Exchange Program Research Articles

TEACHING THE IMAGE OF «HEROINES-GIRLS» IN EPICS IN UNIVERSITIES USING THE TECHNOLOGY OF CRITICAL THINKING

The article discusses the importance of learning through the technology of critical thinking, based on the image of «heroines-girls» in Turkish epics. The typological features and similarities of the images of «heroines-girls» in epics are highlighted. The introduction describes the image of “girl heroines” common to the world and the Turkic peoples. They say that their courage and intelligence are preserved in the memory of the people. Examples were given that every action of a warrior girl in a certain song is worthy of a hero, which remained in the core of poets who have sung for centuries. In the same way, the fact that this topic has found a place in the works of folklorists, educators and researchers to this day and that this topic will never lose its relevance is evidenced by their works. In this regard, a systematic analysis of the heroines of the poem from birth, the environment of growing up, family education, traditions, etc. will be carried out in terms of their personality. In other words, questions and discussions among students at the university, their views and thoughts were analyzed. The theoretical and practical significance of the technology of critical thinking in lectures and practical classes and the effectiveness of the use of methods, scientific findings of well-known specialist teachers were taken into account. That is, the main idea of our research work is the “heroine-girls” in epics, their heroic path, actions, characteristics, etc. The appearance of the videos is described and critiques are discussed. That is, the effectiveness of the method of critical thinking, the exchange of students with their thoughts, critical views, critical opinions during a lecture are comprehensively studied and analyzed. It was determined that there are many opportunities for various simulations in the lectures on the technology of critical thinking. Within the framework of this topic, at the first stage of the experiment, along with a survey, test tasks, analytical work, and discussion work were also organized among students. We also make sure that the main topic is fully disclosed and the listener forms his own opinion on the final result of the lecture.

Higher education in the Eurasian Economic Union: Potential and problems of cooperation

To solve the integration tasks of forming a common labor market, interpenetration of values and ideas, ensuring mutual understanding and trust between peoples, the Eurasian Economic Union (EAEU) needs a single educational space, similar educational and professional standards, mutual recognition of diplomas, academic degrees and titles. The article considers academic mobility within the EAEU and current practices of cooperation between its member-states and observer countries in the field of higher education based on the data of the Eurasian Economic Commission (EEC) and the Russian Federal State Statistics Service (to assess the efficiency of promoting the ideas of Eurasian integration) and on the results of the authors’ empirical research (to identify potential for the development of cooperation between the EAEU member-states and observer countries in the field of education). The authors show a decrease in student exchange between universities of member-states and an increase in the number of students from non-CIS countries; Russia still accepts more students than its EAEU partners, which proves the inequality of student and teachers’ academic mobility and the need for changes in legislation and funding under the growing competition with Turkey, Europe and China in the field of education. The article considers the development of the structure and programs of educational cooperation, the expansion of branches of leading universities in other countries, the creation by leading universities of the Consortium, Eurasian Network University and Slavic Universities, and so on. The development of cooperation between the EAEU member-states and observer countries in the field of higher education requires an agreement between participants of integration at the highest level, classification of the higher education issues as a separate area of cooperation, expansion of legal regulation of cooperation issues and creation of an institutional form for the EAEU management in the sphere of higher education.

Cooperation Between the USSR and India in the 1950-1960s: The First Youth and Student Visits

In the 21st century, the Russian Federation and the Republic of India have great scientific and educational potential. The particularly privileged strategic partnership between the two states is aimed, among other things, at the development and innovations of scientific and educational cooperation, which has stable traditions laid down in the second half of the last century. It was during this period that the first connections were established between students and youth of the two countries. The VI World Festival of Youth and Students, held in Moscow in 1957, was the starting point for building youth cooperation, the activities of the International Youth Tourism Bureau “Sputnik,” and the first tourist trips of Soviet students to India. The relevance of the article is determined by the appeal of the interuniversity team of authors of the RUDN University, MGIMO University and Lipetsk State Pedagogical P. P. Semenov-Tyan-Shansky University to the topic that had not previously been the subject of comprehensive research either in Russia or in India. The purpose of this study is to analyze the goals, forms of organization and significance of the Soviet-Indian youth and student partnership in the late 1950s - early 1960s on the basis of materials from the Russian State Archive of Socio-Political History that were not involved in scientific circulation. The authors use a constructivist approach demonstrating the connection between society and politics and revealing the impact of international cooperation on the institutionalization, development of scientific and educational partnership between the USSR and India at the interstate and interinstitutional levels. The Khrushchev “thaw” period laid the foundations for Soviet-Indian cooperation between the two states in the field of higher education, youth and student academic exchange and tourism. In the 21st century, the experience of the world festivals of youth and students, the work of the “Sputnik” bureau is relevant, since the Republic of India is one of the important and priority partners for the Russian Federation. Students of Modern Russia also face the task of establishing and developing academic and cultural ties with India, increasing the prestige of the country in the eyes of Indians and the whole world.

Readiness of the 4th Semester Japanese Grammar Syllabus in Accomplishing the Learning Targets on MBKM Curriculum at Jakarta State University

This study aims to find out how the suitability between the Bunpo IV syllabus is currently used with the language learning target in the Japanese Language Education Study Program at Jakarta State University which is based on the MBKM curriculum also known as Merdeka Belajar Curriculum. The curriculum is following the MBKM Curriculum listed in Permendikbud No. 3 of 2020. The regulation said that students have the right to study outside of the campus after completing 4 semesters. Therefore, students can choose internship programs abroad or in the country, as well as participate in student exchange programs The offers for internships are numerous, so it raises the interest of students to join it. But behind the enthusiasm of students for this Merdeka Belajar program, there is a concern that the learning targets of students who take part in the internship program, especially language courses, will decrease and not meet the target of learning study program itself. The main goal of the graduation requires students to pass the Japanese Language Proficiency Test ( JLPT) level N3, before taking the thesis exam. Bunpou IV is a course that contains grammar level IV or equivalent intermediate level, this course is quite related and has become the foundation of other language courses. The material provided up to Bunpo IV is equivalent to the Japanese language skills in JLPT N3 which is the requirement for graduating from the study program. This study is part of research and development (R&D) with a mixed quantitative and qualitative approach. Especially for the first year of research, the approach used is a qualitative approach through document analysis currently used in the Bunpou IV course. The technique used in collecting data is records and archival review of syllabus, teaching materials, and JLPT N3 simulation results. From the JLPT simulation results, it was found that student readiness to pass JLPT N3 had only reached 23.5%. Of the respondents who did not pass, it was found that 9.8% did not pass the Moji Goi section (letters and vocabulary), 47.06% did not pass the Bunpo Dokkai section (grammar and reading comprehension), and 23.53% did not pass the Choukai section (listening comprehension). From this result, we know that it is necessary to re-evaluate and conduct the development study of syllabus of the Bunpo IV course based on the Merdeka Belajar Curriculum in the Japanese Language Education Study Program, FBS UNJ.
 Keywords: MBKM curriculum, Bunpo IV, JLPT N3

Pre-service Teachers' Perceptions on Global Citizenship and Online Education in a Virtual Exchange Context

As part of a virtual exchange program, this mixed-method research investigated the pre-service teachers’ initial attitudes and perceptions towards global citizenship and online education. In our initial findings,participants demonstrated a cautiously optimistic attitude that they believed online teaching could be effective, but more training isneeded for pre-service teachers. Moreover, the participants who had Virtual Exchange (VE) experience before had a more critical attitude toward online teaching and learning. In addition, most pre-service teachers showed limited familiarity with the concept of global citizenship education. Though they appreciate the importance of global citizenship education, they expressed concerns about cultural and language barriers to implementing it in their classrooms. These results provided a baseline of pre-service teachers and shed light on future design and implementation of VE in initial teacher education.

Multifaceted Analysis on the Role of Online Tools for Cultural and Knowledge Promotion during Exchange Program

With the advanced of information technology, various online interaction platforms have been developed. These online platforms are easy to use. Since the COVID-19 outbreak, their prominence increased due to the huge volume of user demands. For example, the public were required to rely on online tools to communicate during the lockdowns. After the pandemic, online tools have trickled into the lifestyle practice of the public. In this study, the findings indicated that there was a significant increase in the exposure, experience and digital skills in using the online tools after the pandemic. However, further investigation on the role of online tools in promoting cultural understanding and knowledge transfer has shown a mixed result. In particular, the findings have suggested that the role of online tools to promote cultural understanding need to be further strengthened via new approach. Future studies should focus on exploring the challenges in adopting online tools during the virtual exchange that has hindered the effectiveness of online tools to promote cultural understanding and knowledge transfer.

Российско-американское научное сотрудничество в Арктике в эпоху геополитической турбулентности

Introduction. The article examines cooperation between Russia and the US on Arctic research in the context of the Ukrainian crisis. One of the accompanying tasks is to study the motivations of both sides for continuing such cooperation. Methods and materials. The article uses the so-called liberal intergovernmental approach as a research method, aiming to explain the reasons for cooperation between countries with different socio-political structures and national interests on the world stage. The empirical basis for the study was the documents of international organizations, US and Russian state institutions, as well as research organizations in Russia and the US involved in the study of the Arctic. Analysis. The article demonstrates that currently there are four main levels of US-Russian scientific cooperation in the Arctic: interpersonal (individual), institutional (between various Russian and American organizations), state (government exchange programs), and international (within the framework of multilateral organizations of a global and regional nature). Results. It is concluded that despite the unfriendly actions taken by the US against Russian scientists and organizations, the “mechanism of interdependence” created in previous years did not allow to completely interrupt scientific ties between these countries. Both sides are well aware of the value of cooperation in this area and therefore try to maintain certain channels of interaction. Natural science topics (climate change, meteorology, environmental protection, biodiversity conservation, oceanology, glaciology, etc.) dominate the priorities of US-Russian scientific cooperation in the Arctic. However, socio-humanitarian and interdisciplinary issues (local communities, indigenous peoples, gender studies, urban development and planning, etc.) have recently become increasingly important. The authors believe that scientific cooperation between Russia and the US in the Arctic will revive as the international situation and bilateral relations between the two countries normalize after the settlement of the Ukrainian conflict. Authors’ contribution. V.N. Konyshev: Introduction and Analysis. A.A. Sergunin: Abstract, methods and materials, results, and design of the scientific apparatus.

Enhancing English Language Teaching through Interactive Learning Activities

The effectiveness of interactive learning activities in improving English Language Teaching (ELT) in various educational situations is examined in this research. It looks at different interactive approaches, such as cooperative learning, task-based learning, and communicative language education, and emphasizes how beneficial they are for improving language proficiency, communication abilities, and student engagement. This study emphasizes the significance of integrating interactive components into ELT curriculum design and classroom instruction, drawing on both theoretical frameworks and empirical data. Future research directions and their practical implications for educators are also covered.The process of teaching English to non-native speakers is called English Language Teaching (ELT), sometimes referred to as English as a Foreign Language (EFL) or English as a Second Language (ESL). It includes speaking, listening, reading, and writing, among other language skills. Through the facilitation of language acquisition and competency, English language learners will be better equipped to communicate in the language for a variety of contexts, including social engagement, professional progress, academic research, and cross-cultural interchange. Both official educational environments like classrooms, universities, and language centers, as well as more casual ones like online resources, language exchange programs, and individual tutoring, can be used for English language teaching (ELT).

Experience of a therapeutic plasma exchange program in a pediatric intensive care unit: A single-center retrospective observational study from Canada

Background: Pediatric intensive care units (PICUs) may not have timely access to therapeutic plasma exchange (TPE) for critically ill patients. The purpose of this study was to evaluate the common indications for TPE in a smaller tertiary PICU-developed TPE program and to evaluate the associated predictors of mortality. We hypothesized that a PICU-developed TPE program could provide timely access for a wide breadth of pathologies and can be delivered safely. Subjects and Methods: This was a retrospective case-comparison within-cohort study in a PICU from Canada. Data from pediatric patients between October 2015 and January 2022 was examined. The study included all patients < 18 years admitted to the PICU and requiring TPE. Multiorgan dysfunction syndrome (MODS) was defined to agree with the International Pediatric Sepsis Consensus Conference. Proportions, medians, and interquartile ranges (IQR) were calculated where appropriate. Results: Twenty-five patients with a median age of 14 years underwent 118 acute TPE runs. The most common diagnosis (24%) was MODS. The median time from PICU admission to initiation of TPE was 38 h (IQR: 5–113.5) hours. The median PICU length of stay was 10 (IQR: 5.5–26) days. Twenty percent (n = 5) of patients who received TPE acutely in the PICU required chronic TPE. There were no adverse events. Conclusions: TPE may be delivered quickly and safely from a small PICU for many indications, with MODS being the most common.

Community Pharmacy Needle Exchange Programme: What Can Analysis of the Data Tell Us about the Changing Drug Market in Ireland?

Community Pharmacy Needle Exchanges are a harm reduction measure that have been established in a number of countries to provide access to sterile injecting equipment for people who inject drugs (PWID). To ensure that they are meeting needs, it is important to monitor the use of the services. This study aimed to determine patterns of needle distribution and return in community pharmacies in Ireland over time. The number of pharmacies, needle packs, clean needles and returned packs was obtained from the Health Service Executive (HSE) Planning and Business Information Unit (PBI). Yearly totals were calculated to show patterns from 2015 to 2022. There has been an 18% decline in the number of pharmacies providing the service since 2015, with a 19% decline in the number of packs provided and a 21% decline in the number of packs returned. The proportion of packs returned was 23% in 2015 and 18% in 2022. There has been a 16% decline in the number of sterile needles provided and a 6% reduction in the average number of needles per individual since 2017. Declining needle use and low rates of used needle return (against a backdrop of large numbers of PWID that have not significantly reduced over time) suggest that there is a need to investigate if community pharmacies in Ireland have the scope to improve their harm reduction impact. This raises questions in terms of the need to both improve and adapt the service against a backdrop of changing drug markets. Key recommendations include the need to review the harm reduction services employed by participating pharmacies when providing new equipment and organising the return of used equipment.

The relevance of health education through a national exchange in family and community medicine

Objective: To report the experience of a medical student in a national exchange program in Family Community Medicine (FCM). Experience report: The National Exchange, carried out by the student, took place in two instances, the first being an experience in the Family and Community Strategy Health Unit and the other in the setting of the local University, enabled theoretical-practical learning using active methodology. The experience faced consolidated themes previously seen by the student, in addition to learning a new universe in relation to public health, local culture and interpersonal growth. In view of this, the National Exchange focused on FCM education is a tool that boosts scientific and social knowledge. Final considerations: Through the exchange, it was possible to broaden the worldview on Public Health, experiencing a new reality that was not expected, based on this, the exchange is consolidated as a key piece for creating skills that can be essential for future professionals.

Do the People Matter in Policymaking in Ghana? A Reflection on the E-Levy and Debt Exchange Programs

The extent to which the masses have a say in matters concerning their lives is crucial in governance. It makes a significant amount of knowledge to say that people vote for elected policymakers to make policies that will make their lives better off and not the opposite. However, in the making of policies, the views of the people who either benefit or suffer the ramifications of policies are not taken into consideration. Therefore, the content analysis methodology has been employed in this study to systematically analyze secondary sources about the recent adoption of the E-Levy policy and Debt Exchange Program to ascertain whether the people mattered in adopting and implementing these policies. The adoption of these policies has raised a lot of controversies, with the public agitating and calling for its termination. The government of Ghana, being keen on continuing with the implementation of these policies as the only way out of the country's economic hardship, raises a lot of questions. After a systematic analysis of the literature, the paper argues that both policies were passed without the involvement of the people. The implication of the government’s failure to adopt a participatory policymaking approach accounts for the citizenry's loss of trust in the government.

스포츠 전공 학생-교수 간의 교환관계(LMX)가 학습성과에 미치는 영향

This study examined the exchange relationship between professors who influence sports major students and students who are influenced by both theory and practice, and verified the impact of this relationship on learning outcomes. Accordingly, a total of 72 rows (144 people: students) were collected in the form of couple data (type A, B) according to the research plan from May 11 to October 6, 2023, using APIM (actor and partner interdependent model), which can interpret data. A convenience sample (72 people, 72 professors) was extracted. In addition, keywords such as 'student', 'professor', and 'sports major' were set, and the study was conducted after conducting preliminary interviews with the type A group (10 students) and the type B group (10 major professors). Factors consistent with the purpose were set. Research results: First, the self-effect of student exchange relationships on student learning outcomes was significant. And the counterpart effect was significant, showing that the higher the professor exchange relationship, the higher the student learning performance. Second, the self-effect of the professor exchange relationship had a significant effect on professor and learning outcomes. In addition, it can be seen that the higher the counterpart effect, the higher the teaching and learning performance. And it was found that learning outcomes are not determined by individuals, but that individual interaction methods can be found through exchange relationships (LMX) between members.

Study on Regional Cultural Literacy for Korean Education : Focusing on Locality of Busan

The purpose of this study is to propose the necessity of cultural literacy education in the Korean language focusing on the Busan region, and to suggest the direction of its educational content composition. To achieve this goal, we analyzed three monographs and one lecture related to studies pertaining to Busan with the aim of designing the framework for cultural literacy education targeting foreign exchange students in Korean education. As a result, we devised educational elements reflecting the locality of Busan based on various places in Busan over a 13-week period. We also made recommendations on how such locality can be implemented in cultural literacy education in terms of attitude, knowledge, context, and practical use.

Exploring an Effective International Higher Education Partnership Model Through Virtual Student Mobility Programs: A Case Study

Purpose This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Design/Approach/Methods Drawing on Yin’s case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities’ virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Findings Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs’ success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Originality/Value Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.

Measuring the impact of student knowledge exchange for sustainability: A systematic literature review and framework

Knowledge Exchange is a rapidly emerging phenomenon in the higher education sector. Nevertheless, it remains a niche area with limited studies examining the impact of knowledge exchange for sustainability on students. This research adopted a systematic literature review approach to review sustainability-oriented project-based learning and student knowledge exchange with a view to developing a framework to measure the impact of student knowledge exchange for sustainability. The literature review was based on 38 journal papers selected out of 3578 search results with an application of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow chart methodology. A qualitative content analysis was used to identify and explore the main concepts and variables to evaluate the content of the articles selected by SLR. The results showed three main categories to be systematically measured to understand their impact: (i) capacity building, (ii) affective domain, and (iii) career readiness. Capacity building requires measuring students' sustainability knowledge, competence, and skill levels. The affective domain evaluates changes in students' perceptions, attitudes, and behaviours identified as affective learning outcomes for sustainability. Career readiness assesses a student's level of preparation for the workplace. These variables/constructs informed the development of a framework to measure the impact of student KE for sustainability in a systematic and comprehensive way. The proposed framework is the study's main contribution, supporting measuring the impact of student knowledge exchange for sustainability. It provides a way to address impact holistically and define what specific variables/constructors should be measured to quantify students' impact.

Doing Sociology across Borders: Student Experiences and Learning with Virtual Exchange in Large Introductory Sociology Classes

Virtual exchange programs represent a relatively novel approach designed to foster a more global perspective and promote discipline-specific learning; however, this approach has not been widely adopted in sociology. This article reports findings on student experiences and learning in a virtual exchange program involving two large introductory sociology classes in Hong Kong and Atlanta. A postsurvey invited students to reflect qualitatively on their experiences, and six major themes emerged from the data: (1) global application of sociological knowledge, (2) social and cultural relativism, (3) breaking the shell and gaining intellectual and social flexibility, (4) social networking opportunities, (5) challenges and adjustments, and (6) keeping contact beyond school. Based on our experience and the students’ feedback, we conclude that virtual exchange is an effective pedagogical approach for internationalizing sociology curricula, enhancing intercultural competency, and deepening students’ understanding of core sociological concepts.

Anne Robson: French Government Travelling Scholar, Translator and Lifelong Francophile

Bergantz explores the life of Lady Anne Kerr who, prior to her marriage to Sir John Kerr, had an international career as a French-English simultaneous translator. The article also uncovers new information on the outbound exchange programme established by the University of Sydney’s Professor George Gibb Nicholson with the Sorbonne in Paris.

Innovative Methods of Teaching Foreign Languages for Economics Students

This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamification, technology-enhanced learning, and the flipped classroom model. These methods aim not only to enhance foreign language proficiency but also to deepen students' understanding of economic concepts in a global context. By integrating content knowledge with language learning, these approaches offer a more engaging, relevant, and practical educational experience, preparing students for the complexities of the global economy

Developing Intercultural Competence via Virtual Exchange Programs: The Case of Moroccan University Students

This article presents the results of a study conducted at the School of Law and Economics of Casablanca. The study explores the effect of intercultural interventions in developing the learners’ intercultural competence. Two groups of informants representing two different master programs participated in this study. While the control group (29) attended only a traditional classroom course on Intercultural Awareness in Business, the treatment group (37) took the same class and also participated in a virtual exchange program that counted for 15% of their final grades. The study used the Intercultural Sensitivity Scale (ISS) to investigate the developmental patterns of the learners’ intercultural competence following the two intercultural interventions. The study sought to investigate how virtual exchange programs affected participants' intercultural competence and sensitivity in comparison to those who had a traditional classroom experience. The results exhibited significantly elevated levels of intercultural sensitivity in the treatment group compared to the control group, indicating that the treatment group exhibited markedly significant levels. The findings provide support for the recommendation to implement virtual exchange programs as a practical method to improve employability skills and global awareness among university students. Consequently, these findings substantiate the recommendation to incorporate virtual exchange programs as an efficacious approach for enhancing employability skills and fostering global awareness within formal academic settings, particularly among university students.