Cooperative Education Research Articles

Christian Leadership in Education: Religious Moderation in the Era of Diversity 2045

Abstract: Indonesia is expected to become a “Golden Indonesia” in 2045, with priorities of progress, independence, and social justice as well as being a democratic country. But the problem is, in the world of education there are still phenomena found today such as; many students who do not understand about tolerance and the importance of respecting differences, social media is often misused such as spreading misinformation and hate speech, which can cause intolerance and the lack of moderation-based education programs. This research aims to encourage the values of tolerance, mutual respect, and interfaith cooperation in education by finding useful leadership strategies. This research also wants to know how Christian leadership affects the character building and understanding of pluralism of the younger generation. So that in this study using qualitative methods or literature studies, where researchers provide solutions to the problems raised, by collecting various theories and information from library materials, such as books, dictionaries, journals, the Bible, and online media, Then, these sources are academically accountable sources. Therefore, religious moderation in Christian education in 2045 will depend heavily on educational leaders to foster attitudes of tolerance, mutual respect, and shared vision to maintain national unity among people.

Analysis of the Effective Path of Home-School Cooperation in Special Education Based on the Background of “Internet+”

Under the background of “Internet Plus”, special education home-school cooperation is facing new challenges and opportunities. As an indispensable part of the education system, the importance of special education is self-evident. However, there are still many problems in home-school cooperation in terms of information transmission, interaction mode, personalized education needs and technology application. By analyzing these problems and exploring the application path of Internet technology in home-school cooperation, this paper proposes measures such as constructing an information sharing platform, innovating home-school interaction modes, developing personalized education programs, and strengthening technology application and training, aiming to provide an efficient and sustainable development mode for home-school cooperation in special education. These measures not only help to improve the overall quality of special education, but also effectively promote close cooperation between home and school, creating a better environment for the growth of children with special needs.

A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions

This study reviewed the green and sustainable chemistry education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (i.e., chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (n = 15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and very few studies provided information about the misconceptions and difficulties that students may encounter while learning GSC. Regarding the curriculum component, among the green chemistry principles, ‘use of renewable feedstocks’ was the most emphasised, while the least emphasised ones were ‘reduce derivatives’ and ‘real-time pollution prevention’. Fourteen studies used subject-specific teaching strategies (e.g., cooperative teaching and project-based strategies). Although representations are not used in GSCE, most of the studies included laboratory studies (n = 31). Finally, regarding the assessment, very few studies focused on measuring students' skills (laboratory skills, discussion skills, etc.) and affective variables. In light of the findings, GSCE training should get more benefit from the literature on science/chemistry teaching strategies. Moreover, alternative assessment tools (e.g., rubrics and concept maps) should be utilized regarding the instruments utilized to assess the participants' GSC knowledge.

Building a Home-School Cooperative Education Community from the Perspective of Educational Equity

Building a Home-School Cooperative Education Community from the Perspective of Educational Equity

담임교사와 특수교사의 협력을 통해 중재반응모형 2단계에 적용한 직접교수가 초등학교 6학년 수학 학습 부진 학생의 비와 비율 영역 성취도에 미치는 영향

Objectives The purpose of this study is to find out the effects of the direct instruction applied to Tier 2 of response to intervention through the cooperation of homeroom teacher and special teacher to mathematics underachieving students in the 6th grade elementary school. Methods For this two homeroom teachers and special teacher had 5 discussions to plan the intervention, monitor the response of students and identify if the students were achieving the intervention goal. Subjects were three 6th grade in K elementary school located in Seoul metropolitan city who are struggling at mathematics and the study used AB design. Intervention was provided 30 times for 10 weeks, three times a week. Results First, Rate and Ratio achievements of three students were increased. Second, they achieved their maintain phase goal so the effect of intervention was maintained after the end of intervention. All the students have achieved maintanence phase goal and two students were over achieved. Conclusions First, the cooperation of school members is needed and need to extend. Second, considerations are need to increase the effectiveness of regular lessons. Third, area of multi-tiered supports is needed to broaden from academic to behavior and social-emotion.

두 지역의 IB 인증학교와 IB 후보학교 근무 경험에 대한 자문화 기술지 연구: 세 가지 측면의 갈등을 중심으로

This study aims to provide an understanding of how the introduction of the International Baccalaureate (IB) Primary Years Programme affects the operation of the curriculum and teachers’ lives through the experience of one teacher. The researcher worked as an elementary school teacher at an IB world school and IB candidate schools in different regions. The autoethnographic research method was applied to reveal the researcher’s unique experience and explore its meaning, and conflicts were described with a focus on three aspects: relational, structural, and internal conflicts. First, the researcher experienced relational conflict, wherein teachers competed with or were alienated from each other depending on their expected roles in the IB school. Second, the researcher experienced structural conflict that arose from the formation of different commun ities between schools depending on the IB accreditation stage. Third, the researcher experienced internal conflict because of the burden of having to inform and persuade about the effectiveness of the IB along with the desire to be recognized as an IB education expert. On the other hand, the researcher experienced that the special characteristics of elementary schools can be expressed by restructuring the curriculum centered on transdisciplinary topics, which increased the actual cooperation of teachers and improved the quality of education. Therefore, indicators for teachers to develop their professionalism and a practical system for managing the quality of school education should be established.

유아교사의 역할에 대한 포괄적 이해

The purpose of this study is to investigate comprehensive meaning of early childhood teacher’ roles. Research findings reviewing study results on early childhood teacher’ roles are as follows: Firstly, role models were suggested by children educators are different from times. Recently, teacher’ roles to carry out high quality education and reflect demands of education field are added. secondly, early childhood teachers in era of the fourth industrial revolution are fostering children’s creative and critical thinking, supporting self-directed learning of children. Thirdly, teachers should perform national curriculum in educational institution. There are differences between teachers’ roles in traditional curriculum and recently those in child-centered curriculum. Fourth, parents and young children conceive teachers’ role as a close interaction with children. Fifth, early childhood teachers are awareness of their own main roles as nurturant and instructional roles. Finally, early childhood teacher’ roles of this study are classified with what to do. They are a warm-hearted caregiver, a child-centered curriculum manager to the future, a cooperative education assistant.

Comparing the effect of lecture method and cooperative teaching method on the learning, communication skills, and attitudes of students: a quasi-experimental study

IntroductionStudents can enhance their understanding of contemporary scientific developments by acquiring proficiency in the English language. Teaching approaches play a crucial role in language acquisition. The objective of this study was to evaluate the effectiveness of the lecture method in comparison to the cooperative learning method, specifically focusing on students’ learning outcomes, communication skills, and attitudes.MethodsThis quasi-experimental interventional study was conducted at Sirjan School of Medical Sciences, Sirjan, Iran in 2023 involving a sample of 30 third-semester students. Participants were randomly assigned to one of two groups, namely the lecture-based teaching group and the cooperative teaching group, with each group consisting of 15 members. Before and after the intervention, questionnaires were completed to assess learning, communication skills, and attitude in both groups. Data were analyzed by independent t-test to compare the two groups. Also, the Levene’s test was used to check the assumption of the equality of variances. Besides, the paired t-test was applied to compare results within each group. The chi-square test was utilized to compare the qualitative variables, while analysis of covariance (ANCOVA) test with adjusting the base value of dependent variables was used to compare the mean differences between the two groups after the intervention.ResultsFindings showed a statistically significant improvement in the mean learning score of the cooperative group after the intervention, compared to the score prior to the intervention (p = 0.007). Moreover, the communication skills and attitude scores of students in both the cooperative and lecture groups showed a statistically significant increase after the intervention, as compared to their pre-intervention scores (p < 0.05). Additionally, following the intervention, the mean scores for communication skills and attitudes were significantly higher in the cooperative group compared to the lecture group, with statistical significance indicated by p < 0.001 and p = 0.03, respectively.ConclusionThis study highlights the effectiveness of cooperative teaching over traditional lecture methods in enhancing students’ learning outcomes, communication skills, and attitudes. The findings indicate that cooperative learning fosters greater engagement, collaboration, and significant interaction among students, ultimately leading to improved academic performance and student satisfaction within the educational framework examined.

RESEARCH ON THE STRATEGY OF PROMOTING LOCAL LOCAL CULTURE INHERITANCE BY FAMILY, SCHOOL AND SOCIETY

The cooperative education of home, school and community can provide strong support for the inheritance of local culture. From the perspective of home-school cooperative education between family and society, this paper summarizes and analyzes the significance of jointly promoting local culture inheritance, and puts forward detailed strategies from the level of family, school and society, in order to provide useful reference for local culture inheritance.

PROJECTS AS A WAY OF DEVELOPING LEARNERS' COGNITIVE ABILITIES.

Participatory and cooperative pedagogies are relevant to all levels of education, as well as to all educational settings. Today one of the most important issues of education is the transfer of knowledge to life. From this point of view, the organization of works in the field of education through the project method is highly justified. Theoretical and practical issues are considered in the article. The goals of project learning, ways of implementation are analyzed. We have tried to classify project works with a certain logic formulate, the definition of educational project work, point out its features, specify the role and functions of the teacher. There is also justified the importance of project-based learning of the 21st century skills within the framework of standard requirements for students' compitence formation. An example of project work implemented in Balahovit secondary School is described in detail. The content, process and structure of the work are characterized. The main points and final results are also indicated. It is justified that as a educational technology, planned learning implies the integration of learner' psychological, pedagogical, subject and methodical knowledge. Conclusions: project-based learning contributes to the development of the ability to set cognitive goals and find alternative ways of their implementation, ensures the formation of information culture, the development of communication skills, flexibility, independence and uniqueness of thinking. The result of the implementation of the project method, which helps to identify the interrelations of the elements of the logic of scientific research, is the development of creative cognitive abilities.

New Development Bank as Aid Donor to School Education

Despite initial expectations that the New Development Bank (NDB) would emerge as a significant contributor to education aid, educational projects constitute only 0.3% of the Bank’s portfolio after nine years of operation. Why have the aspirations of the mid-2010s remained largely unrealized? Drawing on primary sources, including official BRICS and NDB documents, speeches by member states’ representatives, and aid statistics, this article traces the evolution of education aid within the NDB’s operational framework. The analysis tests several hypotheses to explain this trajectory, examining BRICS member states’ preferences for educational cooperation, leadership changes within the Bank, the impact of COVID-19, the demand for educational aid among NDB member states, and the division of labor between “old” and “new” multilateral development banks.The findings indicate that the inclusion of education as a secondary focus area in the NDB’s agenda initially exemplified a case of “governing through goals,” as the Bank sought to enhance its reputation by contributing to the broadest possible range of Sustainable Development Goals (SDGs). Subsequent developments, including heightened attention to BRICS educational cooperation at high-level and ministerial meetings, the adverse impact of COVID-19 on global educational progress, and the appointment of Dilma Rousseff as NDB President, further solidified social infrastructure (including education) as a priority on the Bank’s strategic agenda. However, despite increased rhetorical emphasis in declarations and strategic documents, financing for educational projects has not followed suit.This disconnect can be attributed to two primary factors. First, the established division of labor between “old” multilateral development banks (e.g., World Bank, Inter-American Development Bank, Asian Development Bank) and “new” institutions (e.g., NDB, AIIB) has positioned the former to prioritize social sector investments while the latter address deficits in infrastructure financing. Second, NDB member states have shown limited interest in altering this status quo. At the same time, stagnating aid volumes and the increasing politicization of educational aid by traditional donors, coupled with persistent needs to improve education systems in many developing countries, underscore the challenge for BRICS states to develop more effective mechanisms for educational cooperation—both within the bloc and with the broader Global South.

Research on the Mechanism Construction of "School-enterprise Deep Integration and Collaborative Education" for Tourism Majors in Higher Vocational Colleges

This paper conducts a detailed analysis of the current status of school-enterprise cooperation in higher vocational education, revealing problems existing in traditional school-enterprise cooperation models, such as low levels of enterprise participation and disconnect between teaching content and industry needs. Based on this, the paper explores a new model of deep integration and collaborative education between schools and enterprises, proposing strategies such as integrating enterprise production and operation processes into daily teaching, carrying out comprehensive practical projects, and implementing refined job assessments. Research conclusions show that the construction of a deep integration and collaborative education mechanism between schools and enterprises is key to promoting the in-depth development and innovation of industry-education integration, and is of significant importance for improving the quality of talent cultivation and meeting the needs of industry development.

The Impact of the "Sustainable Development Goals" on Japan's International Education Aid Policy

After the Dakar Forum, the Japanese government issued two key documents on international education aid: the 2002 Basic Education for Growth Initiative and the 2015 JICA Education Cooperation Report. A comparative study of their content reveals that, while maintaining consistency, the latter is an extension and development of the former. The reasons for this are closely linked to the international context in which both documents were created, particularly the United Nations' "Sustainable Development Goals" and the strategic importance of international education aid in Japan's foreign policy.

The reform path of innovation and entrepreneurship education in higher vocational colleges based on school-enterprise cooperation under the perspective of "Double-high Plan"

With the implementation of the "double-high plan", higher vocational colleges have encountered new challenges and opportunities in the reform of innovation and entrepreneurship education. This paper examines how higher vocational colleges use school-enterprise cooperation to promote the reform of innovation and entrepreneurship education. First, the background and significance of the plan and the roles and responsibilities of higher vocational colleges are summarised. Secondly, the importance of school-enterprise cooperation in innovation and entrepreneurship education, such as resource sharing, practice opportunities and employment security. Then, the reform path based on school-enterprise cooperation, providing for the establishment of cooperation platform, strengthening the teaching staff, optimizing the curriculum and evaluation system. Finally, the significance and impact of these measures are summarized, and future research directions are considered. The research results have important reference value for higher vocational colleges to promote innovation and entrepreneurship education reform under the background of "double high plan".

Educational Programs and Strategic Directions in the Context of Globalization

Globalization has become one of the key research topics in the field of global education. Educational curricula and strategies are gradually developing towards globalization and digitalization. This paper will study the current educational curriculum and the direction of future educational strategies under the background of globalization. Specifically, the core concepts, practical methods, and impacts of three distinctive educational models, namely, the Reggio education concept, the STEAM education system, and the IB international curriculum system, on contemporary education are studied. Through the study of these educational models, it is predicted that future educational strategies will develop in four aspects: emphasizing soft skills, increasing international education cooperation projects, promoting vocational skills training, and digital transformation. This paper adopts the literature research method, theoretical analysis method, case analysis method, and inductive summary method to conduct research. The research found that: the Reggio education concept, STEAM education system, and IB curriculum system promote the all-round development of children's independent learning and innovation ability, critical thinking, and global vision; future educational strategies will also tend to break the boundaries of disciplines and cultivate talents who dare to innovate and master multiple skills. This paper expands the conjecture about future educational strategies and is committed to helping international students improve their global adaptability.

Navigating Knowledge and Research Security in EU-China Relations: The Case of Hungary, Italy and the Netherlands

As the European Union (EU) navigates its intricate relationship with China amidst escalating geopolitical tensions and diverging interests, the concept of ‘knowledge and research security’ emerges as a pivotal concern, especially within the realm of higher education cooperation. This paper delves into the EU's evolving stance towards China, marked by a shift, which categorizes China as simultaneously a partner, competitor, and rival. Amidst this repositioning, the surge in Sino-European academic partnerships has spotlighted the challenges of knowledge and research security, underscoring the need for caution in collaborations with a country whose values diverge from those of the EU. Despite a consensus at the EU level on the necessity of managing ‘knowledge and research security’, the implementation of academic cooperation with China largely rests with individual Member States. This non-centralized approach enables countries to customize their engagement based on national interests and priorities, leading to a varied landscape of academic cooperation with China. This study focuses on three Member States – Hungary, Italy, and the Netherlands- each representing different European sub-regions and stances towards China. By examining their approaches to balancing academic collaboration with China against the backdrop of potential security risks, this paper seeks to uncover the degree of convergence or divergence with the EU's overarching position on knowledge and research security with China.

Navigating the Software Engineering Landscape: A Career Mentorship Program for Academic-to-Industry Transition

In the swiftly evolving field of software engineering, the transition from academia to industry presents unique challenges for students. At Thompson Rivers University (TRU), the mandatory co-operative education (co-op) program highlights the significance of this shift. While returning co-op students often praise the experience, the pressure to secure a position during the third year adds significant stress. Many students face challenges due to limited exposure to major software engineering courses in their initial years, coupled with inadequate preparation for the co-op application process. To address these challenges, we implemented a career mentorship program to equip third-year software engineering students with the skills, knowledge, and confidence necessary for successful co-op placements and future professional endeavors. The mentorship series, facilitated by industry professionals, covered diverse topics including career exploration, networking, technical interview preparation, and professional engineering licensure. Pre- and post-program surveys revealed significant improvements in students' confidence, motivation, and preparedness for co-op opportunities.

Teaching The Tempest, from Sixth Form to Seminar: A Study in Collaborative Pedagogy

ABSTRACT This article outlines how teaching strategies developed at Key Stage 5 can be built on in Higher Education. Focussing on act one, scene two of The Tempest, a play that is taught in both 16–19 curricula and university syllabi, we posit that collaboration between teachers and academics across successive stages of education can extend the capacity for critical reflection and close reading. Situated in the context of the current recruitment crisis in English Literature, we ultimately argue that a heightened degree of pedagogical co-operation can strengthen student experience, aid with transition, and reinforce the structural integrity of the subject.

Enhancing Awareness Towards Neighbouring Languages: Situation of Cross-border Cooperation in Lithuania as Analyzed through ECML Project “Enhancing Cross-Border Vocational Training”

Sustainable development remains a challenging goal impacting European countries, and one area of such development is cross-border mobility and cooperation in language education. This article focuses on the situation of cross-border cooperation in Lithuania as a result of participation in the European Centre for Modern Languages (ECML) project “Enhancing Cross-Border Vocational Training”. Cross-border cooperation has not been researched widely in Lithuania and the role of languages in cross-border cooperation has been touched very briefly in different studies. Literature review and the analysis of the survey which was designed and conducted during the project in several European border (border regions) revealed that although neighbouring language proficiency offers professional advantages, neighbouring languages are not the first choice for learning or teaching in cross-border regions. The article stresses the importance of cross-border vocational training and language education, emphasizing the need to overcome barriers for successful cross-border cooperation.

A reflective overview: European vocational education and training reform: The Copenhagen process 2002 to 2024

The European Union’s (EU) Copenhagen Process on cooperation in vocational education and training (VET), initiated in 2002, is a voluntary method that coordinates VET reform in Europe. In terms of this process, EU Member States, the European Commission and the social partners agree, at ministerial level, on common VET-related objectives, priorities and statistical targets to be met over a five- to ten-year period. Progress is monitored and political momentum maintained through regular reporting, exchanges of experience and periodic revisions of reform objectives, priorities and statistical targets. This article outlines the origins of the Copenhagen Process and discusses its evolution and influence on European VET policy since 2002. The writer argues that the process has proved to be an effective working method. It has strengthened European cooperation in VET, provided the basis for common European instruments and principles, influenced national reforms and raised the profile of VET in other policy areas. The writer also argues that, while the Copenhagen Process has operated at a multinational, trans-European level, its principles of partnership, resources and momentum can be used to create effective partnerships and networks at national, sectoral and local levels in order to bring about VET reform.