Educational Process Research Articles

Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain

Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain

Navigating proxy failures in education: Learning from human and animal play.

The notion of proxy failure provides considerable insight into educational processes, and in childhood education has the potential to elucidate known problems stemming from the early implementation of overly regulated educational regimes. This commentary expands on play and how its relation to learning provides a useful perspective on how activities based on nongoal-oriented interactions can lead to desired outcomes.

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

The impact of COVID-19 on education involved an abrupt switch from face-to-face instruction toward emergency remote teaching/learning. In public schools, teachers and students were required to undertake language education using virtual learning platforms. This shift created certain problems for both teachers and students. This qualitative research attempts to explore challenges encountered by English teachers and students in Iranian middle schools during the lockdown period. 47 participants were selected by stratified purposive sampling, providing qualitative data through semi-structured interviews and online focus groups. Thematic analysis illustrated economic, technological, and instructional concerns in addition to a set of psychological pressures. Also, the COVID-19 pandemic created certain affordances for language program which accelerated the process of online language education. The anticipation and effective management of educational problems arising from such catastrophes would help stakeholders enhance the quality of language education, prioritize teachers’ and students’ language needs at the middle level education of public schools, and facilitate learning/teaching process.

Special education, pandemic and social representations: a state of the art survey

The Covid-19 Pandemic represented obstacles for students with Special Education Needs. In this context, we aimed to understand the Social Representations of researchers on Special Education during the Covid-19 pandemic. Through “State of the Art” and Hermeneutics research, with the theoretical contribution of the Theory of Social Representations, we interpreted publications by researchers on the subject in CAPES journals. To systematize the results, we used the IRaMuTeQ software, which made it possible to understand Social Representations through the Word Cloud and the Similitude Tree. We infer that the Social Representations on Special Education highlighted the difficulties of the educational process and the need for actions in the post-pandemic context such as efficient Policies, teachers and professionals’ formation aimed at providing assistance, the construction of new educational models and approaches.

Determining the Effect of Psychological Resilience on Death, the Fear of Death, and Death Acceptance in Nursing Students in Turkey.

This study will investigate the effects of psychological resilience on death, fear of death and acceptance of death in nursing students. This study was descriptive and cross-sectional. The sample of the study consisted of 270 students who voluntarily participated. The data were collected using a descriptive characteristics questionnaire, the resilience scale for adults (RSA) and the multidimensional orientation to death and dying inventory MODDI-F. A positive and significant correlation was found between the Acceptance Subscale, RSA and MODDI-F subscale scores. Nursing students' attitudes towards death and dying are affected by their psychological resilience. Psychological resilience should be increased because nursing students are candida for future caregivers. For this reason, within the scope of the findings of the study, it is recommended that during the theoretical and practical nursing education process, students should be reinforced by conducting studies on the dying patient through educational teaching methods such as role play and case presentations. In addition, ıt is thought that an interview or focus group on nursing students' psychological resilience and attitudes towards death can provide a more comprehensive source of information on the subject.

Enhancing E-Learning Adaptability with Automated Learning Style Identification and Sentiment Analysis: A Hybrid Deep Learning Approach for Smart Education

In smart education, adaptive e-learning systems personalize the educational process by tailoring it to individual learning styles. Traditionally, identifying these styles relies on learners completing surveys and questionnaires, which can be tedious and may not reflect their true preferences. Additionally, this approach assumes that learning styles are fixed, leading to a cold-start problem when automatically identifying styles based on e-learning platform behaviors. To address these challenges, we propose a novel approach that annotates unlabeled student feedback using multi-layer topic modeling and implements the Felder–Silverman Learning Style Model (FSLSM) to identify learning styles automatically. Our method involves learners answering four FSLSM-based questions upon logging into the e-learning platform and providing personal information like age, gender, and cognitive characteristics, which are weighted using fuzzy logic. We then analyze learners’ behaviors and activities using web usage mining techniques, classifying their learning sequences into specific styles with an advanced deep learning model. Additionally, we analyze textual feedback using latent Dirichlet allocation (LDA) for sentiment analysis to enhance the learning experience further. The experimental results demonstrate that our approach outperforms existing models in accurately detecting learning styles and improves the overall quality of personalized content delivery.

“What Scares Me Is the Speed at Which Artificial Intelligence Is Developing”: Students' Perceptions of Artificial Intelligence in Foreign Language Teaching

As artificial intelligence (AI) becomes an integral part of our daily lives, the concern of the teaching community about the illegal use of these technologies in the educational process is increasing. In order to adapt the education system and teaching practices to new technological challenges, it is necessary to analyze the opinions of all the parties concerned. The purpose of this study is to identify the attitude of students of Kazan Federal University to the use of artificial intelligence technologies in the educational process and the practice of their application in foreign languages learning process. To achieve this goal, an online survey of students of Kazan Federal University was conducted. The survey touched upon the practical aspects of the use of artificial intelligence in language teaching, the advantages and disadvantages of AI tools from the students’ point of view, as well as their opinion regarding the prospects of AI in education. As a result of the study, we came to the conclusion that at the moment AI tools are not widespread enough in teaching foreign languages. Only one-fifth of the respondents use these tools, but the respondents’ comments suggest that the number of users will grow. The attitude of students towards the use of AI is ambiguous, with responses ranging from enthusiastic to skeptical. Students’ positive impressions are mainly related to saving time and effort, as well as to the ability of AI to present complex materials with understandable language. Among the main disadvantages, the respondents noted unreliability of data and fake content. Despite the fact that students are generally positive about the use of AI, a significant part of respondents do not trust software products such as ChatGPT, since, in their opinion, it provides answers of average quality that need to be corrected. Based on the data obtained, the authors attempted to formulate recommendations on improving the methods of teaching and control in the process of teaching foreign languages at universities.

Higher Education in the Age of Artificial Intelligence

The breakneck expansion of artificial intelligence (AI) technologies in recent years has attracted the attention of higher education researchers. However, their curiosity often comes down to using specific AI tools, such as text and image generators, translators, and personal assistants in the educational process. This paper considers a broader question: what fundamental problems and challenges does the penetration of AI technologies into human lives originate for higher education? The authors offer a working definition of what it means to give/receive higher education in the age of AI. This definition identifies five critical characteristics of higher education: 1) the professor and the student continue to be in a subject-subject relationship and learn from each other; 2) higher education should prepare for life in conditions of “human-machine” interdependence; 3) these conditions imply choice in situations of uncertainty; 4) the spread of AI technologies brings enormous opportunities and 5) almost unpredictable dangers, risks and threats to humans. The authors consider general principles and specific problems associated with entering AI tools into society and higher education. They discuss the inevitability of the evolvement of “machine-machine interdependence” related to the development of autonomous agents. In conclusion, several theses and counter-theses summarize the article’s argumentation.

Анализ тревожности студентов первого и второго курсов (на примере Петрозаводского государственного университета)

The level of anxiety in modern stressful and foreign policy unfavorable conditions becomes one of the determining factors in the educational process, before the new reforms in the sphere of education there is a problem of organization of pedagogical process in students with high level of anxiety. In this article we study the actual indicators of personality and reactive anxiety in students of Petrozavodsk State University, we obtained data on statistically reliable differences in personality anxiety in students of different genders. We also conducted a systematic analysis of the literature on the platform elibrary.ru, which allowed us to obtain data on the average level of anxiety in students of different institutions of higher education from 2010 to 2022. The used indicators of the results were the values of the methodology ShRLT (Reactive (situational) and personality anxiety scale) C.D. Spielberger-J.L. Khanin.

Smart School Application: Enhancing Educational Outcomes and Processes

As digital tools become more integral to education, smart school applications are gaining prominence due to their diverse functionalities, including e-libraries, attendance systems, leader boards, quizzes, event scheduling, real-time notifications, and more. This review delves into how these applications enhance administrative efficiency, foster better communication, increase student engagement, and improve learning outcomes, while also considering the implementation challenges and proposing strategies for successful integration. The paper highlights the necessity for educational institutions to carefully evaluate these technologies before adoption, focusing on how they can effectively enhance academic performance and streamline educational processes. Through a comprehensive exploration of these tools, it provides valuable insights and recommendations for schools contemplating the integration of advanced technological solutions into their educational framework. Key Words: edtech, degitalization, smartschools, performance, management

TOLERANCE AS A CONDITION FOR THE SUCCESS OF INCLUSIVE EDUCATION

The aim of the study. Currently, about 500 million people in the world are officially recognized as disabled due to intellectual, physical or sensory disorders. 17% of them are disabled children. The purpose of the study was to study the characteristics of tolerant and intolerant attitudes towards inclusive communities in the participants of the educational process. Methodology. A modification of the Bogardus social distance test was applied (in the version proposed by L. Pochebut). The participants were 25 parents of normtypical children aged 6-10 years and 20 master's students - psychologists from the city of Lviv. In order to create inclusive communities, it is advisable to study those social groups whose representatives are discriminated against in society and what their behavior is perceived as acceptable, questionable and unacceptable. Results. During the study of the participants of the educational system, the presence of prejudices against national minorities and children with special educational needs was revealed. The level of tolerance was higher among parents than among psychologists. They had zero tolerance for violence. Fights between children were perceived by parents as partially acceptable behavior. Therefore, when creating an inclusive school community, it is necessary to start with the training of specialists - psychologists and teachers, without stopping informing parents.

To the question of the constitutional and legal regulation of ensuring the right to education in the conditions of modern crisis situations

In the context of an increasing number of crisis events, such as natural disasters, epidemics, terrorist attacks, armed conflicts and states of war, ensuring access to quality education becomes extremely important for maintaining the stability of society and developing civil capacity. Within the scope of this scientific work, international and national legal norms that guarantee educational rights in crisis situations are analyzed, as well as practical aspects of their implementation are considered. Special attention is paid to measures aimed at ensuring access to education for all sections of society, including vulnerable population groups. Issues of managing the educational process in crisis conditions are also studied, including the impact of crisis situations on the organization of teaching methods and educational institutions in general. It was established that, in order to ensure proper access to education in Ukraine, we consider it expedient to implement and observe the following aspects: providing comprehensive access to education, which involves not only the creation of conditions for distance learning, but also the supply of high-quality Internet services, the necessary devices and infrastructure for the implementation of the educational process in conditions of war. For full-time education, the priority is the reconstruction of schools and the construction of shelters with the possibility of continuing the educational process in conflict conditions; provision of psychological and social support to children and adults who survived war or conflict, within the framework of educational programs; development and implementation of innovations in the field of education, in particular, the introduction of cloud-based learning environments, electronic journals, as well as an emphasis on the development of skills in the field of digital technologies for preparation for future professional activities; ensuring cyber security of data to protect personal information and prevent unauthorized access; involvement of parents and relatives of children in a certain part of pedagogical duties; development of special educational programs for Ukrainian children abroad; cooperation with international organizations and partners to ensure the necessary resources and financing of educational projects; improvement of pedagogical approaches aimed at raising a tolerant and peaceful society. the implementation of «peace education», which involves the inclusion of the study of the history of conflicts and wars in the curricula, the development of conflict resolution skills and cooperation between countries and cultures, as well as the involvement of students in discussions and projects aimed at supporting peace.

A study of the propensity for communicative aggressiveness in cadet pilots

The article presents a model of personal resource of a civil aviation pilot and the experience of studying one of the components of this model – a communicative resource. The article analyses the results of a study of the propensity for communicative aggressiveness of the 5th year cadets of the Ulyanovsk Institute of Civil Aviation named after the Chief Marshal of Aviation B.P. Bugaev who are studying in the field of “Organization of flight work”. 83 people participated in the study. V.V. Bojko’s questionnaire “Determination of integral forms of communicative aggressiveness” was used as a diagnostic tool. This technique is designed to assess a person’s predisposition to aggression in various situations and contains 11 parameters of explicit and hidden forms of aggressive human behaviour. The article substantiates the relevance of studying communicative aggressiveness as a professional destruction of civil aviation pilots. The analysis of the average group and personal values of various parameters characterising the respondents’ propensity to aggressive manifestations was conducted. Recommendations are given on the development of emotional intelligence of future civil aviation pilots in the conditions of their higher professional education. The experience of the Ulyanovsk Institute of Civil Aviation in the prevention and correction of educational and professional stress of participants in the educational process is presented.

Organization of Effective Interaction Between the Employer and the Educational Organization in the Professional Training of Engineers

The development of modern industry actualizes the issues of organizing interaction with educational organizations that conduct professional training of engineers, because the "personnel shortage" is obvious. On the other hand, educational organizations cannot carry out professional training without focusing on the requirements of industry, and without fulfilling the requirements of the Federal State Educational Standard 3++ in terms of practical training. Thus, the organization of effective interaction between the employer and the educational organization is necessary for both sides of the process.The authors of the article highlighted the conditions for the organization of interaction between an employer and an educational organization, compliance with which will help bring the professional training of engineering personnel to a qualitatively new level and make it the most effective. These authors include: taking into account and using the historically established experience of Russian and Soviet vocational education; application of the practice of interaction of foreign educational organizations; application of the principles of continuity, continuity; the intersection of the educational space of the educational organization and the internal environment of the enterprise; creation of a regional sectoral integration educational space.The purpose of the article is to describe the conditions for effective interaction between an employer and an educational organization. The authors give examples of foreign and domestic pedagogical experience that can be used in the practice of vocational training.Within the framework of this study, the following methods were used: the method of historical and pedagogical research was used to study foreign and domestic pedagogical experience. The conclusions were formulated through the use of the method of observation of the educational process and the analysis of pedagogical experience.The authors come to the conclusion that compliance with the conditions described in the publication is important and can be used to create a pedagogical system of professional training of engineers.

The use of technology in physical education of students: prospects and challenges

Relevance. In this scientific work, the issue of using modern technologies in physical education of students is considered.The purpose of the study is to analyze existing approaches to the use of technologies in physical education of students, to identify their effectiveness and limitations, as well as to determine the prospects for the development of this field. Research methods. The article analyzes various aspects of the application of technologies, including virtual reality, mobile applications and wearable devices, in the context of their impact on the motivation of physical activity. The advantages and limitations of using technologies in physical education are considered, as well as the prospects for the development of this field. The results of the study. The study presents an analysis of existing approaches and the use of technology in physical education, as well as makes recommendations for the implementation of technological solutions in the educational process. Conclusions. The use of technology in physical education of students is a promising area that can significantly improve the effectiveness of teaching and motivation of students.

CONECTANDO RESISTÊNCIA E AFETOS COM A CONSTRUÇÃO DE UM GRAFITE NA EDUCAÇÃO INFANTIL

This article sought to narrate the daily development of a pedagogical activity using digital graffiti with Early Childhood Education students from a public school in Aparecida de Goiânia, during the transition from the Covid-19 pandemic to the post-pandemic period. The aim is to demonstrate how the practice of digital graffiti can be employed in Early Childhood Education to promote children’s creative expression and socio-emotional education. The methodology adopted was an exploratory, descriptive investigation based on the authors’ experiences and the adaptation of the Physical Education curriculum to incorporate digital graffiti activities. The sessions were structured in four stages, each inspired by songs and relevant artists from the Hip Hop movement, guiding reflections on the pandemic and the collective creation of digital graffiti. The main results include enhancing creative expression through digital graffiti and integrating digital technology into children’s educational processes. Additionally, the activity allowed participants to share experiences related to overcoming the pandemic period, strengthening their socio-emotional skills. It is concluded that digital graffiti can be used as an important curricular tool in Early Childhood Education, expanding interaction through play and paving the way for hybrid teaching models that combine innovative pedagogical practices in cyberculture.

Gamification as a Didactic Motivator in Low-Resource Public English as a Foreign Language (EFL) Classrooms in Ecuador

The present article explores the feasibility and impacts of Gamification as a motivational tool in classrooms within low-resource public institutions in Ecuador, particularly in teaching English as a Foreign Language. By integrating game design elements into the educational process, teachers tend to enhance student motivation, thus creating a more effective environment for language learning. Traditionally, educators in Ecuadorian public institutions face challenges in engaging students in their classes, often due to outdated teaching methodologies and limited access to educational and technological resources. This study focuses on how gamification can increase student motivation and foster a more stimulating and enjoyable learning environment in low-resource settings concerning English as a Foreign Language instruction. Through the incorporation of gaming elements, teachers can improve language acquisition, student engagement, and encourage collaborative learning, as evidenced by previous studies. The utilization of a qualitative-deductive approach allowed for data collection through an extensive literature review across various educational contexts. Results suggest that Gamification offers a promising perspective for overcoming challenges in traditional education, promoting active student participation. Additionally, the findings highlight the potential of Gamification to revolutionize teaching practice and enrich the entire educational experience.

Translating government policy into practice: How new UK medical schools enact widening participation.

Increasing the diversity of medical students, or widening participation (WP), is critical for social justice and healthcare delivery, and many governments are setting policies to encourage WP. However, establishing policy is only the first step in an educational change process: we also need to know "how" policy is enacted or how medical schools interpret and put into practice WP policy. Addressing this gap, the aim of this study was to examine policy enactment in six new UK medical schools with an explicit WP mandate. This qualitative study, underpinned by social constructivism, used semi-structured interviews to explore the experiences of key actors (6 Deans and 14 Admissions staff) of putting policy into practice when setting up a new medical school. Data coding and analysis were initially inductive, using thematic analysis. We then applied Ball's theory of policy enactment to organise the data into four contextual dimensions of 'situation', 'professional', 'material' and 'external'. On the surface, there were many similarities across the six schools in terms of the four dimensions. However, how these dimensions interacted illuminated tensions and differences. For example, some schools found themselves increasingly subjected to local and extra-local rule systems, including pressure to follow host university norms and hosts struggling to accept that medical schools are heavily regulated. There were also tensions between the new medical schools and the medical education "establishment", including lack of power and being judged by overly narrow outcomes. Different contexts seem to influence the enactment of WP to medicine in different places, even in the same country, even in medical schools established at the same time. That policy enactment is a complex, non-linear process of enactment is important to acknowledge: context is critical. Our findings will inform future policies and practices that aim to increase WP in medicine.

Examination of the psychological well-being of students during the coronavirus pandemic: The case of Hungarian economic universities

A long, familiar stage of life ends with graduation from secondary school. The closure of this phase can also be seen as a loss or mourning: saying goodbye to high school, parting with old friends, teachers, environment, etc. After entering the university, young people will be not only new students of higher education, but also new participants in the labor market, which means that they will have to satisfy both needs at the same time. The COVID-19 coronavirus pandemic complicates this situation. With this in mind, the purpose of this study is to understand the mental health status and problems of first-year students currently enrolled for three undergraduate business courses in Budapest. This research paper investigates whether the pressures, isolation, uncertainty, financial worries, loss of control, and moving back in with parents caused by the pandemic have had an impact on students’ mental health. This study used the EPOCH model. The EPOCH-H questionnaire was filled in by 1,719 first-year full-time students. Based on the results, a total of 8 main groups and its subgroups of factors were affected by the negative impact of the coronavirus pandemic. These students will be workers in the future carrying these effects with them. According to the results, students’ mental health needs to be strengthened in typical educational processes, and maintaining and improving students’ mental health should be the focus of all higher education institutions in the future.

Development and psychometric evaluation of a questionnaire to measure university students’ knowledge on the effects of alcohol use during pregnancy

IntroductionAlcohol consumption during pregnancy can lead to fetal alcohol spectrum disorders. This study developed and validated a questionnaire to assess university students’ knowledge regarding the effects of alcohol during pregnancy.MethodsWe designed an instrument with true-false-I do not know statements. Initially, 45 true statements were formulated and subjected to content validation by 19 experts. Based on the Content Validity Index (CVI), 17 items were selected. The instrument, called the Fetal Alcohol Consequences Test (FACT), was first assessed by 31 university students for the level of understanding. Then, the questionnaire was administered to a national Brazilian sample of university students, and an Exploratory Factor Analysis (EFA) was conducted. Each correct FACT answer was worth 1 point, and the knowledge was categorized as high (total score ≥ 80%), moderate (score between 60 and 79%), and low (score ≤ 59%).ResultsWhen the questionnaire was being designed, the CVI values ranged from 0.779 to 1.0, and all statements were considered suitable by the target audience. For psychometric evaluation, 768 students from 24 Brazilian states participated. In the EFA, five statements were removed, revealing a tool with 12 items and two latent factors: “fetal alcohol spectrum disorders” and “conceptions and guidance on alcohol consumption during pregnancy.” The KMO index (0.76426) and Bartlett’s sphericity test (6362.6, df = 66, p < 0.00001) both supported the final EFA model. The goodness-of-fit indices for the factor structure were adequate: χ2 = 119.609, df = 43, p < 0.00001; RMSEA = 0.048; CFI = 0.977; TLI = 0.965. The mean total FACT score among participants was 7.71 ± 2.98, with a median of 8; 32.03% of the students had high (10–12 points), 24.09% moderate (8–9 points), and 43.88% low knowledge (<8 points). The questionnaire proved reliable, with a floor effect of 1.17%, a ceiling effect of 9.25%, and a Cronbach’s alpha index of 0.798.ConclusionThe FACT can be utilized in university students’ health education processes, contributing to greater knowledge and information dissemination about the effects of alcohol during pregnancy, in addition to the formulation of policies on the subject directed to this group of young adults.