European Education Research Articles

Innovative Educational Technologies: European Experience and its Implementation in the Training of Specialists in the Context of War and Global Challenges of the 21st Century

The objective of this article is to dissect the European encounter with pioneering educational technologies in the face of the 21st century's global challenges. The methodologies employed encompass theoretical content analysis and empirical survey techniques. The outcomes underscore the core of the innovation concept in education, along with the theoretical underpinnings guiding the integration of innovations within European pedagogical frameworks. Drawing from empirical measurements, several assertions are substantiated. Notably, the significance of the learning environment emerges, alongside educators' general inclination toward embracing innovative educational approaches in contrast to traditional teaching methods. Worth highlighting is the European Union's provision of specialized programs aimed at honing proficiency in working with groundbreaking technologies via internships. In Germany, the "Promotion an Hochschulen in Deutschland" initiative is exclusively tailored to train research and instructional personnel for the country's higher education establishments. France's Sorbonne University offers dedicated courses to augment digital prowess. Correspondingly, in England, the Centre of Excellence for Teaching and Learning is dedicated to fostering the professional advancement of aspiring educators, guaranteeing their possession of pertinent proficiencies. These mobile internships for European educators have evolved into a standard practice for nurturing digital literacy. Participation in such endeavors is characteristic of contemporary European educational hubs, further propelling educators' preparedness and growth within the digital epoch. The conclusions underscore the assorted array of innovations employed by instructors, encompassing platforms, interactive whiteboards, mobile applications, and cloud services.

Learning through perplexities in inquiry-based learning settings in teacher education

ABSTRACT The concept of inquiry-based learning has become widespread in teacher education in Europe and beyond. Inquiry-based learning courses aim to raise the research competence of (preservice) teachers and to increase their ability for reflection, uncertainties occur that have to be learned to cope with. Uncertainties can be disorienting and may cause perplexities, doubts and crises. However, they can be the starting point for learning processes. This paper addresses whether preservice teachers experience such uncertainties in research courses and how they discuss them. To obtain data, 10 group discussions were carried out with 35 preservice teachers enrolled in research courses at a German university. The discussions were analysed using the documentary method. Preservice teachers experience a range of perplexities as expression of underlying uncertainties within and through the research process (concerning data collection and data analysis) and the course design. Results also show two different ways of dealing with such perplexities: While in some group discussions the preservice teachers accept the perplexities as challenges and starting points for learning, others distance from them. The paper discusses how the experienced perplexities and uncertainties focus on central aspects and tensions of teaching. Implications for teacher education at university level are presented.

“Gender Portrait” of the Composer Mykola Lysenko

The aim of the article is to analyse the manifestations and features of the gender component in compositional, pedagogical, cultural and social activities, folklore studies, and performance, as well as in Mykola Lysenko’s private life. Results. It is revealed that womanhood was a significant factor in shaping the psychology, worldview, and artistic universe of M. Lysenko. He, in turn, influenced/captivated women with musical talent and wholehearted dedication to the national cause. The article highlights the nature of the artist’s relationship with his female family circle, acquaintances, female colleagues, co-authors, and performers, on the basis of which the following, thoroughly positive, gender paradigms are defined: filial and parental (more broadly — family) love, responsibility for female students and choristers, collegial and professional respect, appreciation of women’s views, actions, and creative achievements, representation of the latter in his work, and respect for women’s social and pedagogical efforts. The scientific novelty of the article lies in the first-ever research on musical and anthropological issues, dedicated to reconstructing the comprehensive gender portrait of a prominent cultural and historical figure who, along with national beliefs and artistic priorities, influenced society with his own example of cultural relations between genders. Conclusions. The gender discourse of Mykola Lysenko’s life and work showed his exceptionally positive attitude towards the opposite sex, which manifested itself, on the one hand, in the absence of gender stereotypes, pejorative interpretation, or levelling, and on the other hand, in respect for women of different ages, social and professional status. This was facilitated by his thorough upbringing, European education, and the artist’s individual psychological and mental qualities such as communication skills, friendliness, empathy, humanity, decency, nobility, and others.

Avrupa Birliği Dil Eğitimi Politikalarının İncelenmesi

Abstract In the information age, the phenomenon of globalization has affected educational programs. It has become important to educate global-minded participants in schools. Changes in science and technology affect human life and education, which is the process of human education. Educational systems that are under the influence of many economic, social and cultural conditions are facing changes. The act of learning, which gains continuity throughout life by replacing traditional learning processes with information and communication technologies support environments, eliminates the need for people to be in a fixed environment to achieve this. It is aimed to Decouple the educational programs with the educational projects carried out between the universities of the member states of the European Community and to make education more qualified. Thanks to the academic networks in the European Union, the student-teacher relationship participating in the education and learning process is being carried to interactive multi-media. At this stage, information measurement and evaluation systems are being designed to test the knowledge acquired after learning, the validity and reliability of which are supported by information technologies. Individuals now believe that they save time by moving the physical mobility they perform for learning and educational purposes to a virtual environment and that they have a more effective and interactive learning and evaluation experience. Lingua (Language Learning and Teaching) Program; It is one of the eight sub-programs of Socrates, the EU General Education Program, which aims to teach the languages spoken in the member states of the Community as a foreign language to the citizens of the European countries that are members of these programs. The European Commission has developed different ways and methods to improve foreign language learning. e-Europe launched an initiative in 2000 with the name of using communication and information technologies such as the Internet and the web in all sectors with a decision taken by a commission. Thus, it is planned to establish a virtual higher education network between universities, open and distance education institutions by the end of Dec 2020. The new expectations that have emerged about the widespread use of media tools in education in Europe have turned into an inevitable, low-cost and socially necessary paradigm within the scope of the information society. Key Words: European Union, Education, Language Education

A model curriculum in sexual medicine for undergraduate education in Europe

Sexual health has been recognized as an essential component of the overall health and wellbeing. The current article aims, first, to review the current state of sexual health education in undergraduate medical curricula, identifying gaps, needs and challenges. The main part of this paper describes the development and content of an undergraduate sexual medicine curriculum based on a clear concept of the competencies students should learn regarding knowledge, skills and attitudes. The content is based on a biopsychosocial understanding of human sexuality elaborated by international experts from different European countries integrating basic knowledge in biology, psychology, sociocultural and political sciences, preventive medicine, and the various therapeutic approaches to help women, men and couples with sexual health problems on a primary care level. In order to enable students to learn the basic skills of sexual history taking and sexual basic counselling two educational videos were produced. The material presented is part of the European Collaboration in Science and Technology (COST) supported project European Sexual Medicine Network (ESMN). The material provided can serve universities to give the training as a 25-30 hours course equivalent to 1 ECTS.

New Frontiers of Higher Education in Europe

New Frontiers of Higher Education in Europe

Managing Inter-University Digital Collaboration from a Bottom-Up Approach: Lessons from Organizational, Pedagogical, and Technological Dimensions

Driven by education policies, digitally enhanced partnerships between higher education institutions (HEIs) have become increasingly important in the pursuit of sustainability in European education. This article emphasizes the necessity of evidence-based policy implementation to prevent tensions between the decision-making layer (the upper level) and the institutional layer adopting the new norms (the bottom level) in the context of digital inter-university collaboration. To address this need, we conducted a comprehensive three-year (2020–2022) research project within the framework of Erasmus+. Our consortium comprises seven renowned European universities. The project’s primary objective was to investigate how digitalization impacts HEI cooperation and joint learning activities both at the intra- and inter-institutional levels. We conducted experiments that accounted for specific challenges or lessons emerging from three perspectives: organization, pedagogy, and technology. In the organizational domain, we identified challenges related to HEI alliance aspects, such as trust, teacher incentives, legal frameworks, operational requirements, external policies, and mobility needs; and information flow, specifically in terms of disseminating local projects, and clarifying local institutional jargon. The pedagogical perspective revealed challenges in pedagogical support, especially in developing teachers’ digital skills; learning assessment, involving agreement among teachers and externals participants; and course design, including a wide variety of aspects, such as course flexibility, different calendars, async/sync balance, mandatory and optional regimes, content creation, and learning validation. Lastly, in the technology dimension, we found challenges related to the relevance of software choices, and centralized digital structures. This research aims to highlight the importance of evidence-based data in shaping education policies. By drawing on real-world experiences from a consortium of universities, we shed light on the intricate dynamics of digital inter-university collaboration.

Examining the Motivations Underlying International Students’ Migration Behaviors: the Case of Master’s Students in Spain

This study aims to examine the motivations that international graduate students have to either migrate or return home after completing their master’s degree in Spain, one of the most important and yet under-researched host countries in the international European education arena. We conducted semi-structured interviews with 63 international students graduated in a business field of a top-tier highly international private university. Through thematic analysis, we extracted 113 themes, 70 from the group that decided to migrate and 43 from the group that decided to return to their home country. These themes were classified under 13 motivation categories, 5 of them being work-related and 8 non-work-related, thus resulting in a 2 × 2 factor model. Work-related motivations to migrate included the perception of better career opportunities and the desire to work for an ideal company. Salary played a limited role. Non-work-related motivations to migrate included having a global identity, which to our knowledge has not been identified before, and not returning home for political reasons. Work-related motivations for returning included not seeing job opportunities abroad and seeing higher job opportunities in the home country. Non-work-related motivations for returning included the pandemic, personal motivations, and mobility restrictions. Results from this case study bring new insights about the phenomenological motivations of this population for deciding whether to pursue an international career or not and can therefore help professionals like policy makers and career advisors to develop and implement appropriate measures to support their decisions.

INTEGRATED DUAL LEARNING PROGRAMS AT GERMAN UNIVERSITIES

A dual education system stipulates for the combination of education and students’ manufacturing activities. Future employees study at universities where they acquire theoretical knowledge and work at enterprises where they acquire the necessary professional competencies. Germany is a recognized leader in dual education in Europe, where the vocational education system is characterized by a well-developed mentoring institution, practice-oriented training and active participation of business in specialists’ training. The experience of this country is a model for other countries of the European Union and world powers.
 Using the methods of generalization, systematization, analysis of primary documents and expert assessments, the paper presents the analysis and typologization of the integrated dual education programs at German universities. A study of the scientific researches of both, domestic and foreign scholars enables to reveal an insufficiently developed complex theory that would focus specifically on duality in higher education on the one hand and on how to design the integration of academic and professional learning on the other.
 The analysis of scientific papers helped identify the two types of curricula with a high and low degree of integration. The analysis allowed to determine the two types of curricula with a high and low degree of integration. It has been found that different types of curricula, taking into account the duality, can be brought to a full integration. It had also been determined that systems integration can be achieved through educational activities at different levels. This can be either by developing programs designed exclusively for students studying in dual mode or by creating hybrid program structures that support the learning experience with additional elements specifically designed for dual mode.

Impact of fully online flipped classroom on academic achievement in undergraduate dental education: An experimental study.

The last two decades have seen a shift towards blended learning in education due to technological advancements. This study focuses on dental education, comparing two blended learning models -enriched virtual and fully online flipped classroom - in terms of academic achievement, aligning with the Association for Dental Education in Europe's competencies. The research was modelled in a quantitative design with a pre-post-test control group experimental design. The study was conducted at Ege University Faculty of Dentistry in Turkey for 4 weeks with the experimental (n = 44) and control (n = 39) groups divided into two groups by impartial assignment. To the experimental group, the theoretical part of the course was tried to be conveyed before each lesson with video lessons prepared with EdPuzzle containing reinforcement questions and a question set consisting of case questions. The practical learning objectives of the course were tried to be gained through the discussion of the previously presented case questions in the online synchronous course. As tools for collecting data, a unique academic achievement test, a course evaluation form and a semi-structured qualitative data collection form were used. It was seen that the flipped classroom model had a more positive effect on students' academic achievement than the enriched virtual classroom model. The general satisfaction levels of the participants regarding these two models are also higher in favour of the flipped classroom model. This study provides significant findings for educational institutions, policymakers and educators about the impact of fully online teaching methods on academic achievement. In this context, the flipped classroom method can be preferred both in cases where education is blocked and in dental education institutions that want to ensure digital transformation efficiently and partially remotely.

Dynamics of interest in higher education before and during ongoing war: Google Trends Analysis

This paper explores how the war in Ukraine changed the interest in higher education of Ukrainians who stayed on the territory of Ukraine and emigrated to other countries. The methodology is based on Google Trends Analysis and peak approach with Google Trends Scale of Internet user inquiries about higher education from June 20, 2021 to June 20, 2023 with a middle point on February 24, 2022. Dynamics of changes in the queries of Internet users by keywords regarding studied higher education are: 1) exclusively from the territory of Ukraine; 2) from the territory of Poland, Slovakia, Germany, the Czech Republic, Great Britain, Spain, Italy, Bulgaria, Romania, Moldova, Austria, i.e., top-10 countries by number of registered Ukrainian refugees according to the UN Refugee Agency. The key results are: 1) increased interest of Internet users in higher education after beginning of the full-scale war: Poland – 22.9%, Romania – 28.9%, Ukraine – 31.2%, Hungary – 32.4%, Slovakia – 35.8%, Moldova – 49.0% of average number of «university» inquiries; 2) increased requests for professional education (42.2%), distance education (25.6%), distance learning (34.1%) after February 24, 2022; 3) correlation between negative trends of interest per 32% from July 2021 (100 GT Scale) to July 2022 (68 GT Scale) in Ukraine and positive trends of this indicator in European counties in August 2022 (80-100 GT Scale). Chi-square test showed statistical significance of changes in interest in higher education (p-value = 0). Key findings demonstrate the following trends after February 24, 2022: distance learning development, increased Internet users’ orientation towards professional education for high-paying jobs, popularity of flexible schedules. Acknowledgments The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198 «OSEE – Open Science and Education in Europe: success stories for Ukrainian academia».

REFORMING THE MANAGEMENT OF THE SYSTEM OF CONTINUOUS MEDICAL EDUCATION

The article examines the continuous professional development of specialists in the field of health care as a gradual, cyclical, long-term process of updating professional knowledge, improving the professional competencies of medical specialists, which requires reforming its management. It was revealed that the integration of Ukraine into the European and world scientific and educational space involves the internationalization of education, which is actively discussed in scientific circles. Directions, goals, tasks, strategies, mechanisms of postgraduate education are defined. The essence, purpose, content and main tasks of postgraduate education are defined. The importance of ensuring the availability of post-graduate education for all applicants, regardless of their socioeconomic status, is substantiated. Measures for the stable development of postgraduate education are considered, the success of which depends on the solution of a number of problems, in particular such as: regulatory and legal support of the postgraduate education system; updating the content, forms, methods, technologies of education; optimization of the informatization process of postgraduate education; creation of a mechanism for stimulating specialists to continuous professional improvement of their knowledge and skills throughout their lives. The best practical models of medical education in Europe are characterized in order to clarify the issues of developing a strategy for the development of postgraduate education in Ukraine. It is substantiated that a reasonable step for raising the quality of post-graduate training of health care specialists is: carrying out systemic changes in postgraduate education that will meet modern global and European recommendations; coordination of activities with the main directives of the European Union and the World Federation of Medical Education; modernization of the material and technical base of educational institutions and internship bases; improvement of university hospitals. It was concluded that the development of the system of continuous professional training is a priority direction of state policy and it is important to provide high-quality and affordable education for everyone, oriented to the needs of the labor market and society.

Visual arts, dance, theatre: Multimedia performance and contemporary Hong Kong art

This article takes as its focus multimedia performance in Hong Kong in the 1980s, a period which saw high levels of collaboration across the visual arts, dance and theatre. The significance of these cross-media fertilizations to the development of contemporary Hong Kong art is drawn out in discussion of two artists, Josh Hon (b. 1954) and Choi Yan Chi (b. 1949), whose respective encounters with experimental dance and theatre subsequent to their return from higher education in Europe and North America made them newly sensitive to elements of time, space and movement. The subsequent appropriation of these materials of contingency into experiments with performance, installation and painting produced aesthetic strategies by which the artwork could be made porous to its local context. The significance of these exchanges is that they point to an alternative point of origin for processes of localization integral to the emergence of contemporary art in Hong Kong which typically has been bound to major political inflection points and a concomitant local cultural introspection. Attending to the substantive and diverse transnational connections of artists, these developments are instead indexed against international art historical and intellectual shifts beginning in the 1960s away from universalism and interiority and towards relativity, contingency, fragmentation and embodiment, thereby restaking Hong Kong’s claim to the global contemporary.

Comparative Analysis of European Education Systems: Exploring Differences in Educational Structures, Policies, Practices, and Their Impacts on Student Outcomes

Comparative Analysis of European Education Systems: Exploring Differences in Educational Structures, Policies, Practices, and Their Impacts on Student Outcomes

Rethinking Industrial Heritage Tourism Resources in the EU: A Spatial Perspective

Industrial heritage serves as a poignant testament to the historical narrative of industrial civilization. The European Route of Industrial Heritage (ERIH) is a pan-European network that connects industrial sites and museums to enhance public awareness of the significance of the industrial heritage sector and to promote sustainable development practices in urban areas through collaboration and cooperation between these sites. The ERIH is crucial in promoting economic, cultural, and social values associated with industrial heritage and creating opportunities for tourism and education in Europe. Taking the ERIH as the research object, the nearest-neighbor index, kernel density, geographic detector, and other methods are used in this study to explore the spatial distribution characteristics and influencing factors of European industrial heritage. The results of this study have implications for urban and regional planning endeavors aimed at advancing sustainable urban development. Furthermore, they contribute to cultivating a sense of place and identity by identifying and preserving industrial heritage institutions while fostering social cohesion and community identity practices. The results show that (1) the spatial distribution of European industrial heritage presents a cohesive distribution, and the spatial distribution is uneven; (2) the spatial distribution of European industrial heritage forms “dual cores, dual centers, one belt, three zones and multiple scattered points”—the center of gravity shows a trend of “first north and then east” and the north–south movement is relatively small; and (3) a combination of natural and social factors shape the spatial distribution of industrial heritage. Natural conditions, such as altitude, topography, and hydrological characteristics, influence the distribution patterns of industrial heritage sites. Meanwhile, human factors, including infrastructure level, cultural tourism potential, and social development, play a pivotal role in determining spatial distribution patterns. Among these factors, the socio-economic level exhibits the strongest influence, with an explanatory power of 0.763. The results of this study can contribute to the conservation and tourism practices regarding industrial heritage sites, thus promoting sustainable urban development practices.

THE IMAGE OF ANTONIO SALIERI ACCORDING TO THE MEMORIES OF HIS CONTEMPORARY AND EPISTOLARY PUBLICISTIC LITERATURE

The image of Antonio Salieri is recreated based on the memories of his contemporaries and epistolary and journalistic literature. The author, relying on memoir literature, archival documents and journalistic sources, substantiates his own position regarding A. Salieri’s contribution to the world artistic treasury and artistic higher education, the expediency of researching his heritage at the current stage. A wide range of primary sources little-known in scientific circulation are used, which allow us to reveal the image of Antonio Salieri – a musician, composer, teacher, theater director, rector of the central art institution of higher education in Europe in the 19th century – the Vienna Conservatory. The concept of A. Salieri’s involvement in the early death of is refuted Mozart. The aim consists in recreating the image of Antonio Salieri based on the memories of his contemporaries and epistolary and journalistic literature. The tasks of the research are the analy of primary sources on this issue and the identification of modern approaches to Antonio Salieri’s contribution to the world artistic treasury. Research methods. The methodology of the author’s research is based on the content-comparative method, which allows you to determine the reliability of one or another source, the ratio of traditionally established and non-traditional vision of the image of a prominent representative of his era – Antonio Salieri. Reconstruction was also used – to reproduce the events of the era at the turn of the 18 – 19th centuries within the scope of the research. Research results: The development of the pedagogical heritage of A. Salieri in the activities of his students and followers is shown; the creative portrait of Y.N. Hummel, who, thanks to the Maestro, mastered vocal art, Italian musical terminology, music theory and solfeggio, choral singing and conducting, orchestration, pedagogical skills, combined “Salierian” classicism and his own romanticism. The achievements of Fortunata Valzel-Franchetti as a singer, artist and teacher are analyzed, and it is shown how the vocal-pedagogical school of A. Salieri came to Ukraine through her. Conclusion.The analysis of primary sources –correspondence, diaries of Antonio Salieri and his students, made it possible to find out the significance of the Maestro’s creative heritage for subsequent eras, to recreate his image based on the memories of his contemporaries and epistolary and journalistic literature. 27 archival cases were presented for consideration, which gave an opportunity to understand how domestic scientists, artists and publicists treated Antonio Salieri throughout the 20th century, so often they turned to his creative heritage. After careful analysis of these materials, it can be said that their assessment was very high.

Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis

In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as “SDG 4”, “adult education”, “lifelong learning” and “economic”. This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning. Acknowledgment The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198«OSEE – Open Science and Education in Europe: success stories for Ukrainian academia». This study was funded by the grant from the Ministry of Education and Science of Ukraine “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (registration number 0123U100114). “Convergence of economic and educational transformations in the digital society: modeling of the impact on regional and national security” (state registration number 0121U109553).

Letní škola Evropské asociace pedagogického výzkumu 2022

Report from European Educational Research Association Summer School 2022

O teorii wychowania estetycznego Ireny Wojnar. Aspekt historyczny i autobiograficzny

The purpose of the considerations presented here is to recall and interpret the significance of Irena Wojnar’s scholarly achievements in the field of aesthetic education theory in relation to Polish and European pedagogy. The analysis undertaken is of a historical nature with elements of comparative methodology. It is based on Professor Wojnar’s works on aesthetic education as well as her comments included in published interviews. Three distinct stages of her scientific creativity can be distinguished: 1. from the mid-1960s to the mid-1970s, 2. from the mid- 1970s to 2000, and 3. from the year 2000 onwards. The author asks a question about what constitutes the topicality and universality of Wojnar’s theory of aesthetic education. The result of the analysis highlights the importance of her publications in breaking the one-dimensionality of socialist pedagogy, creating a universal concept of an open-minded attitude through art – creating a contemporary homo aestheticus. Attention is drawn to the marginalisation of Wojnar’s scholarly output, highly regarded internationally, for example in Italy. The article highlights the enduring values and the topicality of Wojnar’s innovative concepts stemming from the humanistic orientation of education that is so needed at present.

SHARE OF THE POPULATION WITH HIGHER EDUCATION IN BACAU - RANK OF THE COUNTY IN ROMANIA

The present paper starts from the analysis of the degree of education in higher education in Romania in recent years and the highlighting of the gaps between the Member States of the European Union, with an emphasis on the existing imbalances between the different areas of the country. Thus, if the European Commission defined as desirable a "European Education Area" in which by 2030 at least 45% of young people aged between 25 and 34 will have graduated from a university education program, in Romania the latest data indicate a level below 23% and slightly decreasing in recent years, compared to the European average of 41.2%. The last population census from the end of 2021 indicates for the North-East Region a proportion of only 14.6% of the population aged 20 and over who have completed higher education in the total population of this age group, being the last region in the country, but also from the EU. The dynamics between the last two censuses confirm the lowest increase in this indicator for the poorest region, with +21.4% compared to the Romanian average of +25%. Within the region, Bacău county, with an average of 13.2% at the last census, has the lowest dynamics not only in the region but also in the country, with an increase of only 11.1% of this proportion.