European Education Research Articles

THE ROLE OF EUROPEAN INTEGRATION IN INNOVATION MANAGEMENT IN HIGHER EDUCATION

This article delves into the strategic imperative for Ukrainian higher education institutions (HEIs) to align with the European Education Area (EEA), a process underscored by the Ukrainian Strategy for the Development of Higher Education for 2022-2032. The integration into the EEA promises manifold advantages for Ukrainian education, economy, and society, including adherence to European standards, accreditation recognition, and expanded opportunities for students and educators. This paper conducts a comprehensive analysis of recent research and publications, highlighting the need for innovation in higher education to enhance the competitiveness of Ukrainian science in the European context. The article stresses the role of HEIs in forming an innovative infrastructure that interlinks their internal structure and external relations, thereby enhancing educational outcomes. The article identifies key unresolved issues, including the systematic and purposeful process of educational innovation required for effective integration into the EEA. The paper sets objectives focused on creating conditions for seamless integration into European educational standards and approaches. It also presents a detailed analysis of the European experience in innovation, highlighting various programs and areas that aid in the integration of European higher education. Furthermore, the article discusses the negative factors impacting innovation management in Ukrainian universities due to European integration, ranging from funding discrepancies to the impact of war. Conversely, it also outlines the strengths of Ukrainian universities, such as their resilient adaptability and strong STEM foundations, which can be leveraged in the context of European integration. In conclusion, the paper argues that the integration of Ukrainian higher education into the EEA is a strategic step that requires a comprehensive and systematic approach. It calls for future research to analyze the synergies and discrepancies between European and Ukrainian educational standards and to examine international risk management practices in educational governance.

SKILLS TO SUPPORT SUSTAINABLE DEVELOPMENTAND ENTREPRENEURSHIP - SOME OF THE IMPORTANT COMPETENCIES IN THE EDUCATION OF PLANT PROTECTION

The process of formation of initiative and entrepreneurial attitudes, of the ability to support sustainable development in students from the professional field Plant protection is realized both in the course of teaching various academic disciplines from the curriculum, and through a variety of extracurricular activities. The technology and methodology of this process includes the application of a competence approach in combination with interactive methods, which allows and ensures the achievement of the competencies set in the curricula as expected learning outcomes. The article discusses problem-solving tasks which require the use of interactive methods (case study, incident, the method of associations by means of mind maps), as well as other activities aimed at forming a skill to support sustainable development and entrepreneurship. In the training university students we invite business experts and use modern innovative ways of teaching which are in line with the standards applied in European education. The main goal based on the multidisciplinary and interdisciplinary approach is the education of highly qualified future employees, possessing skills and competencies for finding modern technological solutions, for successful planning, organization, implementation and management in the field of plant protection.

Speaking Personally – with Otto Peters

ABSTRACT Professor Otto Peters (*06 May 1926 in Berlin, Germany) is one of the leading pioneers and scholars of distance education and founding rector of the FernUniversität in Hagen, Germany. Professor Olaf Zawacki-Richter, Otto Peters’ last doctoral student, conducted the interview. Otto Peters talks about how he first came into contact with distance learning as a student during World War II. While working at the German Institute of Distance Education, as head of the department for distance education abroad, he invented the term “distance education.” He talks about the development of distance education in Europe, the establishment of the FernUniversität in Hagen, and how he was appointed as the first rector of the new distance teaching university in Germany. Finally, Otto Peters reflects on the impact and reception of his theory of distance education as the most industrialized form of education, which has made him a globally recognized theorist in the field of distance education research.

COMPETENCE APPROACH WITHIN PROFESSIONAL AND FUNDAMENTAL TRAINING OF FUTURE UNDERGRADUATE ENGINEERS UNDER CONDITIONS OF EDUCATIONAL TRANSFORMATIONS

Summary: the article addresses to the problem of the introduction of competence approach in bachelors’ professional and fundamental training as future engineers in varied specialties at a technical university under educational transformations and joining the European education environment. The authors accentuate on the fact that under conditions of native education modernization, special significance attains the problem of professional training for specialists to be competitive in the labor market, competent, and to master their profession extensively. In the course of the study, it was established that educational activity modernization is taking place within the context of the European requirements, principles and standards of the EU states. It is established that the introduction of the competence approach to the education of the EU member-states assumes that the knowledge obtained corresponds to the following four constituents: to know what, to know why, to know how, to know who.
 A number of inner and outer factors are dealt with in the article that determine the urgency of introduction of the competence approach to the education practices of Ukraine.
 The presented analysis of scientific researches has enabled defining the key elements of professional competence in a future engineer. The content of the main traits is disclosed as well as peculiarities in the introduction of the competence approach in the process of professional and fundamental training of bachelors – future engineers – in varied specialties under educational transformations.

The role of university continuing education in Europe. Three questions to Joost Korte

The role of university continuing education in Europe. Three questions to Joost Korte

Croatian Pedagogy in the 19th Century

The transfer of European pedagogical ideas and practices to Croatia during the 19th century, when the Croatian pedagogy was being established, could be observed at three basic levels: at the level of formal pedagogical education of teachers, at the level of scholarly texts on pedagogy and the level of studying and professional development abroad.Teachers had a pivotal role in the development of the practice and theory of pedagogy, which was important to them for the improvement of their teaching, as well as for their professional identity. For that reason, they were initiating publication of subject-specific journals, writing textbooks on pedagogy and translating European pedagogy classics to Croatian. The publishing activity of the Croatian Pedagogical-Literary Assembly had a major influence on the appearance of scholarly texts on pedagogy. Immediately upon its establishment in 1871, it initiated an editorial series Knjižnica za učitelje (Library for Teachers), within which 54 volumes were published by 1917, including the translations of the works by major pedagogy authors, such as Comenius (Didaktika, 1871, Informatorijum za školu materinsku, 1886, Velika didaktika, 1900), Spencer (Nauk ob uzgoju, 1883), Rousseau (Emil ili ob uzgoju, 1887-1889), Pestalozzi (Miroslav i Bogoljuba, 1891) and Rabelais (Misli o uzgoju, 1894).The Croatian Pedagogical-Literary Assembly also published a compilation of pedagogical textbooks by Stjepan Basariček – Uzgojoslovje (1880), Povijest pedagogije (1881), Obće obukoslovje (1882) i Posebno obukoslovje (1884). His textbooks were theoretically based on the works of the German pedagogue Johann Friedrich Herbart (1776-1841) and were used in teacher education schools, with some revisions and new editions, until the 1920s.

Solving the choice puzzle: Financial and non-financial stakeholders preferences in corporate disclosures

The paper delves into the relationship between accounting conservatism, valued by financial stakeholders, and corporate social performance (CSP), esteemed by non-financial stakeholders. This study assesses the potential impact of financial reporting practices, specifically accounting conservatism, on a firm’s CSP activities, which has significant implications for diverse stakeholders. Employing an accrual-based proxy for accounting conservatism and the social contribution value per share from the Shanghai Stock Exchange as a proxy for CSP, the study utilizes a sample of 25,490 year-company observations of A-share listed companies on China’s Shanghai and Shenzhen stock exchanges spanning from 2008 to 2019. Empirical findings indicate a negative correlation between accounting conservatism and CSP. The study suggests that higher levels of social performance are associated with reduced conservatism in financial reporting, indicating that firms prioritize CSP over the interests of financial stakeholders by adopting less conservative financial reporting policies. Aligned with agency theory, these results underscore that socially responsible firms are less inclined to employ accounting conservatism in reporting earnings. This study establishes a connection between firms’ unconventional and less traditional activities, such as CSP, and conservative financial reporting, offering valuable insights for investors, analysts, and regulators. AcknowledgmentThis paper is co-funded by the European Union through the European Education and Culture Executive Agency (EACEA) within the project “Embracing EU corporate social responsibility: challenges and opportunities of business-society bonds transformation in Ukraine” – 101094100 – EECORE – ERASMUS-JMO-2022-HEI-TCH-RSCH-UA-IBA / ERASMUS-JMO-2022-HEI-TCHRSCH https://eecore.snau.edu.ua/

Unmasking Orientalism: Stereotypes in Education and Media in 20th Century America and Europe

This article examines the influence of Orientalism in both education and media during the 20th century in the United States and other European countries. The analysis highlights the significance of Orientalism and how it contributed to the stereotypes in education and the media. This research paper draws upon a diverse range of sources, including American textbooks, American and European films, and newspapers in the United States and across Europe in the 20th century. While the article briefly touches on Orientalism in education and media generally, its primary focus lies in dissecting Orientalist themes within American and European textbooks, films, and newspapers from this era. The examination of textbooks reveals how both Americans and Europeans portrayed Asians through a lens tinted by stereotypes and occasional hostilities. Likewise, in the realm of films and newspapers, an abundance of questionable Orientalist elements often misled readers and viewers, fostering a distorted understanding of Oriental cultures. These works, laden with biases, readily engendered stereotypes of Asians among European audiences. By shedding light on these dynamics, this research paper seeks to catalyze a positive transformation in American and European education and media, while also offering a challenge to the enduring presence of Orientalism.

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

ADULT EDUCATION IN DENMARK: MODERN DISCOURSE OF LEGISLATIVE SUPPORT

Sustainable and rational adult education is now a crucial component of the European education system due to the demands of a modern, innovative workforce that must be highly educated and adaptable. This article provides a comparative examination of adult education contemporary situation in Denmark and Ukraine. The author’s research interests are in the sphere of the legal frameworks supporting the structural patterns, guiding principles, financing, and acknowledgement of Danish adult education. For the establishment of adult education policies in Ukraine, the Danish setting is essential because of Denmark's unique experience in developing a democratic adult training system that is a part of lifelong learning. In data collection for this study, the author has analyzed multiple legislative sources in European and Danish educational environments at various time points from 2000 to 2023. The conducted research demonstrates that the legal framework in the modern Danish environment encourages adult education in a way that shapes it into a very effective system. On the other hand, significant legislative, structural, and technological changes are needed for adult education in Ukraine, particularly in light of the ongoing aggressive war. This comparative study will contribute to a better understanding of the educational situation with adults in advanced European countries and will help to justify new approaches to the training of adult citizens in Ukraine.

Anatomy education during COVID-19 era: Evaluation of an anatomy blended course for medical students.

The COVID-19 pandemic has prompted a need to change traditional teaching methods. This study was conducted to evaluate the educational quality of a blended anatomy course and measure student satisfaction and knowledge after completing the course. Tyler's model was used to develop a new blended curriculum. The study guide for this curriculum was also developed using Association for Medical Education in Europe guide no. 16. A quasi-experimental study compared educational quality, students' satisfaction, and students' satisfaction using Students' Evaluations of Educational Quality (SEEQ), Borim Nejad's satisfaction survey, and multiple choice questions, respectively. Independent t-tests and Chi-square were used to compare the groups. A total of 122 students participated in this study, 62 and 60 in the intervention and control groups, respectively. The satisfaction score was significantly higher in the intervention group than in the control group (40.6 versus 38.6, P value = 0.03). The score of SEEQ was not significantly different (91.9 versus 91.08, P value = 0.52), but the subscales of learning (17.23 versus 16.32, P = 0.01), group interaction (16.87 versus 18.1, P = 0.01), and breadth (17.73 versus 16.65, P = 0.02) were significant. The knowledge score was also significantly higher in the intervention group than in the control group (18.13 versus 16.68, P value < 0.001). Using blended learning approaches for anatomy courses can increase students' satisfaction, improve the learning and breadth of educational quality subscales, but worsen group interaction. Although this study shows improvement in medical students' knowledge, further studies are needed because of the limitations of this study.

Platform for Better Oral health in Europe

The Platform for Better Oral Health in Europe brings together five European organizations (Council of European Chief Dental Officers, Association for Dental Education in Europe, European Association of Dental Public Health, Pan European-International Association For Dental Research, Oral Health Foundation-UK) along with eighteen other associated European or national organizations. The platform aims to encourage oral health promotion and the prevention of oral diseases as fundamental components of good general health. The aim is thus to strengthen oral health promotion in Europe through integrating oral health into the relevant public health policies. It also aims to address the issue of oral health inequality, particularly among vulnerable populations such as children and adolescents, older adults, and people with particular needs. The platform is therefore a European-level resource for providing evidence-based information on best practice in oral health promotion and for guiding oral health policies. It also works to reinforce communication at the European level between stakeholders, policy makers, health professionals, and the public, in order to improve awareness of oral health issues.

Выезд на учебу как продленная утечка мозгов: «стремление к» или «бегство от»?

In the context of the problem of the dynamics of intellectual losses in Russia, the structure of the main flows of outbound educational migration is determined on the basis of quarterly data from the FSB border service for the period from 2010 to the second quarter of 2023, broken down by goals and host countries. Aggregated statistics do not allow us to isolate the shares of different age groups or holders of different levels of formal education among those leaving the country, to determine returnable and irrevocable migration losses. However, the assessment of the stability or variability of the quantitative and qualitative aspects of outbound migration flows allowed us to test the null hypothesis of the absence of significant changes before and after the start of the special warfare. In the first quarter of 2022, the inertia of Russians’ orientation towards European education was still preserved, the blocked access to which during the pandemic created a situation of deferred demand. Germany and the United Kingdom maintained leading positions among foreign countries in terms of the number of Russians who left. Over the past year and a half, the flow to European countries has dried up, Turkey, the UAE and Kazakhstan have taken the first places, and the intensity of outflow to the leading country, measured on average per quarter, has increased 1.5 times. Accordingly, migration flows are transformed as a result of changes in the geopolitical situation after the start of special warfare, not only in quantitative terms, but also in qualitative terms (at the level of the composition of recipient countries), which indicates the dominance of non-academic motivation to leave the country.

Teaching and learning in a globalized classroom - a concept for university didactics

Abstract&#x0D; This paper presents a concept for university didactics realized within the EU-funded Jean Monnet Chair Freiburg for European Education (JMC-FrEE) at the University of Education in Freiburg (Pädagogische Hochschule Freiburg). One of the main objectives of the JMC-FrEE-project is to provide expert guidance to future educators and teachers about European matters, and to prepare them to organize learning and teaching processes in a European context for the education of the next generation of active European citizens. This didactic concept show possible perspectives how teacher education can find answers to the outlined challenges.

Refugees' gendered experiences of education in Europe since 2015: A scoping review

AbstractThis scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender‐related post‐migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta‐ethnographic synthesis approach to data analysis and synthesis. Using a socio‐ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro‐level, by relationships with family, educators and peers; at the meso‐level, by public perceptions of refugee learners and home‐school interactions; and at the macro‐level, by administrative barriers, the asylum system, socio‐economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.

The perceived quality, fairness of and corruption in education in Europe

ABSTRACT Although education is arguably one of the most central institutions in contemporary European societies, only recently scholars have started to study opinions that relate to the perceived legitimacy of education among the public at large. This paper contributes to this emerging literature. Based on data from the most recent wave of the European Quality of Life Survey (N = 23,073; 30 countries) we assess what individual- and country-level factors predict citizens’ satisfaction with educational quality and the perceived fairness of/corruption in education. At the individual level, we find that indicators of one’s material vs. educational position are inversely related to the perceived quality, fairness, and corruption of the education system. At the macro level, it turns out that in countries that perform better on PISA tests the perceived educational quality is higher and the perceived corruption lower. In the conclusion we elaborate on the implications of our findings.

Outgroup mobility threat – how much intergenerational integration is wanted?

ABSTRACT The descendants of immigrants have become increasingly successful in Western European education systems and labor markets, which in principle supports Richard Alba’s new assimilation theory (NAT). Still, acceptance and recognition on the part of the mainstream has not kept pace. We have suggested outgroup mobility threat (OMT), the fear of being overtaken by intergenerational mobility, as one possible explanation. However, Richard Alba has argued that demographic changes widely lead to a non-zero-sum mobility and do not necessarily cause competition threat. In this paper, we relate Richard Alba's reasoning to the concept of OMT, focusing on the German immigration context. We bring together the arguments by distinguishing between realistic and symbolic threat and by differentiating between occupations and groups. We measure OMT and test our hypotheses using a vignette study that we recently conducted as part of the kick-off survey of the new National Discrimination and Racism Monitor (NaDiRa) in Germany. Our results confirm that Richard Alba's argument is superior to the simple competitive threat perspective. However, we also show that it is still insufficient, and OMT comes into play when immigrant groups move up into value-based occupations that are assumed to normatively shape society. Moreover, we demonstrate that this threat is felt particularly when Muslims ascend to these types of occupations.

The role of European (transnational) business actors in the emergence of a boundary spanning policy regime in European education and employment

ABSTRACT Although research on European education policy has aptly focused on the role of supranational and intergovernmental actors, less attention has been devoted to its analysis as a policy arena in which legitimacy can be created and power can be exerted in sophisticated ways. Specifically, the role of non-state actors as agenda-setters for European education and employment policies is still unexplored. By combining a neo-Gramscian approach of political economy with Jochim and May’s boundary spanning policy regimes’ perspective, which captures activity across policy subsystems that seek to manage ‘wicked’ policy problems, this paper looks at the role of private and business actors, and specifically the European Round Table of Industrialists (ERT), in European education during the 1980s and 1990s. The findings show how this period can be considered a foundational period for the emergence of a BSPR in education and employment, and in which specific goals and directions were set out in the European education agenda more fine-tuned with employment goals and industry’s needs. Moreover, the paper illustrates why private and non-state actors shape boundary policy spanning regimes at the nexus of education and employment, which in this case reflected the economic interests and preferences of European transnational companies.

Forming a supranational boundary-spanning policy regime – European intersectoral coordination in education and employment

ABSTRACT While European governance of individual policy sectors has received considerable academic scrutiny, less attention has been paid to the development of intersectoral coordination. This paper charts the emergence of a supranational boundary-spanning policy regime (BSPR) in education and employment in Europe. By looking at issues, ideas, interests and institutions, we gain a deeper understanding of the conditions for the emergence and further institutionalisation of European intersectoral coordination in education and employment from the 1990s onwards. The study relies on semi-structured interviews with European policy-makers in education and employment and EU policy documents. We analyse how endogenous and exogenous factors frame (policy) issues that contribute to the emergence and further strengthening of intersectoral coordination, the extent to which ideas for European education and employment stress intersectoral policy designs, how interests support or hinder intersectoral work, and which institutions are developed with an intersectoral reasoning. We find that endogenous forces (rather than exogenous ones) played a significant role in the emergence of a European BSPR in education and employment. Structural aspects and policy instruments (institutions), alongside ideas and interests, then contribute to the institutionalisation of the European BSPR in education and employment.

DEVELOPMENT OF SOCIAL AND PEDAGOGICAL ISSUES AS A TREND OF SCIENTIFIC RESEARCH

The article explores the relevance of social and pedagogical issues in the context of the development of modern society and is dedicated to studying trends in the development of social and pedagogical issues as a direction of scientific research. The interrelationship between social and pedagogical aspects of research is investigated, and modern approaches to solving social and pedagogical problems are considered.The purpose of the article is a comprehensive overview of the current state of social work and social education in Europe, the United States, and Ukraine. It aims to compare approaches and practices in these fields, identify problems and opportunities they face, and discuss their future implications. The article examines social work and social education in Europe and the United States, including their historical development, some theories and approaches, and the current state of social work and social education in Ukraine, including the problems they face (lack of legal recognition, low salaries, limited resources, etc.). It is argued that the challenges facing social sectors in Ukraine can be addressed through the development of a comprehensive legislative framework, increased funding, and improved training and education. Accordingly, cross-cultural exchange and cooperation can enhance the quality and effectiveness of social work and social education.Research methods. The article reviews research on social work and social education in Europe, the United States, and Ukraine. Data from various sources, including surveys, interviews, and thematic studies, were analyzed to determine the current state of social work and social education in these regions. A comparative approach was used to compare and contrast different approaches and practices in social work and social education. This includes an analysis of historical, cultural, and institutional factors.