepts such as analysis, synthesis, creativity and thinking may have implications for a student’s future endeavours.

Anthropocentrism and ethics of care in environmental ethics based on gender variable

PurposeThis article aims to analyze the anthropocentrism vs ethics of care positions of a group of undergraduate students at a private university in Mexico to test gender variable differences in their perspectives. There are two hypotheses: (1) there is a statistically significant difference between male and female genders related to anthropocentrism vs ethics of care positions, and if so, (2) the differences are attributable to women having a more ethics of care position than men. Participants were 561 undergraduate students from a private university in Mexico (257 female, 304 male). The findings demonstrated that both hypotheses were supported by the ethics of care, where the individual rights perspective is set aside to seek collective and holistic well-being.Design/methodology/approachT-tests were performed to test gender differences in anthropocentrism and ethics of care.FindingsThe results showed statistical differences based on gender (sig.000) and that women are less anthropocentric (or more oriented toward an ethics of care than men (female:1.64 and male:1.94). Ethics of care of female position is more defined than that of men. As a conclusion, men are more oriented to anthropocentrism, which reflects a lack of environmental connection by not assuming themselves as part of it and by defending the right of resources exploitation. On the contrary, women tend to respond from an ethic of care that means a more harmonious relationship with nature. In addition, women tend to assume a relationship with the environment, without hierarchy or supremacy towards it, and tend to reject the demand for the exploitation of the planet's resources as part of a right that human beings have historically assumed.Research limitations/implicationsOne of the limitations of this study is that it has been carried out in a university educational context with exclusively undergraduate students. It would be interesting to validate these anthropocentric vs ethics of care positions in different university groups, including professors and academic managers. Studying this concept in diverse contexts such as business, government and civil society would also be engaging. In addition, the authors recognize that the study is limited by its small population, which means that a balance between men and women or disciplines could not be guaranteed. However, the authors believe that although the results may not be considered exhaustive or conclusive, the results shed light for possible new studies in which the population is expanded. This is an exploratory study.Practical implicationsThese results have practical implications for universities. In the classroom and in the university environment, students can learn to question the way they relate to the environment. Anthropocentrism (more accentuated in men) is assumed to be separate from the environment and with the right to its exploitation. Contrary to anthropocentrism, it is necessary to explore other positions such as the ethics of care or feminine ethics, more pronounced in women. Universities can develop environmental sustainability projects under the leadership of women, without claiming to be exclusive to them. In this way, the ethic of care approach can be put into practice and thus begin the necessary change for a new environmental relationship perspective.Originality/valueUniversities are required to provide an educational orientation towards Sustainable Development Goal (SDG) particularly those that respond to the climate crisis. To this end, it is necessary to promote a new environmental awareness that critically question anthropocentric models based on the supremacy over the environment. The ethics of care or feminine ethics, contrary to the previous position, assumes that the person is part of the environment and is oriented to its care and healing of the damage caused to restore this network of the human being with nature. The originality of this study lies in demonstrating how women exhibit a different relationship with the environment, oriented to the ethics of care, and how their posture shows a difference with anthropocentrism, which is stronger in men.

Exploiting Opportunities in the New Normal Context of University Education: A One Year Retrospection

With all teaching and learning activities online and academic staff having to capacitate themselves in navigating the crisis of Covid 19, this article reflects on how the Sri Lankan universities dealt with pandemic scenario while exploring domestic experience over a period of one year commencing March 2020. A literature survey was carried out to gain an understanding of the existing debates surrounding the topic of challenges and opportunities availed in the crisis. 100 invitee academics representing each university participated in a questionnaire survey administered via Google forms and data were analyzed using descriptive statistics in order to gauge the perception among the academics towards the discharge of the university functions and the opportunities exploitable under new normal context. Human Resource Management departments and Learning Management Systems have functioned well despite the crisis persisting so long. In addition, the respondents were satisfied with the data protection measures initiated to address any possible loss of data. A few respondents disagreed with the claim that utilizing IT services had functioned well and that the transition to digital teaching was accomplished without difficulties. There is a higher possibility to revisit and amend existing curriculums and teaching and learning methods, pursuit on course accreditation and validation with professional entities, preparing study packs, materials, toolkits, academic audit and appraisal, review on student feedbacks and making necessary pedagogical and other reforms as appropriate. Regardless of chronic issues such as digital inequality, universities have demonstrated that they can accomplish tasks and retain their legitimacy efficiently. This suggests that Covid 19 has been reasonably responded using adaptive management. All with aspirations to achieve professional excellence mediated by current events and its agility, the article offers some of the key challenges that inevitably emerged. The findings highlight that the Covid 19 has brought about a number of opportunities for which a greater reliance on collegial decision-making between academics and their counterparts, the students are crucial.

Work-Integrated Learning: The new professional apprenticeship?

This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes.

Work-Integrated Learning: The new professional apprenticeship?

This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes.

Analysis of the relationship between student profiles and the results obtained in a university course gamification study

The objective of this study was to understand the ways that different personality traits of students affect their gamification experiences within the university educational context. The effectivene...

Work-Integrated Learning: The new professional apprenticeship?

This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes. The article contributes to the literature by making explicit the links between the visibility of prestige occupational pathways to rural and regional students, the affective concerns of potential students making the choice to undertake higher education, and the scaffolding of skills and knowledge. It recommends further research in the form of a pilot integration of an apprenticeship model within a university program, but notes the current funding, discipline, and systemic barriers to this process in the current university system in Australia.

La evaluación en la enseñanza de las artes: Dificultades, caminos y propuestas para comenzar una reflexión

En este trabajo se dan a conocer las dificultades de carácter general a las que se enfrentan las prácticas de evaluación en el ámbito de la Educación Artística. Se distinguen las dificultades que nacen de la propia naturaleza del Arte, las que nacen de la vinculación del Arte con la Ciencia y las que provienen de las propias prácticas históricas de evaluación. Se revisan los modelos de enseñanza–aprendizaje que se han utilizado en el Arte y se integra el contexto educativo universitario para reflexionar sobre las dificultades y posibilidades que genera este modelo para la enseñanza de disciplinas artísticas. Finalmente, se propone una perspectiva sobre la Evaluación y el lugar del evaluador dentro del proceso educativo, y se muestran elementos que permiten avanzar en la reflexión sobre el establecimiento de criterios y herramientas de evaluación para la enseñanza de las Artes.

Diseño de un instrumento para medir la aceptación y los beneficios percibidos de la programación por pares en los cursos universitarios

Se presenta el diseño y la validación de un cuestionario orientado a medir la aceptación de la programación por pares y los beneficios percibidos por los alumnos que la utilizan en el contexto educativo universitario. El proceso incluyó el descubrimiento de estos dos factores latentes a través del análisis factorial exploratorio y su respectiva ratificación a través del análisis factorial confirmatorio. Se consiguió obtener valores adecuados de ajuste del modelo (CMIN/DF = 1.15, CFI = 0.98, SRMR = 0.08, RMSEA = 0.06, PClose = 0.39), de consistencia interna (Aceptación: CR = 0.82; Beneficios: CR = 0.73), de validez convergente (Aceptación: CR = 0.82, AVE = 0.61; Beneficios: CR = 0.73, AVE = 0.48) y de validez discriminante (HTMT = 0.72). Como trabajo futuro queda la aplicación de la versión final del cuestionario aquí presentado.

What drives students’ Internet ethical behaviour: an integrated model of the theory of planned behaviour, personality, and Internet ethics education

ABSTRACT With the emergence of Internet technology, Internet ethics has become an important issue for academics and practitioners. This study aims to investigate the factors that influence students’ behavioural intention to perform an Internet ethical behaviour based on an integrated perspective of the theory of planned behaviour (TPB), Big-Five personality traits, and Internet ethics education. This study empirically examines the research model using a cross-sectional survey study, collecting data from a sample of 276 students, and using partial least squares (PLS) for the analysis. The results show that intention of performing Internet ethical behaviours is influenced by attitude toward ethical behaviour, subjective norms, and perceived behavioural control. Moreover, personality trait agreeableness is positively related to attitude toward ethical behaviour and subjective norms. Conscientiousness and openness are positively correlated with attitude toward ethical behaviour, subjective norms, and perceived behavioural control. Finally, the existence of an Internet ethics curriculum significantly strengthened the positive relationship between attitude toward ethical behaviour and intention of performing Internet ethical behaviours. The findings enhance our understanding of the relationship between students’ Internet ethical behaviour and Internet ethics education. The results also provide several important theoretical and practical implications for Internet ethics education within the university education context.

Spanish Adaptation of Motivational Climate in Education Scale with University Students

The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.

Limitations and possibilities in university management performed by nursing managers.

Understand limitations and possibilities in university management performed by nursing managers of the undergraduate nursing course of a public university. A qualitative study with theoretical and methodological framework anchored in the Grounded Theory. Data collection took place between May and September 2016, and the studied scenario was the Nursing Department of a public university in southern Brazil. The entrepreneurial profile and the leadership in interpersonal relations were highlighted among the possibilities, in addition to the co-responsibility in raising public resources to solve the university educational demands; as limitations, the scarcity of financial resources and the high demand for bureaucratic activities which have repercussions on the slowness of university public management processes. The nursing manager experiences limitations through their actions and interactions with people, and recognizes possibilities in the structure and processes of coordinating issues of collective interest in the university educational context.

Философская урбанистика и педагогическое петербурговедение в контексте университетского образования

Философская урбанистика и педагогическое петербурговедение в контексте университетского образования

The Practice of Mindfulness as Metacognitive Work: a Research in the University Education Context

In the last few years research has been undertaken on its possible use in training of adults in a formal learning context. Aim of the research presented was to describe, through the data essentially from a self-evaluation questionnaire, the way of a group of young students of the University of Naples Federico II who take part in a laboratory on mindfulness practices. The workshop was a structured programme inspired by the ACT and consisted of 6 two-hour classes as part of the course in pedagogy of learning processes and social pedagogy of the degree course in Psychology. The concluding discussion on the data that emerged highlighted the usefulness and importance of the experiential and reflective nature of the presented practices.

Back to the chalkboard: Lessons in scaffolding using SOLO taxonomy from school teachers for university educators

This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019.Objectives:The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall.Background:There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students.Methods:Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model.Conclusions:This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.

Kilka uwag o książce profesora Andrzeja Kisielewicza „Logika i argumentacja. Praktyczny kurs krytycznego myślenia”

Several remarks on the book by Professor Andrzej Kisielewicz, Logic and Argumentation. Practical Course in Critical ThinkingProfessor Andrzej Kisielewicz’s book concerns active forms and methods of teaching logic, also outside the context of university education. It possesses prac­tical value and may also be an auxiliary material for, among others, high school students. Despite some shortcomings, such as unjustified ascription of the status of hypothesis to statements, a flawed definition of the methodological and epistemological concept of a historical fact, it contains many valuable and original logical propositions pertaining to critical and logical thinking.Undoubtedly, the book will be useful in education and helpful in introducing teachers and learners to using grammatical and logical rules. It will allow the reader to detect post-truth in the media or the shuffling of premises in argumentation. After implementing indispensable corrections and additions, it should become an obligatory reading — not only in the context of university education.