Trends In Global Education Research Articles

Global educational and research trends during the Corona (Covid-19) pandemic

Corona pandemic (Covid-19) has changed many aspects of human life, as it managed to close the airports, impeded global trade, and led to the global economy shrinking more than the stage of the Great Depression that occurred in 1929, as well as halting the process of education and higher education. On the other hand, researchers faced challenges and obstacles such as carrying out field work collecting data from various sources, stopping research funding. The research funding priorities have further directed towards the research related to Covid-19. Moreover, Corona Pandemic made it obvious that higher education needs to be reformed and re-evaluated globally to be adaptable during crises. In addition to that, there is a need to develop curricula in the universities and enhance their research role to prepare qualified graduates for the labor market. The spread of the epidemic is no different from other security threats, such as espionage and cyber wars, and the closure is only an attempt to protect the health of citizens which is part of the national security of the society. It is no longer the only conventional war that threatens the national security of countries. Nowadays, Corona virus has proven that the next danger to countries arises from laboratories, that is, biological warfare, which may eliminate human life in seconds. Corona crisis has reconsidered a set of priorities and drew attention to the risks and threats due to neglecting the scientific research, generated tremendous pressure on innovative activities, stimulated innovation exclusively in the health sector and provided the opportunity for the emergence of true scientific competencies. However, during the global health crisis, many international scientific laboratories of respiratory diseases, infectious diseases, immunology, and other sciences in the same field have been involved to find vaccines against the emerging coronavirus (Covid-19). Statistics showed that the contribution of Arab universities and research centers was unassertive in the dissemination of scientific research and patents to confront the Covid-19 virus and did not rise to the international standard of the universities. Therefore, this chapter aims to clarify the trends of the digital learning of international educational institutions to develop the educational and research electronic platforms to produce digital scientific materials, providing digital scientific research sources and training in scientific research skills in the digital environment in addition to develop digital informational awareness for researchers, and publishing scientific research related to Covid. - 19. The current study also reviews the most important challenges encountered by researchers and graduate students in the use of advanced technology, such as 3D printing, artificial intelligence, and dealing with cloud computing and big data. The chapter further discusses the future of scientific research in light of the persistence of the Corona pandemic, and the lessons learned from this crisis. Keywords Corona pandemic, education and higher education, scientific research, educational platforms, digital education programs, innovative activities, scientific publishing for universities, patents, artificial intelligence.

Nove paradigme poučavanja u hrvatskom obrazovnom sustavu

Although the Croatian education system follows global educational trends, the official change in teaching paradigms is intensified with the introduction of new national curricula. This change brought the application of new teaching strategies and methods. Teaching is directed towards the student, and the teacher is the leader, advisor and collaborator of the student in monitoring progress. Such an approach implies the cognitive and physical involvement of students in activities that require regular self-evaluation of learning and what has been learned, solving problems, drawing conclusions and expressing opinions. The approach leads to a comprehensive view of the world connected with the achievement of educational outcomes. With a practical example, we will show the connected realization of the outcomes of three subjects: Croatian language, Mathematics and Nature and society. We will present the structure of teaching in all phases: from shaping the outcome of the teaching activity, planning evaluation, choosing content and methods to the realization of the teaching activity and reflection. This way of teaching moves away from the content, and emphasizes learning with understanding, critical thinking and learning for life.

Listening to locals: Regional spaces in higher education in the global south

One of the contemporary trends in global higher education is the emergence of regional spaces that transcend national boundaries, fostering cross-border integration and cooperation. This paper presents original data from surveys of university international officers and interviews with national policy-makers to explore regional spaces in higher education across the Caucasus (Armenia, Azerbaijan, Georgia) and Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan). The findings unveil a complex landscape of spatial identities marked by diversity and tensions. The European space is recognised as by far the most important space in higher education. At the same time, the Eurasian/the Commonwealth of Independent States’ space(s) remain to be prominent in higher education, albeit to a varying degree in different countries. The study also observes the nascent development of immediate geographic spaces in Central Asia and the Caucasus, where participants express enthusiasm for collaborative efforts with neighbouring countries to advance common interests in higher education and research.

СВІТОВИЙ ДОСВІД СЕКСУАЛЬНОГО ВИХОВАННЯ ШКОЛЯРІВ

The article analyzes the peculiarities of development, main problems, and penetration of global trends in sexuality education in Ukraine. Despite the widely recognized importance of sexual health, sexual health education remains a sensitive and sometimes controversial issue. At the heart of the social conflicts surrounding sex education programs are disagreements over the role of government in family life and sex education; parental control over the content of sex education; the core values that should be included in sex education, such as gender equality and personal responsibility; and, essentially, what constitutes acceptable sexual behavior for adolescents. Liberal and conservative views on how to properly conduct sex education remain very different. Central to the disagreement over sex education are questions about the basic prerequisites and content of sex education, and who is best able to provide it, i.e. whether parents or schools should be the primary teachers of sex education. Many young people approach adulthood with conflicting and confusing messages about sexuality and gender. This is often exacerbated by embarrassment, silence and disapproval of open discussion of sexuality by adults, including parents and teachers, at a time when it is most needed. There are many contexts around the world where young people are becoming sexually mature and active at an earlier age. They also marry later, thus lengthening the period from puberty to marriage. The process of sexuality education continues throughout life, but it is most important in childhood and adolescence. It should be relevant for different age groups at different social levels, as sexuality is a key issue in the lives of all people. Key words: sexual education, sexual behavior, sexuality, sex, human sexual development, sexual health

The role of corporate universities in the modern world

The relevance of the research is due to the fact that corporate universities are experiencing an era of transformation today. Despite the rapid growth in the last 20 years of the population of corporate universities around the world, including in Russia, their global and regional associations are young and logically focus on the development of formats for the exchange of experience of their participants and, to a lesser extent, other tools for the institutionalization of the professional community. The subject of this research is to identify and review the main factors influencing the transformation of the role of corporate universities in the modern world, and the key global trends in corporate education to date. In the course of the work, the best practices and cases of the largest companies were analyzed. The empirical basis of the study was the cases of Sberbank Corporate University, Engie, Lufthansa, Unilever, GlobalCCU, etc. Each analyzed source was evaluated for the content of information about factors that affect and may affect corporate training, and global trends in the field of corporate training. The scientific novelty of the research consists in determining the factors influencing the trends of corporate training, their prioritization and a structured description of the identified factors and trends. The practical significance of this research lies in determining the role of a corporate university in the modern world, which will allow companies to form drivers of all transformations: business, operations, technologies and people.

A Historical Perspective of Science Education in Japan: Which Way is it Headed in the Future?

Japan has achieved rapid modernisation compared with other Asian countries, and Japanese students often obtain higher scores on international science assessment tests than students from Western countries that have influenced Japan. The question of what led Japan to attain such a position and what can be expected in the future persists. To understand the future of science education in schools, called rika in Japan, as well as its complex and multi-layered status in schools, it is important to employ a historical approach. This study examines the following analytical points: the slogan “Science for all and for excellence,” the West’s influence, and social changes. This study also explores the pre- and post-World War II eras. Finally, expectations for the near future are discussed. It is known that Japan will continue to develop rika that encompasses both homogeneous and heterogeneous Western science education, considering the global trends in science education. Consequently, while the policy of “Science for all” will be maintained in the near future, “Science for excellence” programmes, such as the “Super Science High Schools” programme, can be extended in terms of the supply of future scientists and engineers. This can be partly at the request of the industrial sector to survive international economic competition based on scientific and technological innovation and to maintain its international status. An important lesson from history is that science, as a part of liberal education, is provided for the individual wellbeing of scientifically literate citizens, rather than for the nation’s benefit. Therefore, the duality of “Science for all and for excellence” should not be considered in terms of binary opposition; “for excellence” should be recognised as encompassed by and a form or part of “for all.”

Uygulamadaki Boşluğa, Öğretim Programı Penceresinden Bir Bakış: 2018 İlkokul ve Ortaokul İngilizce Öğretim Programının İncelenmesi

Following global educational trends, many countries have updated or redesigned their English language teaching (ELT) curricula to equip their citizens with the communication skills needed for the 21st century. Turkey is among those countries where the ELT curriculum for primary and secondary schools was updated in 2018 according to the principles of the Common European Framework of Reference for Languages (CEFR). However, problems experienced during the implementation process of the new curriculum imply that some incongruences exist between the intentions and realisations in the Turkish ELT context. To shed some light on the curricular factors that might be hindering the successful implementation of the curriculum, Posner’s (1995) curriculum analysis framework has been applied in this study. It was seen that despite the attention given to objectives, some of these such as, “resembling native speakers” might not be appropriate or realistic for the Turkish context. It was further claimed that the process dimension needs to be strengthened to facilitate the implementation of the curriculum. Finally, it was argued that context-sensitive solutions to suit the local needs through bottom-up approaches should be the priority, if the gaps between formal and operational curricula are to be minimised.

Nine Year Compulsory Education Policy in China

The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).

On the Two Types of Resources for Innovative Primary School Teacher Training

In the article, the authors substantiate the approach to educational innovations as different types of resources - human and technological. Moreover, the concept of “innovation” is understood by the authors in a broad sense: these are objects, phenomena and trends that emerged recently, experienced unexpected development or require urgent changes. The authors discuss the role of human non-technogenic innovation resources and their prospects in personal and organizational-methodological meaning. The purpose of the article is to outline the prospects for the development of an innovative personality for future teachers and demonstrate them some zones of potential occurrence of innovations. The relevance of the study is due to the fact that the educational technologies gradually drive out the teacher from the main role which threatens education, that has always been anthropomorphic, rather than technocentric. Methods. During the study, philosophical metaphysical methods were used, in particular the method of “monologic debate”, reflection on global trends in education. From more specific methods, an analysis of educational processes, generalization and modelling of possible educational consequences were used. This made it possible to outline possible directions of personal innovative growth of the teacher in the context of global changes (presented in Table 1). The result of the article. The authors also investigated Ukrainian and foreign scientific literature on the topic and evaluated it from the point of view of pragmatics and axiology. They also proved a thesis about the new ontological essence of educational and teacher innovation: the change of social and educational environments, the development of electronic technologies force to modify not so much the environment as the professional self-identification of the teacher, the specifics of their resources, professional and ontological “self”. Now the institutional resource support has become less important for the teacher, and the subjectivity comes to the fore, which actively uses innovative resources and is the source thereof. The international significance of the article is explained by the global crisis of the educational values, substitution of the anthropomorphic image of education with hi-tech, which should attract the attention of all civilized humanity.

HIGHER EDUCATION IN KAZAKHSTAN: GLOBAL TRENDS AND STATE POLICY

Modern global trends in socio-economic processes, manifested in the progress of the "economy of knowledge, technology and information", have put on the agenda the issues of professional and personal growth and the need for investment in "human capital". Globalization and internationalization of education mean the gradual transformation of national educational systems into a global one while maintaining differences due to tradition and culture. This article analyzes the fundamental objectives of the state policy of reforming higher education in the Republic of Kazakhstan in the scope of global tendencies in education. The object of the study is the system of Higher Education of Kazakhstan. The authors set the task to define the quality of conformance of Higher Education of Kazakhstan with such global trends in the field of university education as internationalization, digitalization and “education through life". To this end, official documents of the Ministry of Science and Higher Education, analytical reports, statistical materials, as well as foreign and domestic studies on the problem were studied. Comparative and system-functional research methods have revealed the efficiency of the implementation of the core global trends in education in the state policy of reforming university education.

Redefining the learning experience in design education at the Slovak University of Technology in Bratislava

Abstract The present paper offers the results and evaluation of quantitative research conducted during the years 2019 and 2020 among prospective graduates and alumni of the follow-up bachelor and master study programmes of Design at the Faculty of Architecture and Design of the Slovak University of Technology (FAD STU) in Bratislava, Slovakia. The presented results of the research, combined with an analysis of the local labour market data, study of literature and an evaluation of global design education trends, were used as the foundation for changes in the learning process in design education at FAD STU, first-time implemented in the existing study programmes in the academic year 2021/22. The paper aims to provide an explanation of the new approach to learning experience design within the bachelor and master study programmes as such, but mainly described on the example of Design Studio courses. At the time of publishing, the new approach was successfully implemented in one of the faculty’s vertical studios – MX lab – a learning platform focused on project-based learning and cooperation with partners in the automotive industry.

International Research Collaboration in Turkish Higher Education: The Role of Individual, Professional, and Institutional Factors

Globalizing forces in higher education put growing pressure on both institutions and academics worldwide to become engaged in international research collaboration (IRC). Similarly, in Türkiye, the recent governmental and institutional strategies have been ambitiously promoting academics’ endeavors toward IRC. This study examines factors influencing IRC in Turkish higher education based on academics’ attitudes and behaviors. We utilized relevant questions of an international research project and investigated the relationships between IRC and individual, professional, and institutional factors through a survey design. Our findings indicate that despite globalizing trends, a considerable proportion of the participant Turkish academics tend not to establish IRC. We also found that obtaining a doctoral degree abroad, holding higher academic titles, being employed in foundation universities, and orientation towards research that is multidisciplinary or international in scope are influential in establishing IRC. Based on national (i.e., Türkiye) developments and global trends in higher education and the academic profession, we discuss our findings and suggest measures and actions for policymakers and administrators.

The effect of online learning on student satisfaction in nursing education during the COVID-19 pandemic

Introduction: Online learning is a global trend in higher education in the era of the COVID-19 pandemic. Online learning becomes one of the approaches available to most students and educators, as opposed to face-to-face learning. The aim of this research is to find out the correlation of online learning and satisfaction among nursing students during the COVID-19 pandemic. Methods: This study was a cross-sectional approach involving 177 second-year nursing students randomly selected resulting in 121 students. Students filled out an online learning questionnaire consisting of 14 items and a satisfaction questionnaire consisting of 21 items from Google Forms. Data were analysed using logistic regression with level of significance (p=0.000). Results: The online learning indicator that had the highest average value was relevance (3.12), while the highest average value of student satisfaction indicator was content (3.05). Logistic regression showed that the online learning indicator that greatly affected student satisfaction was attractiveness. Fair attractiveness for online learning increased satisfaction by 7.516 times compared to poor attractiveness (p = 0.000) and good attractiveness for online learning increased satisfaction by 55.538 times compared to poor attractiveness (p = 0.000). Conclusions: Student satisfaction depends heavily on student attractiveness to the online learning process. Lecturers can increase the attractiveness of students toward online learning, whether through the utilized media, learning methods, or the technology of delivering lecture materials.

Exploring Predictors of Development and Career Planning Among TVET Educators

Career planning and development a key factor that provides added value to career sustainability. Career development approaches have recently changed due to the fast-paced global change, competitive industry needs, demands, and global education trends. Traditionally, it was the responsibility of an institution to guarantee that its educators possessed the skills necessary to achieve its long-term objectives. Currently, however, educators should be accountable for their career growth. Therefore, a survey was conducted to discover predictors of development and career paling for TVET educators (n = 141). A multiple regression analysis was conducted for all sets of career planning variables such as career aspirations (88.48%), personal aspirations and drive (85.93%), current competency (86.00%), current learning and development opportunities (82.05%), and company support 87.45%) is measured. This study found changes in the predictor, personal aspirations and drive, current competency, current learning and development opportunities, and organization support are significantly associated with changes in career aspiration. This majority of TVET educators are aware and willing to improve their knowledge and skills to meet the standard of current changes in TVET education needs and demands. The finding indicated that a proven technique for meeting organizational and personnel demands includes creating career routes that allow TVET educators to comprehend their options for advancement within the institution and collecting information to assess their abilities for career relevancy and sustainability.

Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis

AbstractThe use of (test) performance data for governing school and teachers' work, defined as datafication, has emerged as a global trend in education. However, how this trend plays out in relation to English language education in the local context, particularly in developing societies, has not received notable attention. Taking Bangladesh secondary education as a case, and drawing on Pierre Bourdieu's conceptual resources, this study highlights how datafication unfolds in schooling contexts and examines the “relations” between this trend and English language teachers' dispositions and pedagogical practices. The study employs a qualitative case study and draws on principal and teacher interviews, and classroom observation as data sources. Findings reveal that datafication has emerged as a practical logic of the schooling field, guiding schools and teachers' dispositions in specific ways, which contribute to reductive practices. Data also indicate teachers' capacity to mediate between competing logics and innovate practices, which are situated and “local.” Based on these findings, this article argues that understanding the interplay between the specific logics of schooling, language education policy and teachers' structuring dispositions is key not only to understanding the nature of pedagogical practices, but also to establishing meaningful “relations” between policy and schooling practices amid growing datafication.

Interventions for Inclusion in TVET through Private-Public Development Partnership in Ethiopia and Zambia

The study is about reconfiguring Technical and Vocational Education and Training (TVET) through Private-Public Development Partnership (PPDP) for the inclusion of disadvantaged groups in Ethiopia and Zambia. A PPDP is a cooperation between national and foreign actors targeted at development activities and is a governmental strategy to increase the standard of TVET, including strategies to include disadvantaged learners. This article focuses on two PPDPs, one comprising a TVET college in Ethiopia and another in Zambia. The aim is to analyse and compare the curricular strategies of these two PPDPs to revamp TVET for the inclusion of disadvantaged learners. Data was generated through document analysis, interviews and focus groups. The findings indicate that both PPDPs served as an intervention to the TVET institutions, thereby including disadvantaged learners in contexts of huge inequality of opportunities. The article points to tensions relating to inclusion, particularly about how global educational policy trends contend with the realities in local labour markets and the needs of TVET graduates who will work therein.

Emerging Trends in Global Education

Emerging Trends in Global Education

Teacher Perceptions about ICT Integration into Classroom Instruction

This study looked at qualitative papers that focused on teacher perceptions of how technology is integrated in the classroom. It synthesized 22 qualitative research studies using the meta-ethnography method to trace, assess, and synthesize the findings in order to gain a better understanding of the diversity of teacher perceptions concerning ICT integration in the classroom. The outcomes were determined by the positive and negative attitudes teachers had toward ICT integration in the classroom. The synthesis revealed that local settings and global educational trends both influence teacher perceptions. It is stated how crucial teacher professional development programs are, and contextual elements influencing teacher perceptions about ICT integration into classroom are highlighted. Recommendations for further study are explored by integrating the review’s findings.

Teachers’ beliefs about the trends of current physical education

The purpose of this study was to investigate the beliefs among professionals in the field of physical education in elementary level, more specifically in the context of Thailand. The participants were five exemplary elementary PE teachers. All participants signed informed consent prior to data collection. We used semi-structured interviews in order to gather information of participants’ beliefs. Each interview lasted approximately 45 minutes. All interviews were audio recorded and later transcribed for analysis. Data collection occurred in two ways: (a) in-depth semi-structured interviews (b) semi-structured follow-up interviews. Data were analyzed using a thematic coding procedure in order to find the significant statements that related to research questions. Results showed three themes constructed from data analysis including trends: (1) to teach foundation of basic skills that moved beyond sport oriented PE, (2) to consider physical education for Health and the integrated physical education, and (3) to perceive limited time to deliver contemporary physical education. We conclude that the beliefs about the trends in physical education has been aligned with the global trends in physical education. These cover topic areas of skill development and health issues with strong emphasis on physical education that serves the best interests of the children. Relevant stakeholders should then ensure that physical education will be delivered according to the interest of today’s children. Future research should seriously focus on this specific area of study, encompassing policy, program, and practice of physical education.

Why Knowledge Infrastructure Capability Matters for Faculty Knowledge Management Engagement in Higher Education of Pakistan?

The study's purpose is to establish the impact of Knowledge Infrastructure Capability on Individual Knowledge Management Engagement in Pakistani institutions via Degree of Knowledge Base with Incentive System, with an emphasis on the university sector which is one of the world's most booming businesses. The study's major objectives are to look into faculty knowledge engagement in universities and the practices used by Pakistani businesses to increase staff knowledge engagement. It is undeniable that the Pakistani education industry is under pressure to engage its instructors to stay competitive. Approximately 210 university faculty members provided the study's main data. After data analysis our hypotheses are get accepted. The overall conclusion of the poll suggested that Pakistani institutions might grow by involving their employees and being more aware of global educational trends. Engagement in knowledge management is certainly crucial in the workplace of a university. This research has been shown to represent all of Pakistan's universities as well as other sectors, regardless of field. In a nutshell, knowledge infrastructure's capability is determined by three factors: technology, structure, and culture. All of these factors are centered on employee knowledge management participation at work and at home, which is derived from an employee's work ethic and environment.