Educational Mission Research Articles

Юридический институт Северо-Кавказского федерального университета: из прошлого в будущее

The article is devoted to the history of legal science of the North Caucasus, the formation and development of legal education in the Stavropol Territory. The authors focus on the past and present of the Law Institute of the North Caucasus Federal University, which became the successor to a number of universities that implemented higher education programs in the field of law since the 80s XX century. The personnel potential of the institute is described, professors teaching at the university and their scientific achievements, the civilizational and educational mission of the university to form a civil and professional identity among future lawyers, as well as to strengthen the rule of law, law and order and interethnic harmony in the most difficult macroregion of Russia.

Research on Rural Education in the Context of Rural Revitalization

In the inaugural year of the 14th Five-Year Plan, General Secretary Xi Jinping profoundly emphasized that promoting rural revitalization development is a comprehensive and historical task essential for building a modern socialist country. Education is the cornerstone of rural revitalization and plays a pioneering role in this process. It is crucial to consolidate and expand the achievements of educational poverty alleviation and seamlessly connect them with rural revitalization. Empowering rural revitalization through the revitalization of rural education is both the responsibility and mission of education. This paper employs theoretical analysis and literature review methods to analyze the macro and micro relationships between rural revitalization and rural education, demonstrating the importance of rural education for rural revitalization. It also enumerates the current challenges faced by rural education and proposes relevant paths for promoting its development.

University-based social innovation and entrepreneurship education in Hong Kong: a curriculum analysis

ABSTRACT Amidst the intensified discourse surrounding universities’ societal impact, social innovation and entrepreneurship (SIE) has emerged as a way to refocus universities’ engagement in sustainable development, particularly through their core mission of teaching and learning. Growing interest in SIE education over the decades has led to a proliferation of courses and programs offered in various disciplines by universities worldwide. Nevertheless, scholarly research unpacking the SIE educational processes remains scant and lacks multidisciplinary perspectives. Educators of SIE continue to face challenges in designing curricula and adopting appropriate teaching approaches. This study fills this gap by offering ample empirical evidence based on a documentary analysis of 53 syllabi from 43 distinctive courses accompanied by interviews with the academics responsible for the design of these courses across all eight publicly funded universities in Hong Kong. The analysis identifies multiple patterns within two major themes: the changing scope and positioning of SIE education and the varying orientations of SIE curricula. The findings provide valuable insights and identify areas for further exploration for the design of impactful SIE learning experiences for students. Furthermore, by situating the examination of SIE teaching and learning within the lens of curriculum theory, this study establishes a foundation for future research to undertake systematic and rigorous comparative analyses of curricula in diverse contexts.

Physical Education Student’s Awareness in the Implementation of Disaster Management System: Inputs for Enhancement of Policy

This study by the researcher on Physical Education Student's Awareness of the Implementation of Disaster Management System: Inputs for enhancement policy specifically in the teaching-learning activities improvement through intended to know the level of awareness in teaching the teacher about the implementation of the disaster management system of the school in the sophomore PE students. The sophomore PE student-athlete respondents are mostly males and specialize in sports-inclined varied landscapes, with football, track and field, and basketball emerging as the most prevalent sports specializations. This only shows that there are more male athletes involved. The respondents of the sophomore student-athletes are moderately aware of the implementation of the disaster management system specifically in the Prevention of the Disaster, Mitigation of the Disaster, Preparedness for the Disaster, and Assessing the Risks of the Disaster while Response to the Disaster and Recovering from Disaster. Therefore, the relevance of the results extends to the broader educational mission of promoting holistic development in student-athletes. By instilling a culture of preparedness, resilience, and civic responsibility, institutions can equip student-athletes with valuable life skills beyond the athletic field. holistic development in student-athletes. By instilling a culture of preparedness, resilience, and civic responsibility, institutions can equip student-athletes with valuable life skills beyond the athletic field. No significant difference exists in the assessment of student-athlete respondents on their profile. The focus group discussion among PE teachers who teach disaster management is just an integration that requires a further appreciation of the subject to be more effectively taught to students. Based on the conclusions derived from this study, this research came up with the following recommendations. It just shows that more male athletes are involved. It is prepared and knows the remedies that should be carried out in the event of a disaster. It is suggested that the institution have a specific organization for students who respond or help during a disaster to cultivate a culture of caring for others that student-athletes can lead because of their agile actions. Teachers who teach disaster management should think of more engaging activities to increase students' appreciation of cultivating a culture of caring for others during disasters regardless of their gender, age, and specialization in sports.

Menganalisis Perbandingan Pendidikan Kurikulum Dinegara Indonesia Dan Negara Finlandia

When viewed from educational issues. In particular, the Indonesian curriculum can be categorized as a country whose education curriculum is still low, when compared with countries that have advanced education systems. Coupled with evidence from reports from the Organization for Economic Cooperation and Development (OECD) conducting an international survey using a test called the Program for Assessment (PISA). The method used in this paper is a literature review because it compares education systems, especially the curriculum between Indonesia and Finland. The curriculum components in question are results and discussion. Data collection methods are related to the topic of this paper. Primary School Curriculum in Finland and Indonesia The 2014 Finnish National Core Curriculum (FNCC) is divided into two parts. The general part includes the importance of the local curriculum, the local curriculum process, the mission and general objectives of basic education, as well as evaluation. In the primary school curriculum, the parts that relating to subjects is divided into several levels (grade 1, grade 2, and grades 3 to 6). The Finnish curriculum is designed to provide standard content and serve as a guide for educational institutions. Subjects are adapted by local authorities to the needs of students, schools, and even parents can participate in editing the curriculum and its objectives.Education in Finland is based on an integrated curriculum system.The Indonesian curriculum also includes several core subjects such as language, religious education, citizenship education, social studies, mathematics, science, physical education and sports, skills and vocational, arts and culture, as well as local content.

Doing difference differently? Exploring inclusion at an elementary school in Austria

PurposeThe purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.Design/methodology/approachThis study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?FindingsThe findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.Originality/valueThis school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

Digital transformation in adult education centres in Baden-Wuerttemberg

ABSTRACT The article discusses processes of digital transformation in adult education centres (AEC) in Baden-Wuerttemberg. It focuses on (a) environmental changes as perceived by specific actors, (b) topics and content related to the public education mandate, and (c) development and expansion of the organisation’s digital media repertoire. The data come from an explorative study in one German state, in which 34 managers were interviewed between November 2021 and May 2022 about key changes within their organisations. The results show that (a) different actors from the organisational environment are involved in shaping the digital transformation. A distinction can be made between enablers and inhibitors. In addition, (b) the AEC’s public education mission and thus the AEC’s efforts to promote digital inclusion are also changing. Finally, (c) digital transformation is also changing the organisation’s digital media repertoire. Ensuring basic infrastructure and new digital technologies for micro-didactic areas and exchange within and outside the AEC are seen as necessary. The results show that digital transformation is a multidimensional process with clear interrelations. These have hardly been explicitly considered in previous research. Pedagogical practice can gain suggestions from the results for improving cooperation with the organisational environment or for improving the organisational media repertoire.

A Phenomenological Inquiry on the Research Engagement of Tertiary Instructors in a Philippine State College

Research engagement among tertiary instructors is crucial in advancing knowledge, enhancing teaching practices, and driving innovation within higher education institutions. This study explored on the engagement of tertiary instructors in research. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 tertiary instructors served as participants for this phenomenological study. Five themes unfolded as the lived experiences of tertiary instructors with regards to their research engagement: advancing knowledge along the institutional research journey, navigating multiple responsibilities under time pressure, and ensuring research feasibility despite budget challenges. Regarding the coping mechanisms employed by tertiary instructors in their research engagement, four themes emerged: keeping abreast through research enrichment sessions, conducting research through interdisciplinary collaboration, framing research topics with practical relevance, and refining research engagement through active feedback. Further, three themes emerged as the insights of tertiary instructors regarding their research engagement: enhanced scholarly drive empowers faculty research, research illuminate pathways for educational advancement, and time and commitment fuel faculty research engagements. The study concludes with recommendations for higher education institutions to promote and sustain robust research engagement among tertiary instructors, ultimately contributing to the advancement of knowledge and the mission of higher education.

Biodiversity centers of fauna in the urbanized landscape of Eastern Podillia: taxonomic richness and conservation prospects

Statement of the problem and goal. Vinnytsia region now demonstrates one of the lowest indicators of provision of natural protected areas and objects (2.27% of the region’s area). The regional figure for Vinnytsia is even lower, which is 1.65% of the city’s area. The need of the day is to study the localities of rare species of biota, rare biotopes, and migration routes of animals in an urbanized environment as potential objects for the development of protected areas. Materials and methods. Determination of the optimal methodology for identifying the taxonomic structure and ecological groups of the studied fauna based on the analysis of literary, cartographic, and stock materials. To assess the geocomponent representativeness of the fauna of the urban environment, expedition research methods were used. Systematization of terrestrial and terrestrial-aquatic taxonomic groups of fauna was carried out using empirical methods. Identification of characteristic traces and remains is used to record animals through visual observation. Audio Moth v.1.2.0 recording devices and an Echo Meter Touch 2 active bat detector were used to record owls (Strigiformes, Aves) and bats (Chiroptera, Mammalia). With the help of control catches, as well as through analysis of the catches of amateur fishermen, the species composition of fish was established. Results and discussion. Under conditions of significant technogenic transformation of the biotopes of the tract and nearby aquatic landscapes, a relatively rich zoocenosis has formed. This zoocenosis unites synanthropic and local species of birds, reptiles, mammals, amphibians and fish. This is facilitated by the combination of a wide range of facies that provide the trophic and topical needs of animals. The territory of the tract, thanks to the rich species composition of animals and stable interspecies connections, can effectively serve as a center for the conservation of biodiversity and an educational, ecological and aesthetic mission in an urban landscape. Scientific novelty. A specific faunal complex of the park, the mouth of the town of Tyazhilivka and the adjacent part of the Sabarovskoe reservoir has been identified. It includes 104 species of animals of the genus Chordata: class Mammals (Mammalia) - 14 species, class Birds (Aves) - 66 species, class Reptiles (Reptilia) - 4 species, class Amphibians (Amphibia) - 4 species, class Orthoptera (Actinopterygii) – 16 species. Research materials are the basis for the creation of a nature conservation area and the expansion and optimization of the existing natural reserve network of the urban environment.

PERAN KULIAH KERJA NYATA (KKN) DALAM MEWUJUDKAN SUSTAINABLE DEVELOPMENT GOALS (SDGS) DI DESA WANAHERANG

Abstrak Real Work Lecture Activities (KKN) are a form of activity that provides students with learning experiences to live in the community outside campus. KKN activites also function as a learning process and service to developing communities and directly identify and handle various development problems being faced by the community. KKN is carried out by universities in an effort to increase the mission and weight of education for students to get greater added value in higher education. The implementation of KKN is a manifestation of the fourth catur dharma of higher education, namely community service. Development and resettlement of disadvantaged areas (Kemenkes PDTT) carries out programs to implement the sustainable development goals. This program, which is also known as sustainable development goals (SDGs), is regulated in Presidential Regulation Number 59 of 2017 concerning village SDGs in Wanaherang Village. Keywords: Real Work Lectures, Sustainable Develompent Goals

Human Resources Analysis Based on Total Quality Management in Improving Management Educational Process

This research aims to analyze human resources based on Total Quality Management in improving management educational process. Total Quality Management (TQM) is an approach that focuses on quality in all aspects of an organization's operations, including human resources. In an educational context, this can help improve the effectiveness of the learning process and overall school management. This research uses qualitative research with a focus on Library Research. The data collection method is carried out through documentation. The data used is secondary data with data sources obtained from books and journals that discuss human resources, Total Quality Management and education management. Data analysis was carried out using Content Analysis. Based on the description, research results show that human resource analysis based on Total Quality Management (TQM) is important in improving the management educational process in educational institutions seen from the aspects of recruitment and selection, professional development, performance assessment, quality awareness, performance awards. The contribution of TQM in improving management educational processes is also very important from customer aspects (stakeholder) orientation, process understanding, continuous improvement, fact-based management, training and development, and systems approach. Based on these findings, it can be concluded that improving educational management requires good management so that educational goals are achieved. Apart from good management, adequate human resources are also needed so that they can carry out the existing educational vision and mission.

Implementasi Profetik di Lembaga Pendidikan Tinggi

The purpose of writing this article is to find out the implementation of prophetics in higher education institutions. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that the importance of education is found in various Islamic literature, especially in the Qur'an as a guide for humans in implementing life and life. The implementation of prophetic in higher education is carried out through a program of instilling character values ​​and developing a grand design for character education adapted to the vision and mission of higher education. Character configuration in the context of the totality of psychological and socio-cultural processes can be grouped into: spiritual and emotional development, intellectual development, physical and kinesthetic development, and affective exercise. and creativity development). The development of education implementation based on prophetic values ​​in higher education is carried out in an integrated manner through three channels, namely: integration in learning, management of departments and study programs, as well as student activities. The steps include design, implementation, evaluation and follow-up which will be developed and implemented in the development of the higher education institution concerned itself.

UDC 376.07:005.95(477-072)“364” FEATURES OF MANAGEMENT OF SPECIAL AND INCLUSIVE EDUCATION INSTITUTIONS IN THE FRONTLINE REGION

The article examines the current challenges faced by the heads of special and inclusive educational institutions in the context of ongoing hostilities in Ukraine. The aim of the article is to analyze and highlight these challenges, with an emphasis on the need to modernize management approaches in response to the growing influence of inclusive processes. The authors emphasize the critical importance of forming a new generation of educational leaders who have the necessary competencies to manage innovative educational institutions that implement inclusive approaches. This includes the recognition of universal values, ensuring the humane treatment of people with disabilities, as well as addressing the issues of their socialization and adaptation in society as a whole. Strategic directions of inclusive education require leaders who are not only aware, but also actively engaged in creating and maintaining environments where both healthy pupils and students with special educational needs can study together in specialized institutions. The article emphasizes the need for these leaders to be well aware of the latest trends in the development of special and inclusive education and to effectively manage the complex dynamics that arise in the frontline regions. In these regions, the challenges are particularly acute, with security, infrastructure preservation, staffing and adequate funding coming to the fore. The constant threat to life due to hostilities poses significant risks to the physical and psychological well-being of students and staff. The destruction of infrastructure, including educational facilities, exacerbates the difficulties of maintaining a stable learning environment. Communication problems, whether due to damaged networks or broken communication lines, make it even more difficult to manage these institutions. Staff shortages, often caused by the relocation of staff or the inability to attract qualified specialists to dangerous areas, add another layer of complexity to the management task. The article also highlights the problem of professional burnout, which is exacerbated by stressful working conditions in the conflict zone. In addition, frequent interruptions in the educational process, whether due to evacuations, damage to facilities, or other war-related disruptions, significantly complicate the ability of these institutions to fulfill their educational mission. The article concludes by emphasizing the need for rapid adaptation and innovative solutions on the part of education managers to effectively address these challenges, ensuring that inclusive education can continue to progress even in the most adverse conditions.

Значение формирования семейного образа жизни в воспитании молодежи

The article reveals the factors that negatively affect the worldview of modern youth, leveling family values and significantly reducing the popularity of the family lifestyle among the younger generation, including boys and girls brought up in Orthodox families, whose parents are not always able to instill in their children their Christian vision of the family, to form competent ideological assessments of the role of men and women in the family. An assessment of the importance of the family from the position of representatives of the Orthodox Church is given, it is shown that in the context of the educational mission of the Russian Orthodox Church, one of the directions is to strengthen the missionary orientation of parish life in the field of youth upbringing. It is possible to make up for the loss of ideas about the family way of life among young people by developing their Christian worldview and forming ideas about the family way of life in accordance with Christian commandments. At the same time, programs of educational work among young people implemented by parishes are becoming important. Based on the study of family values among high school students, it was revealed that many students cannot name the ways of showing love in the family, their attitude towards parents is consumerist, many have erroneous ideas about family roles, and the culture of family life is not a value. In order to form in high school students the ideas of an Orthodox family lifestyle, the program consisting of creative workshops with students and joint meetings with students and their parents has been implemented.

Teaching and Preaching

Abstract During European colonial times in Africa and elsewhere, missionary education was an integral part of the colonial instruments for political domination, economic exploitation, and cultural assimilation. This paper aims to investigate the process of making colonial subjects through missionary education that was mainly provided by Catholic and Evangelical mission schools during the Italian colonial period in Eritrea. The paper argues that the Catholic and Evangelical mission schools distinctively worked to achieve their separate objectives that can be explained as employment versus salvation, teaching versus preaching, flag versus Bible, and hands versus soul, respectively. While the Catholic mission school focused on training the hand in order to supply labour, the Evangelical mission school stressed harvesting the soul to cultivate a docile labour force. Despite their differences, the works of the Catholic and Evangelical mission schools placed much emphasis on and exerted much effort to producing a class of colonial subjects that could serve as brokers of power.

Comparative Comparison of the Curriculum of the Master's Degree in Emergency Nursing in Iran and Monash University in Australia

Introduction: Training emergency nurses plays a significant role in caring for critically ill patients. The comparison of emergency nursing curricula in Iran with those in prestigious universities is one of the ways to determine the strengths and weaknesses of each curriculum. This study aims to conduct a comparative analysis of the Master's degree curriculum in emergency nursing in Iran and Monash University in Australia. Methods: The current study is a comparative review that was conducted in 2024. First, Monash University was selected as a top-ranked institution based on the Quacquarelli Symonds rankings of nursing schools worldwide. Afterward, the required information was collected from the Monash University website, the Master of Emergency Nursing program, the curriculum file, and field information. The collected data were compared using the Bereday model, which includes 4 stages: description, interpretation, juxtaposition, and comparison. Results: The Master's program in emergency nursing in Iran and Monash University of Australia showed many similarities in content, general structure, and the role of graduates. However, there were some differences in the procedure of accepting students and educational units, philosophy, mission, and vision. One of the strengths of Iran's curriculum was the presence of general courses, whereas Monash University stood out for the prerequisite of English language proficiency for admission. There were no work experience requirements in either curriculum; nevertheless, a valid bachelor's degree was required. At Monash, there have been significant improvements by using new teaching techniques, such as simulation training. However, regular updates and reviews of the curriculum in Iran remain necessary. Conclusion: The present study can be one of the appropriate guides for policymakers in the field of nursing education in order to improve the quality and development of nurses' skills. It is recommended that policymakers incorporate new and important courses into the curriculum to promote clinical nursing skills.

Catalyzing the Influence of Market Economics on the Pedagogical Discourse of Political Theory for Students at Tan Trao University

In the progressive journey of society, the role of education extends beyond knowledge transmission to shaping critical thinking and civic consciousness. However, the pervasive influence of market economics has presented both challenges and opportunities for education, particularly in the realm of political theory. At Tan Trao University, the interaction between market economics and political theory education for students is an indispensable issue. Nevertheless, upon closer examination, it becomes evident that this impact transcends mere financial considerations, involving the intersection of preparing for the labor market and the higher education mission of imparting knowledge and nurturing intellect. In this context, careful and nuanced considerations in approaching political theory education become paramount, aiming ultimately to cultivate citizens with profound understanding, critical thinking skills, and readiness to engage in societal development and construction.

Foster Students’ Core Literacy through the Hidden Functions of Curriculum

The mission of education is to train students into qualified citizens and modern builders, in which curriculum practice can play an important role: face to all and emphasize quality education; overall goal, reflecting flexible and open implementation; subject-oriented, respecting the differences between students; activity teaching, guiding experience participation; process evaluation, emphasizing all-round development; course development, applying what have been learned.

Main Problems in Islamic Education

This paper discusses the main problems in Islamic education, which of these problems can hinder the continuity of Islamic education. In this paper will discuss several problems ranging from basic problems that often occur, structural problems or structural problems, operational problems or operational problems, vision and mission problems that are problems related to the vision and mission of Islamic education, epistemological problems of Islamic education are more directed at methods or approaches that can be used to build Islamic science, Both conceptually and applicatively, science and technology problems are problems related to the rapid development of science and technology, and the last is the problem of normative-deductive thinking traditions.

The Changing Role of the Faculty of Military Leadership in Czech Military Education (2004–2018)

Educational mission of the Faculty of Military Leadership (until 2014 as Faculty of Economics and Management) of the University of Defence (Brno, Czech Republic) underwent since its origin in 2004 to 2018 number of changes. By analysing the structure of study programmes and the number of employees and students, the goal of this article is to identify the main periods in the development of the faculty as well as its role in the educational system. The results are as follows.The first period was a reaction to a process of professionalization of army, i.e., the replacement the conscript army by professionals that led into decrease of number of military students and parallel orientation towards civilian study programmes in national security. The second stage was influenced by the financial crisis of 2007–2008; that is why a gradual reduction of military study took place as well as serious considerations about the dissolution of the faculty and university, respectively. The third, final, period began in 2013–2014. Its main element was the change of characteristics of study programmes and their connection to the “militarization” of the faculty; reorganization of the structure of the faculty in 2014; the gradual increase of the number of military students at the expense of civilian students; and, finally, the cancelation of civilian study programmes. Year 2018, when personal changes in management of faculty took place together with a consideration about principles of a new study programme, could be regarded as the beginning of a qualitative new period in history of Faculty of Military Leadership that lasts until present day – and as such is out of focus of this study.