Educational Work Research Articles

Louveira Digital City

The Louveira Digital City is a municipal information network designed to promote digital appications development, offering e-government services in areas such as health, education, social assistance, safety, and public works. The project began as an academic initiative focused on Louveira's Information Highway, which was presented to the City Council in August 2010. It outlines the key components of the information highway, including the optical backbone architecture, feasibility study, radio link specifications, logical network design, equipment specifications, and project budget. This digital infrastructure enables all residents to access various communication services and applications, such as data, video, and voice traffic. The network is comprised of radio and fiber optic links, designed to benefit various areas of public administration, including health, safety, education, and planning. Additionally, it aims to enhance public access to information, culture, education, and leisure, laying the groundwork for a smart city. This project showcases the implementation of the information highway in Louveira, highlighting how academic institutions can contribute to the economic, social, and technological development of society and serving as a model for similar initiatives.

Do temporary employees experience increased material deprivation? Evidence from German panel data

Economic insecurity has recently received increasing attention as a determinant of material deprivation. We contribute to this line of research by analysing the relationship between temporary employment and material deprivation. We argue that temporary workers face exacerbated deprivation because they may forego basic needs to provide for an uncertain future. Using German panel data for the years 2008–2020, we find that temporary employment increases material deprivation among workers, particularly in low-income households. This finding is robust to our controlling for important variables such as household income and needs, individual- and household fixed effects and when considering lagged independent variables. The association is not driven by young or highly educated workers who may be more likely to hold temporary jobs without experiencing sustained material deprivation. We also find that temporary agency work, perceived job insecurity and firm turnover rates aggravate material deprivation. This supports the theoretical assumption that the impact of temporary employment on material deprivation is driven by the economic insecurities faced by temporary workers.

Between Policies and Practices: a Quantitative Analysis of Teacher Training in Private Higher Education in São Paulo

Objective: The objective of this study is to investigate, analyze and discuss the aspects, paths and perspectives that permeate teacher training in Higher Education at a private university in São Paulo. Theoretical Framework: This research is based on theories and discussions in the areas of the history and philosophy of education, teaching and learning, teacher training, curriculum theories, active methodologies, reflective and researching teachers, and French discourse analysis. Method: This research will have a mixed approach, i.e. it will be quantitative and qualitative at the same time. It will make use of quantitative processes that require logistical and numerical proof, when we tabulate the answers to the questionnaires answered by the teachers. It will also use qualitative processes when analyzing the responses from the focus group conducted as data collection in this study. Results and Discussion: This study will investigate teacher training by collecting information from the teachers themselves who work in private higher education. Therefore, the main objective of this work is to understand how the training of these educators has been carried out in order to propose new paths and strategies to enrich teaching work. Research implications: One of the possible outcomes of this research will be a proposal for teacher training based on learning communities, in which there is space for discussion, creation and reflection on teaching and learning environments in higher education. Spaces for teachers to exchange and share information. U1, the university that is part of this study, already creates moments of reflection for the institution's teachers, as we will see in the course of this article. Originality/Value: The discussion about the training of higher education teachers at private universities in Brazil does not have many studies investigating the pedagogical work of these professionals, so this study seeks to understand the pedagogical work and training of these specific educators.

Responding to AI

The influence of artificial intelligence “has enormous implications for higher education” (Bearman, Ryan & Ajjawi, 2023, p. 369). Those of us teaching in the higher education sector have felt this profoundly: after the rapid uplift in digital teaching and learning practices in response to COVID 19 we are required, yet again, to respond to a new set of challenges brought about by the impact of AI. As an example, chatbot technology is calling into question the reliability of the traditional essay as a valid assessment tool (Stokel-Walker, 2022), requiring significant critical reflection and reevaluation of assessments from teaching academics to ensure course learning outcomes are met. This presentation outlines how a teaching specialist academic working in an initial teacher education (ITE) programme at a South Australian university carried out one such redesign. The focus of the re-design was a ‘unit/year plan’ assessment task for a final year curriculum specialization topic. The redesign aligned with the two guiding principles from TEQSA’s Assessment reform for the age of artificial intelligence (Lodge et al., 2023). The first of these guiding principles: ‘Assessment and learning experiences equip students to participate in a world where AI is ubiquitous’ (p. 2) points to the importance of educating students around AI use relevant to their learning. The second guiding principle: ‘Forming trustworthy judgements about student learning in a time of AI requires multiple, inclusive and contextualised approaches to assessment’ (p. 3) underscores the ongoing necessity for universities to have effective means by which to measure student learning outcomes, especially in accredited courses. The redesign of the assessment task both acknowledged the potential of AI for use in the professional space, and simultaneously sought to ensure assessment validity through the inclusion of an interview with the pre-service teachers. Overall, the redesign of the assessment task incorporated three components. Firstly, a brief introductory module about discipline-specific uses of AI was incorporated into the online course content. Secondly, pre-service teachers were ‘permitted’ to utilise available AI platforms in the creation of their planning task. Thirdly, the assessment process was adapted to include an oral presentation (Gulikers, Bastiaens & Kirschner, 2004) conducted as a panel interview in which each pre-service teacher could provide evidence of the pedagogical perspectives underpinning their plan and subsequently demonstrate the successful achievement of topic learning outcomes. The purpose of the panel interview was to assist assessors in forming a judgement about pre-service teachers’ pedagogical understanding and application, in line with relevant criteria from Matheis and John’s Comprehensive Authentic Assessment Model (CAAM) (Matheis & John, 2024). Autoethnographic reflections on the first delivery of the redesigned assessment are provided, including alternative approaches for future iterations. The learnings from the teaching initiative outlined in this presentation contribute to the growing discussion about how we can develop the capacity of our pre-service teachers as skilled and critical practitioners who can utilize AI as a valuable tool for their ongoing professional practice.

Exploring Teaching Reform in Fashion Design Major based on Virtual Reality Technology

With the development of technology and social progress, digital teaching has become the mainstream trend, and digital teaching technology is constantly integrated into the teaching of fashion design majors. Fashion design will further evolve and improve virtual simulation technology, continuously enhancing the intelligence and interactivity of teaching, and providing students with comprehensive and practical fashion design learning experiences. This article provides an overview of virtual reality technology, its application in fashion design teaching, application types, problems and solutions in the application of virtual reality technology in fashion design, and research on the reform of virtual reality technology in fashion design teaching. It proposes that virtual reality technology effectively improves the classroom teaching efficiency of fashion design, stimulates students' design and innovation inspiration, promotes the practicality of fashion design, and provides students with a good learning environment and methods. Applying VR technology to the field of modern education continuously promotes the development of teaching and education work, providing new teaching models and innovative teaching methods for national education work.

LINGUISTIC AND DIDACTIC BASIS FOR THE DEVELOPMENT OF FUTURE DOCTORSʼ SPEAKING COMPETENCY

The article defines the content of the concept of “future doctorʼs speech competence” as an integral quality of a medical student, which is manifested in the general ability and readiness to use language means, the laws of their functioning for the construction and understanding of speech utterances in the context of professional activity of doctors; the linguodidactic principles of development of future doctorsʼ speech competence are substantiated. These include the laws of mother tongue acquisition that contribute to the intensive development of communicative and linguistic skills; general didactic and specific principles that determine the direction in the development of means of developing linguistic skills; forms, methods and techniques that correspond to the main forms of work in higher education; teaching aids, the use of which affects the effectiveness of the content of education. It is noted that the development of future doctorsʼ speech competence can be carried out using the following methods of language teaching: oral presentation by the teacher (narration, explanation, lecture), conversation, work with a textbook, observation and analysis of language phenomena, exercise method, programmed learning and interactive methods. The following interactive learning methods have become valuable for the development of medical students’ language competence: work in small groups, imitation, simulation, discussion, microphone, talk shows, rotating groups. All these methods combine into one whole the activities of the teacher and students, which are aimed at improving language knowledge, developing communicative and speech skills, allow to manage studentsʼ cognitive activity productively and realize educational, educational, developmental, motivational, control and correctional functions of learning in a higher education institution

Some aspects to consider to build teachers' job satisfaction: A comparative study of Uzbek and Hungarian teacher appraisals

The initiative of the Hungarian government to introduce a new teacher appraisal system within the whole-scale teacher assessment made us review the operational teacher career models and teacher appraisal frameworks linked to salary schemes in the world and compare the planned Hungarian model with the Uzbek teacher career model and teacher appraisal framework. The comparison includes the evolution of appraisals, their procedures, criteria, and methodology. Our study proposes some ideas for decision-makers to consider when introducing or modifying teacher assessment frameworks so that they can better contribute to teachers' well-being and to improving the quality of work in education.

Multiple Personal Income Taxes and Financial Well-Being of Employees in Tertiary Institutions

This study aimed to interrogate the relationship between multiple personal income taxes and public workers’ financial wellbeing. The paper therefore examined the relationships between pay as you earn, Bayelsa Health Insurance Scheme, Education Trust Funds and worker’s disposable income as proxies for objective financial wellbeing in (the public) tertiary institutions of Bayelsa State. The study adopted a quantitative design, and data were collected through the Salary Structure of teaching and non-teaching staff from Bayelsa State owned University of Africa and Niger Delta University in Nigeria. The data were analyzed by applying simple regression and correlation analysis. The findings revealed that there was a positive significant relationship between multiple personal income taxes and workers’ financial wellbeing in Bayelsa State tertiary institutions. However, at the entity level, the Bayelsa Health Insurance Scheme (BHIS) variable had a positive substantial impact on workers’ financial wellbeing; whilst, Pay as You Earn (PAYE) has a negative significant effect on workers’ financial wellbeing. Whereas Education Trust Funds (EDTF) variable had an inverse non-significant association with workers’ financial wellbeing in Bayelsa State. Therefore, we recommend a fair and equitable tax policy framework to sustain adequate pay for public servants and reduce employees’ turnover in the state.

МЕТОДИКА ОРГАНІЗАЦІЇ ПОЗАУРОЧНОЇ ДІЯЛЬНОСТІ В ПРОФЕСІЙНІЙ ОСВІТІ НА ЗАСАДАХ САМООРГАНІЗАЦІЙНОГО ПІДХОДУ

The article examines the issue of forming methods of extracurricular activities of subjects of training in vocational education institutions based on the self-organizational approach. Acquiring a profession in these institutions is carried out according to the lesson system, which is limited by the curriculum, class schedule, etc. The purpose of the article is to substantiate the importance of the formation of the method of organizing extracurricular educational work in the institution of vocational (vocational and technical) education for the formation of professionally mobile qualities for mastering additional education along with the traditional acquisition of qualifications. In addition to the content of the educational process, vocational (vocational and technical) and professional pre-higher education institutions have accumulated experience in extracurricular educational work. However, studies of the last decade indicate the desire of some students to build their activities more effectively, in particular to acquire an additional education. The problem of creating a method of organizing such training, when the acquisition of an additional education is ensured during extracurricular educational activities, is considered. The definition is given – «extracurricular educational activity for the acquisition of an additional education» is a system of self-organized classes, activities and accordingly organized training of students, which are conducted in schools and outside them under the leadership of the administration, engineering and pedagogical workers, the public, student self-government bodies, etc. It was determined that one of the effective ways of organizing the process in vocational education institutions is the extracurricular educational activity of those seeking additional education. The conditions and features of training are outlined, determined on the basis of the conducted survey of the participants of the educational process in accordance with the existing motivation for training.

Involvement of Academic Staff in the Practice of Professional Development

The article explores the level of involvement of scientific and pedagogical professionals in various social activities for professional development compared to other employee groups. It argues that obtaining additional professional training can be a valuable tool for career growth. The author sees professional development as an integral part of academic growth for scientific and educational workers, along with personal and career development. The findings are based on a combination of theoretical and empirical research conducted by domestic and international scholars, as well as official statistical data and the results of an original sociological study. The study involved a questionnaire survey of scientific and educational professionals (n = 223), as well as other employee groups (n = 833), in the Tyumen and Sverdlovsk regions. As a result, it was found that scientific and pedagogical workers are more likely to engage in professional development activities compared to other categories of the employed population. Continuing professional education programs appear to be the most common form of professional growth. Due to their specialized activities, academic staff tend to develop digital skills more often, while other groups develop personal skills to a greater degree. Based on the level of involvement in professional development, we identified five groups of respondents: “active and engaged”, “achieving the desired level or feeling disappointed”, “questioning or confused”, “recognizing the importance of professional development”, and “rejecting professional development”. The theoretical and empirical findings led to the development of potential strategies to enhance the engagement of scientific and educational professionals in ongoing skill development and acquisition of new competencies. This article is aimed at university management responsible for professional development of academic staff. The findings presented here may have practical implications for the development of personnel strategies at universities with the goal of increasing human capital and professional competence among academic staff, as well as motivating them to engage in continuous learning. The results of this study could be beneficial for participants in the academic community, as well as for specialists involved in developing educational programs and planning the future of universities strategically. The material presented in this paper is relevant not only for academic staff, but also for graduate students who are focused on their continuous professional growth within the academic sector.

Poland and the ‘Paradox’ of Immigration: Implications for Educators and Advocates

Poland made international news with the unbelievable outpouring of support to Ukrainian refugees from both the government and the local population after the Russian invasion in 2022. As scholars, we travelled to Poland to understand more of this dynamic. Our research with activists and humanitarian workers, however, revealed a more complicated dynamic. We discovered a situation where Poland is both one of the most welcoming countries to those coming from Ukraine and one of the most restrictive on its border with Belarus with migrants coming primarily from nations such as Syria and Afghanistan. Our analysis examines this ‘paradox’ and how it relates to the larger double-standard and inequity in migration policies throughout the world. Of particular importance is the relevance of Poland to the work of immigration activists and educators as they examine the complicated nature of migration and asylum in the modern world.

К ВОПРОСУ О ПРАКТИКЕ ПРИМЕНЕНИЯ ПОЛИТИКО – ВОСПИТАТЕЛЬНОЙ РАБОТЫ В ОРГАНАХ ВНУТРЕННИХ ДЕЛ РОССИЙКОЙ ФЕДЕРАЦИИ

Organization of political and educational work in extreme and special conditions of service is a complex and responsible process. Understanding the importance of this activity and the effective use of appropriate methods and tools are an integral part of ensuring national security and stability in society. This article examines the most pressing problems facing the law enforcement system and arising in the constantly improving realities associated with the emergence of special conditions of service and the possibility of conducting political and educational work in these conditions. The article also touches upon the issue and problems of the lack of methods for conducting political and educational work with personnel in special conditions, as well as issues of legal consolidation of some mechanisms for working in these conditions. The issue of the significance of special and extreme conditions, which to this day remain unfixed in the conceptual and categorical apparatus of the legislator, is considered. The object of the study is the process of organizing political and educational work with personnel in special conditions. The subject of this study will be the content and methods with the help and on the basis of which the methodology for conducting political and educational work is formed. The purpose of examining this issue will be to analyze the practice of applying political and educational work in the Russian Federation's Internal Affairs Bodies in order to identify its current problems, effective methods and areas for improvement by developing a memo on organizing political and educational work with the personnel of the Internal Affairs Bodies in special service conditions.

Idealism: The New Realism

In the 2021-2022 academic year, Peter Mather took a year-long sabbatical that included an extended camping adventure. Over the course of the year, he had a unique opportunity to reflect on nearly four decades of work in higher education. This article is based on an essay written during this sabbatical, focused on the implications of global challenges for the work for higher education.

Формирование профессионально-важных качеств сотрудников ОВД посредством проектной методики изучения дисциплины «Профессиональная этика и служебный этикет»

The article is devoted to the study of the formation of professionally important qualities (hereinafter referred to as PIC) of students at the Barnaul Law Institute of the Ministry of Internal Affairs of Russia, ensuring their moral and psychological stability (honesty, discipline, responsibility, justice, etc.). An analysis of expert assessments of the formation of professionally important qualities grouped into four clusters "Moral stability", "Sustainability of working capacity", "Self-organization in professional activity", "Extroversion, social activity" was conducted on a representative sample (over 600 respondents). A comparative analysis by forms of study (full-time, part-time, faculty of professional retraining - short-term full-time programs) showed that students of the correspondence form of study included in practical professional activity, assess the formation of "professionally important qualities of students" significantly higher than students of other forms, with the exception of the cluster "Self-organization in professional activity". A comparative analysis of expert assessments of full-time students of the 2nd and 4th years demonstrated positive dynamics in three clusters, proving the overall effectiveness of the educational work of the university. Stagnation of indicators is observed for the factor "sustainability of working capacity". The results of the study formed the basis for developing the content of the course "Professional Ethics and Service Etiquette". The experience of implementing the project method as a technology for developing "professionally important qualities of students" is substantiated and described

A Study on the Practical Pathways of Aesthetic Education in Colleges and Universities from the Perspective of Aesthetic Education Infiltration

In recent years, practical approaches to aesthetic education have been continuously explored by various colleges and universities. The goal and pathway of infiltration have gradually integrated aesthetic education into all aspects of teaching activities. In this study, the practical exploration of college aesthetic education infiltration actions is taken as its starting point. By combining the actual situation of colleges, the concept of aesthetic education work is clarified, and detailed elaboration on advancing aesthetic education practices is conducted from three aspects: the improvement of the curriculum system construction, the deepening of the innovative practices of aesthetic education, and the expansion of the spaces for aesthetic education infiltration. Practical pathways for aesthetic education have also been proposed. Guided by theory, this research is significant for guiding the practical work of aesthetic education infiltration in colleges and universities in the new era.

A Longitudinal Multi-Method Inquiry of Educational Workers’ Use of Interventions for Positive Mental Wellbeing

Background and Objectives: Compassion fatigue and burnout are two distinct forms of mental health distress faced by educational workers. Researchers have shown a high level of both phenomena across the field of education; however, a better understanding of what educational workers already do for positive mental and emotional health is needed. Methods: This research study examined three years of data, collected via survey, inquiring into the various interventions, namely supports and resources, that educational workers use to support positive mental health. Results: Quantitative data analysis via descriptive and inferential statistics revealed that educational workers relied heavily on their personal support network followed distantly by medical professionals and other interventions, revealing a gap that needs to be addressed by employers. Qualitative thematic analysis revealed a trend towards increased use of environmental interventions to promote positive mental wellbeing. Conclusions: The data analysis suggested areas of focus required to ensure workplace wellbeing, and that programs too focused on individual or self-directed interventions would not be well received by educators. Suggestions for other interventions that might be helpful for leaders and policy-makers are provided.

How Do Gender Norms Shape Education and Domestic Work Outcomes? The Case of Syrian Refugee Adolescents in Jordan

How Do Gender Norms Shape Education and Domestic Work Outcomes? The Case of Syrian Refugee Adolescents in Jordan

New Directions and Development Models for College Student Education based on Machine Learning Classification Algorithms

For the contemporary student teaching system, the information-based education management system has played a positive role in the rapid promotion of teaching. In order to get the teaching exploration data of modern information management from the data increment on the Internet, this paper updates the technology of data mining. This paper constructs a quantitative table for teacher positions and conducts ideological and political job evaluations in the database. This paper mainly focuses on the management and construction of ideological informatization based on the [Formula: see text]-means algorithm. By using the [Formula: see text]-means algorithm to analyze the daily behavior data of students, we can discover their behavior patterns and trends, providing decision support for student management. For example, by analyzing data such as students’ internet time, social activities, and library borrowing records, we can understand their interests, hobbies, and learning habits, providing a foundation for personalized education. Cluster analysis of students’ ideological and political performance using the [Formula: see text]-means algorithm can identify student groups with different ideological tendencies. This helps schools to carry out targeted ideological and political education work, and improve the pertinence and effectiveness of ideological and political education. Through quality tracking analysis of educational evaluation, it has carried out educational informatization tracking management using an information model. In the process of judging and analyzing different subjects, it utilized the hot topics of universities for a more comprehensive information intelligent tracking management.

Formation of cultural identity of students as a subject of pedagogical discussion

Introduction. Geopolitical challenges of our time encourage teachers to search for optimal means to counteract the deformation of the ideological positions of students, the mixing of cultures, and the devaluation of traditional cultural and historical values. In this context, the formation of cultural identity among students and schoolchildren, which unites all-Russian and regional cultural meanings at the content level, acquires great theoretical and practical significance. As an example, the Novgorod cultural identity is given as an integrative symbol of the cultural and historical heritage of Russia and the Novgorod region. The purpose of the study is the scientific substantiation of the concepts of “cultural code” and “cultural identity” as pedagogical phenomena containing national and regional components. Materials and methods. Using theoretical methods (interdisciplinary analysis, synthesis, generalization), a study of scientific sources was carried out, which made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”. In order to determine the components and levels of formation of cultural identity among students, a survey was conducted of 327 students and schoolchildren of the Novgorod region aged 14 to 21 years. Statistical data processing was carried out using the Google Forms service. Results. Based on a theoretical analysis of scientific sources, it was established that cultural identity as a conscious position of young people can be purposefully formed by pedagogical means, and the cultural code can be generated and transmitted by various institutions of socialization. The survey data recorded a fairly high level of development of the cognitive component of the cultural identity of students and an average level of development of the affective and behavioral components. Based on the results obtained, the problematic field of cultural categories was translated into the plane of pedagogical discussion and their characteristics as social and pedagogical phenomena were given. Conclusion. The conducted research made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”, to determine the general civil and regional aspects of the cultural identity of students. The comprehensive educational program for training future teachers developed by the authors, which includes the history of education and enlightenment of the Novgorod region, the theoretical foundations of educational tourism, museum and excursion pedagogy, will be of practical interest for university teachers and school teachers who carry out educational work with students.

Education and Geographical Mobility: The Role of the Job Surplus

Better educated workers accept many more long-distance job offers, and relocate quicker following local shocks. I attribute this to a fundamental feature of their labor market experience, unrelated to geography: large returns to job match quality. If a good offer happens to originate from far away, the match surplus is then more likely to justify the cost of moving. This “lubricates” labor markets spatially. Using wage transition data (and a jobs ladder model), I show this can explain the bulk of mobility differentials. These differentials can be closed by subsidizing long-distance matches, and I quantify the cost of doing so. (JEL I26, J24, J41, J61, R23)