Educational Journey Research Articles

EDUCATIONAL TRAVELS AS A PHENOMENON OF THE EARLY MODERN AGE (ON THE EXAMPLE OF STORIES OF EDUCATION ABROAD OF THE DESCENDANTS OF POLISH NOBLY FAMILIES OF THE RIGHT BANK OF UKRAINE IN THE XVI-XVIII CENTURIES)

The article highlights one of the newest forms of education in the mentioned period in the Polish-Lithuanian Commonwealth, namely educational journeys. These journeys became an important part of the educational program for the noble youth. Peregrination did not involve studying in a specific educational institution. The journey often took place parallel to institutional education or even without it. Besides knowledge, these journeys expanded cognitive horizons, social capital was accumulated, and contacts with representatives of the European elite were established. It is noteworthy that this expensive event contributed to preparing the nobles for future political careers.
 The educational component of life in the Polish-Lithuanian Commonwealth of the XVI-XVIII centuries, which included some Ukrainian lands, had its own hierarchy. Its first degree was home education. Gradually, parents and the younger generation began to get used to the idea of upcoming separation. After the young nobleman began to attend an educational institution (the nearest geographically Jesuit collegium, taking into account the confessional peculiarity of the territory), the family mentally prepared for a new step – a trip to Europe to get education and acquire practical skills.
 The author also noted that the most extensive academic travels are represented in parental instructions. As a result, it became possible to present certain peculiarities of European society's development. It is mentioned that this issue is scarcely covered in Ukrainian history of pedagogy. Instead, it has attracted and continues to attract lively interest among Polish researchers.

Examining the Needs of MEB Public Schools for Special Education

Individuals start their educational journey with their differences, and it is important to plan education in accordance with the differences. Within the scope of examining the needs of MEB Public Schools for Special Education, the purpose of the study is to determine and examine the needs necessary for the continuity of the education-training process under the umbrella of the “Education System”. The study was carried out in a special education school. The data of the study was collected with a “Semi-Structured Interview Form” in the “Case Study” design of the qualitative research method. The findings obtained from the participants were classified under several headings such as special education teachers’ professional competence and personal rights, students’ educational needs and services offered to them, the location and structural condition of the school; the budget and financial needs of the school, the relations between the school and the family, the school and environment, etc. . In line with the purpose of the study, comparisons were made within the theoretical framework, and suggestions were made. The results of the study related to the needs show that the special education schools, special education students and their families, and even the social environment factor should be considered as a whole.

The Role of Business Students’ Entrepreneurial Intention and Technology Preparedness in the Digital Age

Innovative digital technologies, together with new sustainable practices, push for new business models and skillsets, pressuring companies to adapt to external change in order to gain competitive advantage. Higher education institutions could offer support. More than 20% of university graduates in the European Union study “business, administration or law”, with some of them being future top-level managers and entrepreneurs. This paper aims to provide an understanding of the factors shaping business students’ perspectives and decisions in the modern business landscape. It reunites their career preferences, personality characteristics and knowledge regarding technology’s utility for business and compares them between two cohorts (i.e., first year bachelor students and second year master students). The results of an online survey with a sample of 154 respondents show that business students’ entrepreneurial intention is influenced by their entrepreneurial confidence, their boldness when considering risks, as well as by being further along their educational journey. While almost 80% of business students are daring, oriented toward results and confident in their entrepreneurial abilities, and around 50% would feel most comfortable having their own business, approximately half of first year bachelor students and 14% of second year master students tend to be “not sure” regarding how eight out of ten modern technologies mentioned in this paper (i.e., robotic process automation, big data, artificial intelligence, computer vision, industrial robots, internet of things, virtual reality, enterprise resource planning) could improve a company’s innovation and performance.

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

While the practical usefulness of Mathematics is undeniable, it unfortunately stands as one of the least appreciated disciplines. Even within educational settings, a significant number of students harbor an aversion towards this subject. This sentiment was vividly highlighted in the 2018 Programme for International Student Assessment (PISA), where the mathematical proficiency of Filipino learners fell below the average score of 79 when compared to their counterparts from 79 participating countries in the Organization for Economic Co-operation and Development (OECD). Grounded in the Attention-Relevance-Confidence-Satisfaction (ARCS) model and the Self-determination theory, this qualitative case study aimed to understand the insights of math repeaters within a state university in the province of Leyte, Philippines. Data were obtained through in-depth interviews, observation, and focus group discussion of 6 purposively selected students from one department in a state university. Using thematic analysis, two themes emerged namely the different challenges faced by math repeaters and their educational journey and support. The identified challenges encompassed a spectrum of issues, ranging from personal conflicts to academic struggles, along with difficulties in time management, test-taking situations, and struggling with specific mathematical concepts. Furthermore, the study emphasized the significance of an engaging educational environment, effective pedagogical strategies, and the tenacity of personal commitment in attaining academic accomplishments. Guided by these findings, the study advocates for a proactive stance within educational institutions, urging a concerted effort to bolster the support mechanisms available to math repeaters. By cultivating an environment that embraces their challenges and facilitates holistic learning experiences, educational institutions can catalyze the transformation of math repeaters into resilient learners capable of remarkable academic accomplishments.

“Be the Signal”

Popular music pedagogy has for decades educated students in the foundational skills of music production. Yet the agency of professional practitioners illuminates that music producers also utilise tacit skills in communication and psychology to garnish musical works that target aesthetic intentions. These soft skills take time to develop in young people and so pedagogy in this field must target this at the beginning of a student’s higher education journey. Pedagogy in this field is complex and previous research efforts have highlighted the usefulness of integrated formal and practice-led collaborative educational approaches. This study develops this discourse further by investigating the utility of pedagogical video resources used in a flipped educational framework. The subsequent case study of the course MPP 1 found that students valued this approach and highlighted video length, accessibility and the educator’s embodiment of practitioner traits as integral to their learning more holistic approaches to popular music production.

La Trobe University’s Regional Higher Education Pathways Program

Nuanced support for regional secondary school students can be a key to their consideration of university as an option in their educational journey. Reports, studies and teachers on-the-ground continue to call for tools and resources to boost students’ decision-making about their futures. La Trobe University’s Regional Higher Education Pathways Program takes an evidence-based approach to developing learner confidence and pastoral support for senior secondary students in Albury-Wodonga and Shepparton. As part of the program, students participate in regular, timetabled in-school sessions that cover topics from exam revision and literacy to wellbeing and mental health. The overall foci of the program are building learner confidence (‘I can do university’) and demystifying higher education through connection to the university environment (‘I can see myself at university’).

What works in peer support for breast cancer survivors: A qualitative systematic review and meta-ethnography.

Breast cancer is associated with adverse physical and psychological consequences. Although research has identified the various benefits linked to psychosocial interventions, mixed results have been found in relation to peer support. The aim of the present systematic review and meta-ethnography is to explore the qualitative evidence on the experience of breast cancer survivors in peer support. A systematic search of the literature was conducted until June 2023, and a meta-ethnographic approach was used to synthesize the included papers. Eleven articles were included, collecting the experience of 345 participants. The following four core areas involved in peer support implementation were identified from the synthesis: Peer support can create understanding and a mutual therapeutic and emotional connection; peer support can facilitate an educational and supportive patient-centered journey; peer support should monitor group members for unpleasant emotional experiences; peer support should have professional supervision of recruitment and training to prioritize quality. These results can be used as patient-centered insights by healthcare professionals to provide evidence-informed peer support programs and address current limitations in the field.

“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers

PurposeThe purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.Design/methodology/approachThis ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.FindingsAnalysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.Originality/valueAlthough researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Making sense of Te Whāriki a te Kōhanga Reo through toi Māori: A whānau approach

The involvement of whānau in the teaching and learning process is important at every juncture of a child’s educational journey. Rich understanding of the curriculum enables whānau to make deep and meaningful contributions to discussions about their child’s development. It also presents an interesting challenge for educational settings to create opportunities for whānau to increase their knowledge of the curriculum. This article outlines the benefits of a toi Māori approach to support whānau understanding.

The use of ePortfolio in health profession education to demonstrate competency and enhance employability: A scoping review

The use of an ePortfolio to support the education of health and social care professionals is increasing in higher education. ePortfolios support the educational journey of students; however, it is unclear how they are used to demonstrate competency or enhance employability. The aims of this study were to explore the literature to identify the use of ePortfolios in health and social care higher education curricula to demonstrate competency or improve employability. Three electronic databases were searched to identify papers using scoping review methodology. Studies that were published between 2001 and 2019 were included. A total of 1530 articles were initially identified after duplicates were removed. Nine studies were included in the final qualitative synthesis following a robust review. Data were synthesised into themes that describe the role of ePortfolios in demonstrating competencies in higher education or improving employability they were (1) Self-Directed Learning, (2) Deeper Learning, (3) Expanding Literacies, (4) Successful Implementation. These studies highlight that ePortfolio is both a product and a process. ePortfolios support students to gather artefacts that demonstrate professional competency which can be applied in the job-seeking process. The ePortfolio development process applies social constructionist approaches to learning which support lifelong learning and enhance employability. The findings also highlight the importance of providing students with clear expectations of the role of an ePortfolio in their professional learning journey.

Musicality and transformative mise-en-scène: Ten principles for teaching theatre directing as composition

In this article I investigate how my own directorial influences are infiltrated and disseminated in the teaching of theatre directing. My own studies and background in music composition have shaped the way I direct and teach, allowing musicalisation to provide an additional semiotic dimension in directing. Here, I offer notes for the director as composer and propose a ten-part approach to teaching theatre directing as composition, employing musicalisation and transformative mise-en-scène as the two main axes of the students’ pedagogical journey. The study will explore a series of exercises associated with each one of the ten parts and present a review of various directing strategies juxtaposed with appropriate contemporary case studies. Critical perceptions of the theatre directing landscape have shifted substantially in recent years, as can be seen in Radosavljevic’s work on the heterarchical director (2019) and Sidiropoulou’s work on rethinking authority, creativity and authorship (2020). Thus, the ten principles will introduce essential aspects of the work of prominent directors related to musicality and transformative mise-en-scène, such as tacit knowledge/forensic analysis (Katie Mitchell), musicalisation (Eugenio Barba, Rebecca Frecknall), musical knowledge (Yaël Farber), performative scenography and its relationship to musicalisation (Robert Lepage), sharpness and pace (Clint Dyer), playfulness (Emma Rice) and compositional freedom within a structure (Ivo van Hove).

Lean Health Care Internships: A Novel Systems-Based Practice Education Program for Undergraduate Medical Students.

Given the United States' urgency for systemic-level improvements to care, advancing systems-based practice (SBP) competency among future physicians is crucial. However, SBP education is inadequate, lacks a unifying framework and faculty confidence in its teaching, and is taught late in the medical education journey. The Oklahoma State University Center for Health Systems Innovation (CHSI) created an SBP program relying on Lean Health Care for a framework and targeted medical students before their second year began. Lean curricula were developed (lecture and simulation) and a partnership with a hospital was secured for work-based practice. The CHSI developed a skills assessment tool for preliminary evaluation of the program. In June 2022, 9 undergraduate medical students responded to a Lean Health Care Internship (LHCI) presentation. Student SBP skills increased after training and again after work-based practice. All 9 students reported that their conceptualization of problems in health care changed "extraordinarily," and they were "extraordinarily" confident in their ability to approach another health care problem by applying the Lean method. The LHCI fostered an awareness of physicians as interdependent systems citizens, a key goal of SBP competency. After the internship concluded, the Lean team recommendations generated a resident-led quality assurance performance improvement initiative for bed throughput. The LHCI was effective in engaging students and building SBP skills among undergraduate medical education students. The levels of student enthusiasm and skill acquisition exceeded the Lean trainers' expectations. The researchers will continue to measure LHCI's effect on students' rotation experiences to better evaluate the long-term benefit of introducing SBP concepts earlier in medical education. The program's success has spurred enthusiasm for continued collaboration with hospital and residency programs. Program administrators are exploring how to broaden access.

The Educational Journey: Bildningsresa (Swedish), Bildungsreise (German), and Personal Development

Abstract The focus of this article is on the social and personal development of children. The essay's point of departure is a specific idea about holistic personal development in the classroom with reference to the philosopher Michel Serres. A historical perspective will be added by the concept of the bildungsreise (in French, Le Grand Tour; in English, educational or cultural journey). This perspective allows us to raise the question of how the idea of increasing self-awareness, coping with life challenges, and the tuning of long-standing aspirations through an educational journey can be related to the concepts of bildung (German) and bildning (Swedish). To understand bildning, a girl's survival in a wide, mystical forest in Astrid Lindgren's novel Ronia, the Robber's Daughter will be sketched as an example of a bildningsresa. A bildningsresa differs somewhat from a bildungsreise. We subsume bildungsreise and bildningsresa under the concept of the educational journey, with the awareness that this term has its own history that we cannot thematize. Modelling the idea of bildung and bildning within the glocalized world, the idea of an educational journey will be connected to personality development in the classroom, seen in Serres's terms.

Il «fiume reale»: gli acuti del pensiero illuminista italiano, Pietro Verri e le nuove Méditations sur le bonheur

The early 1760s witnessed the emergence of a series of significant writings of the Italian Enlightenment, so intertwined with each other that they still require the investigations of critics to unravel the attributions of texts and ideas - investigations now made easier by the publication of the abundant writings of Pietro Verri and Cesare Beccaria. There is still much to be fully understood, for example, the true relationship between the Verri brothers and Cesare Beccaria. In the meantime, a new French translation of Pietro Verri's Meditazioni sulla felicità finally does justice to the ideological and stylistic framework of the work, shedding light on Pietro Verri's journey of education and evolution.

Affirmation Education Program: Bridging the Gap between Inclusion and Integration for Migrant Students

Migrant students face unique challenges and obstacles in their educational journey, particularly in terms of social support and overall well-being. This study aims to examine the relationship between social support and the well-being of migrant students participating in the Affirmation of Education Program (ADik) in Papua and the 3T Regions. Using a quantitative approach, data was collected from a sample of 34 active students through surveys and in-depth interviews. The study employed non-probability sampling, ensuring equal opportunity for 66 eligible students. The collected data was analyzed using SPSS, and the instrument's reliability and validity were established through pretesting. The results indicated that migrant students' well-being scores were particularly low in the area of mental well-being. Regression tests revealed that emotional support, network support, and informational support significantly influenced student well-being, while reward support and instrumental support showed no effect. Additionally, the network of religious groups and student diversity were found to play a role in determining student welfare. These findings underscore the importance of social support interventions targeting emotional support, networking, and information to enhance the well-being of migrant students in the ADik program in Papua and the 3T regions. Future programs and policies should prioritize the development of these aspects to improve the overall welfare of migrant students. This study contributes to our understanding of the challenges faced by migrant students and emphasizes the need for inclusive educational initiatives that address their social support needs and promote their well-being

Parents’ attitudes to compulsory preschool education in the Czech Republic and Slovakia

Abstract The issue of compulsory preschool education in the Czech Republic and Slovakia is a topical one as a result of the obligation to educate children prior to the start of basic school (primary education) being introduced over the past five years. The objective of the research whose results are presented in this study is to ascertain what attitude parents in the Czech Republic and Slovakia have in regard to the compulsory education of their children in the year prior to joining basic school. The research was based on two key concepts, specifically the obligation of educating children prior to joining basic school, and attitude as a relatively enduring evaluation of the object to which it relates. We used a scaled questionnaire of our own construction for data collection, administered via a web interface. In applying a Likert scale, a five-point scale was used, with statements separated into five dimensions. After validation, the research tool comprised 36 items. Convenience sampling was used to set up the research sample. Data collection was implemented in the Czech Republic and Slovakia, with the sample incorporating 337 respondents, each of whom had to have at least one child of preschool age. In processing the research data, both core statistical characteristics and a non-parametric Friedman Test were made use of. Calculations were made using the STATISTICA and SPSS programs. The surveyed parents assessed compulsory education a year prior to joining basic school as important, they did not see any exceptional change in the life of the family in the implementation of compulsory preschool education, and they appreciated its benefits for the future educational journey of their children. No fundamental differences were recorded between the attitudes of parents in the Czech Republic and Slovakia. The research also showed that it would be useful to look at parents who are not in the mainstream and their children who appear disadvantaged upon joining basic school through the approach of their parents for further research on this issue.

A Means of Living, Seeing, and Teaching through Haiku

Natalie Goldberg's Three Simple Lines: A Writer's Pilgrimage Into the Heart and Homeland of Haiku was reviewed by several Kansas Association of Teachers of English members who participated in a book study. Goldberg's text is applicable not only for one's own creative pursuits, but it is also valuable for instruction of haiku in ELA classes and social-emotional activities. No matter where one is on their life or pedagogical journey, there's something for everyone to unpack from Goldberg's text.

Increasing Diversity at the Highest Levels of Nursing: Perspectives of a Doctor of Nursing Practice Graduate

Introduction: There is a need to increase diversity at the highest levels of education in nursing to ensure competent transcultural services for the growing multicultural population worldwide. The Doctor of Nursing Practice (DNP) is a terminal degree that significantly impacts change advocacy. This commentary includes the perspectives of an immigrant nurse in her journey to completing a doctoral degree while contributing to diversity. Discussion: Diversity, Equity, Inclusion, and Accessibility (DEIA) positively impacts nursing and healthcare systems at many levels. It is imperative to advocate for equal services for all individuals while inspiring nurses and other healthcare professionals to further their careers by achieving advanced education degrees conducive to propelling health services forward. The author seeks to inspire nurses worldwide to continue their educational journey and encourage immigrants to believe they can do it despite their fears and hesitation.

Insights into Student Perceptions: Investigating Artificial Intelligence (AI) Tool Usability in Irish Higher Education at the University of Limerick

This research study scrutinizes the perception of Artificial Intelligence (AI) utilities, particularly focusing on the student cohort at the University of Limerick, Republic of Ireland. The research aims to compile an exhaustive assortment of both affirmative and critical perspectives to construct a holistic comprehension of the students' viewpoints. Utilizing a quantitative research design that entails the distribution of survey questionnaires to a sample size of 120 students spanning multiple departments and faculties, of which 93 students responded. The survey questionnaire consists of 9 questions meticulously structured to procure insights into the students' opinions with AI utilities like Chat GPT. The findings are highlighting the strengths and shortcomings of AI tools in education and critical thinking, suggesting potential areas of enhancement. It is illuminating the interplay of hope and fear among the students in relation to the use of AI tools in their educational journey and critical thinking with learning.

Dari Domestik ke Publik: Sejarah Pendidikan Kejuruan Perempuan dari Waktu ke Waktu

Vocational education is a type of education that has always been one of the main focuses of the government in each period. Historically, vocational education for women in Indonesia was pioneered by two major figures, namely Kartini and Dewi Sartika in the early 20th century. Women's vocational education has undergone changes in line with demands for gender equality due to increasingly democratic socio-cultural conditions in Indonesia. This causes the diminishing differences in the roles of women and men in social roles. Women no longer only struggle in the domestic sphere as was the case with Kartini and Dewi Sartika, but also in the public sphere. This article examines the historical journey of women's vocational education and its dynamics starting from the thoughts of Kartini and Dewi Sartika, the Old Order, the New Order, and the Reformation. The argument put forward is that these two figures pioneered the birth of vocational education for women in Indonesia, so it is necessary to analyze whether there are differences in women's vocational education from time to time with their thoughts and what causes these changes.