International Educational Institutions Research Articles

METHODICAL ASPECTS OF DETERMINING THE EFFECTIVENESS OF FREE ECONOMIC COOPERATION IN THE SYSTEM OF COOPERATION MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS

Introduction. The Cooperation of Cooperation in Higher Education Institutions is becoming the most important component of the innovation process. For regional politicians, it is a vital component of regional innovation policy, as the successful use of R&D results of local free economic zones is important for the competitiveness not only of the region but also of the country as a whole.
 There is a clear shift towards regionalization in higher education innovation policy and technologies. One of its consequences is the expectation from universities to create networks and establish regional connections. It is also important to create broad shared cluster networks, although most clusters focus on weak local networks. Nevertheless, network members are responsible for more patent applications than others. Moreover, it seems that the quality of patents is not reduced in cooperation with the universities of one regional cluster.
 The hypothesis of the research is to substantiate the methodological recommendations and proposals to increase the effectiveness of the interaction of free economic zones in the management system of cooperation of higher education institutions.
 The purpose of the study is to substantiate the features and effectiveness of the interaction of free economic zones in the management system of cooperation of higher education institutions.
 The methodology of scientific research is general and special research methods: logical and comparative analysis in revealing the principles of forming the scientific essence of cooperation
 of higher education institutions; the method of induction was used to make formal-logical generalizations, which allows the formulation of a general conclusion based on the analysis of individual facts and phenomena, the method of deduction was used to obtain intermediate (partial) conclusions based on the analysis of the general process, the method of abstraction was used to identify processes due to the neglect of random phenomena, For modeling and calculations used special software and hardware: MS Excel, RSPSS, programming language "R".
 Conclusions and prospects for further research. Theoretical and methodological provisions for managing the development of cooperation of international higher education institutions, based on maximizing resource complementarity and minimizing institutional incompatibility, and whose main goal is to ensure the development of cooperation of international higher education institutions as a way to improve areas (education, research, technology transfer).
 The scientific and methodological provisions of ensuring the management of the development of cooperation of international higher education institutions, which are based on selected key areas and strategic opportunities from the cooperation of international free economic zones, which allows to ensure the effectiveness of their international activities and provides a basis for leveling economic opportunism.
 Keywords: institutions of higher education (HEI); interaction of HEIs; cooperation; integration; innovation policy of HEIs; management system of HEIs.

MODELING THE APPROACHES TO MANAGING JOINT CO-OP INSTITUTIONS OF HIGHER EDUCATION

The paper offers an overview and an in-depth analysis of a management framework for developing cooperation between international higher education institutions. Given the key areas and strategic opportunities from the international higher education institution partnership, the study has identified the specifics of international cooperation that can affect the performance efficiency of international activities of higher education institutions along with providing a better focus on the range of mechanisms that can be adopted to boost cooperation between international higher education institutions to increase their efficiency. In addition, the study explores the validity prospects for the above management mechanism as an effective toolkit to enhance HEI global competitiveness. The research findings demonstrate that a higher education system, in the narrow sense, is a set of organizations (institutions) that produce (provide) educational services to individuals (consumers) who pursue higher education. From this perspective, the higher education system includes institutions of higher education, as well as other organizations: licensing, certification and accreditation bodies and research institutions that carry out analytical research in the area of higher education development; monitoring organizations – to maintain higher education quality assurance; media; NGOs; donor organizations. In this context, the primary objective of the education system is to gain maximum effectiveness and efficiency of educational activities. Apart from the above, this paper seeks to explore the effects from education internationalization, thus demonstrating that this process is critical in terms of fostering harmonization of different education systems (at the global level, as well as in the nation-wide settings). The study also asserts that education internationalization creates favourable environment to effective implementation of the goals of sustainable development, in particular those related to human capital development through education. Within the framework of this research, sustainable development of society in the context of higher education and science internationalization and global progress of humanity as well as the institutionalization transformations in political, economic and social domains is viewed as a holistic and multi-level interaction of economies, societies, states, social institutions, cultures, peoples, nations, worldviews, etc. that ultimately affects both the national models of education and science, as well as translates into a change of the global educational and research paradigm.

FOREIGN LANGUAGE TRAINING OF EASTERN EUROPEAN HUMANITARIAN COLLEGES STUDENTS USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD

The article is devoted to the study of the peculiarities of using the method of content andlanguage integrated learning (CLIL) in the process of foreign language training of humanitarian collegesstudents in several Eastern European countries (Poland, the Czech Republic, Slovakia). Based on theanalysis of scientific and methodological literature, the authors found out that during the last decade theCLIL method has been rapidly spreading in the European educational space in three main forms: so called«hard», «soft» and «partial immersion». In Eastern Europe, the «hard» form of CLIL is the mostwidespread, because, according to educators, it is better able to implement the idea of integrating learningin a certain discipline and a foreign language. At the same time, practical teachers are aware that only abalanced combination of foreign language and non-philological content can give the best educationaleffect. In pedagogical practice, the CLIL method is often used by teachers of special (non-philological)disciplines who possess high level of foreign language training. However, the latter often subconsciouslypursue only one goal of learning - language, evaluating the overall success of students mostly from theperspective of success in a foreign language. Therefore, it is more logical to train a subject teacher whowill have a high level of competence in the foreign language field than a foreign language philologist whohas additional subject specializations. The authors found out that as of today, in contrast to most EUcountries, there are not many accredited programs in humanitarian colleges in Eastern Europe that arefully focused on the training of CLIL teachers. Humanitarian colleges offer only select courses, which are often elective ones. Although practicing and prospective teachers (who are interested in developing theirprofessional competences in CLIL) have access to courses offered by national and international postgraduate teacher education institutions, but this is clearly not enough. Thus, the authors come to theconclusion that the strategy of adequate systematic training of CLIL teachers does not yet have a cleardefinition in humanitarian colleges of the studied countries (Poland, the Czech Republic, Slovakia).Under such conditions, the authors recommend starting with an assessment of existing competencies andclarifying the needs of a teacher interested in systematic work using CLIL method. This assessment canbe based on the requirements described in the Recommendations of the European Commission on thetraining of such specialists, the Table of Competencies of the CLIL teachers, reflections of the teachersthemselves, feedback from students, educational institutions administrations, other interested parties.

Values of Clinical Observational Learning in Work-Integrated Learning in Health Sciences Education: Students' Views and Experiences

Students' competency is a critical concern in health sciences education. Therefore, work-integrated learning has become an integral part of health sciences programmes at higher education institutions. This study explored students' views and experiences of clinical observational learning to promote work-integrated learning in the acupuncture programme at a South African university. The authors used the Technological, Pedagogical, and Content Knowledge (TPACK) model as a theoretical lens to guide this study, involving five participants who were purposively selected. A qualitative descriptive single case study design was employed within an interpretivist paradigm. Five participants were recruited for this study. The authors employed semi-structured interviews as the data collection instrument. The data were analysed using the six-step thematic analysis. The findings revealed that students agreed that clinical observational learning significantly improved clinical competency. They reported that clinical observational learning assisted them in memorising content knowledge and obtaining practical experience. Furthermore, participants highlighted that a lack of space, insufficient time, and incompetency of observed student practitioners negatively affected their learning experience. This study concluded that higher education institutions should employ clinical observational learning in the curriculum to assist in transitioning students from theoretical knowledge to clinical practice. It is recommended that further research must be conducted at national and international higher education institutions.

ORGANIZATIONAL CULTURE AT UNIVERSITIES: COMPARATIVE STUDY OF INTERNATIONAL PRACTICES

Organizational culture for effective functioning of universities is one of the main prerequisites for ensuring a good environment. Although organizational culture is informal in nature, it can serve as a crucial factor in managerial decision-making and quality enhancement of processes. The current article explores four main types of organizational culture (clan, adhocracy, hierarchy and market cultures) [4] at international higher education institutions (HEIs). By comparing and analyzing the professional literature, it becomes evident that at international HEIs clan organizational culture is more vivid. Even if other types of organizational culture are mostly adopted by universities, they still strive to have a clan organizational culture. Clan culture fosters a sense of cohesiveness and connectedness among members, and, respectively, enhances their ownership and organizational commitment. In a clan culture, everyone collaborates for the betterment of the organization, making it easier to make collective decisions that are best for the group.

Efficient administrative management strategy for activities in international higher education institutions

This research article examines the significance of efficient administrative management in international higher education institutions and addresses the specific challenges faced in managing activities effectively. The objective of this study is to propose an administrative management strategy tailored to the context of Vietnam's international higher education institutions. Drawing upon existing literature, theoretical frameworks related to organizational management, leadership, governance, and strategic planning are explored to inform the development of the strategy. The unique characteristics and challenges of the Vietnamese higher education system, particularly in relation to internationalization efforts, are described, highlighting the importance of aligning administrative management strategies with local context while incorporating international best practices. Essential components of an efficient administrative management strategy, including organizational structure, decision-making processes, resource allocation, staff development and training, technology integration, and quality assurance, are identified and discussed in detail. Successful case studies and best practices from international higher education institutions are analyzed, providing valuable lessons and insights that are relevant and applicable to the Vietnamese context. Specific recommendations and guidelines are provided for Vietnamese higher education institutions seeking to enhance their administrative management practices, considering cultural, institutional, and regulatory factors.

Analysis of Private Higher Education in Croatia

Croatia recognises the growing importance of education, significantly higher education, and as a result, investment in these fields is a crucial element and part of the country's strategic priority. The main goal of this article is to provide an analysis of the private higher education market by taking into account the characteristics of the private higher education (PrHE) market as well as private universities, polytechnics, and colleges located within the territory of the Republic of Croatia. Thus, to analyse the market for private higher education, it is necessary to examine its organisational and structural aspects and its financial operations using fundamental sector indicators and the movement of financial indicators over the last five years. The analysis of financial indicators shows that the private higher education sector is liquidity and financial stability. Our research demonstrates the need for Croatia to re-evaluate the incentives provided by its regulatory framework for the growth of private universities. A similar legislative framework would also align with higher education reform and the needs of the Bologna process. The global partnership of national and international educational institutions and the cooperation between the private and public higher education sectors are underdeveloped. A national strategy for its support is necessary to guarantee the ongoing growth and development of the private higher education sector. Keywords: Challenges, Prospects, Growth, Private Higher Education, Croatia

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students Tory L. Brundage (bio), Gayle Christensen (bio), Anne K. Althauser (bio), and Sudha Sharma (bio) EXPANDING INTERNATIONAL EDUCATION Fueled by globalization, technological advances, and more accessible travel, the role of international education on college and university campuses has had a period of immense growth. According to the Institute of International Education's 2019 Open Doors report, just over 340,000 US students participated in a study abroad program for credit during the 2017–2018 academic year. The number of students choosing to study abroad has steadily increased over the past 25 years. Immediately prior to the COVID-19 global pandemic, 10.9% of all undergraduates in the US studied abroad at some point while pursuing their degree. This rapid expansion has largely been welcomed on college campuses due to globalization and the sense that such opportunities can be transformational for students. Consequently, there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. Though the COVID-19 global pandemic caused an unprecedented decrease in international education, the enduring forces of globalization will likely yield a strong return to study abroad programming when permitted and safe (Marginson, 2020). As such, it remains important to understand and assess outcomes related to study abroad participation at an institutional level. ASSESSING STUDY ABROAD The student success literature has evolved a substantial interest in understanding and implementing high-impact practices, aspects of the college student experience that positively influence college persistence and completion rates (Kuh, 2008). A promising supposition of Kuh's 2008 work was the notion that high-impact practices would not only increase student engagement and degree completion but that the effect would also be evident among historically underserved student populations. Additionally, the existing racial and ethnic disparities in higher education have led some to call for a more targeted focus on graduation rates across racial and ethnic student populations to identify the most impactful practices (Johnson & Stage, 2018; Stohs & Schutte, 2019). While multiple studies have examined the effect of studying abroad on graduation rates (Haupt et al. 2018), few have explored [End Page 239] how that effect may vary across student populations (Bell et al. 2021). Given that students of color have been consistently underrepresented in study abroad programs (International Institute of Education, 2019), there is a gap in the literature assessing study abroad for students of color as a high-impact practice. This inquiry aimed to (a) advance a common research model proposed in the literature for assessing study abroad and (b) use this model specifically to measure the impact of studying abroad on graduation rates for historically underserved student populations. METHODS This analysis used the Leveraging Education Abroad Participation for Graduation (GRAD LEAP) model (Haupt et al., 2018), which calls for a common approach to data analysis when exploring questions about the impact of education abroad on college student graduation rates. Study Setting and Participants This was a retrospective analysis of deidentified data accessed through an internal student database at a large, public research institution on the West Coast of the US. The campus has a formal Office of Study Abroad that supports students with selecting and participating in a wide range of international education programs offered by the institution. Additionally, the office has an adviser focused on equity and access, as well as a needs-based scholarship program for studying abroad. Furthermore, and relevant to this study, there are TRIO programs and Educational Opportunity Program offices that support students of color through a wide range of efforts, as well as race-conscious pipeline programs available in many academic pathways. The program offerings are similar to those offered at many large public institutions in the US. The study included enrollment and student academic records from first-time, first-year, and fully matriculated undergraduate enrollees during the 2012, 2013, and 2014 academic years. International students, defined as those studying on an F1 student visa, as well as students admitted through the transfer or post-baccalaureate application processes, were excluded. Using these criteria, a total of 15,620 unique records were included in the analysis. Within this overall population, 2...

Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences

BackgroundToday’s complexities and diversity in the clinical setting have revealed the need to pay attention to strengthening critical thinking (CT) skills. The present study aimed to evaluate and compare CT skills in the residents of the Tehran University of Medical Sciences.MethodsThis is a cross-sectional study. The study's statistical population included 284 residents in orthopedic, internal medicine, and surgery groups studying in the PGY1 to PGY4 years of residency. The data collection tool was the California Critical Thinking Skills Test (CCTST) form B. The collected data were entered into SPSS-16 software and analyzed using descriptive (mean and standard deviation) and inferential (one-way ANOVA) statistics. The significant level in all tests was considered at P < 0.05.Results189 out of 284 residents completed and returned the questionnaire, and the response rate was 66%. The mean CT skill score of residents (M = 13.81, SD = 3.52) was lower than the optimal level (M = 17.1 SD = 5.0). Comparing the mean CT skill scores of the residents separately for the residency year revealed a significant decrease in CT scores in the 4 years. A significant difference was found between the CT skill scores in the three groups (internal medicine, general surgery, and orthopedic surgery).ConclusionThe CT skills of the residents of Tehran University of Medical Sciences were generally below the optimal level. The CT score of the residents show an increase in PGY2, but a decrease in PGY3 and PGY4. Due to the emphasis of accreditation institutions, the World Federation for Medical Education, and other international educational institutions on the importance of critical thinking, it is recommended to pay more attention to the factors related to the promotion and development of CT skills in residency programs.

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.

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.

Individual and Social Challenges of Chinese International Students in the United States

The problems of the new cultural and educational environment are being faced by a rising number of Chinese overseas students attending American universities.Through analyzing the existing literature, this paper reviews and compares the challenges posed by individual and social factors to Chinese international students' American college life. Firstly, in order to study the various components of individual and social issues that contribute to difficulties for Chinese international students integrating into the American campus, this paper first explores six perspectives. Secondly, by comparing the different aspects, the article emphasizes that social challenges should be considered by international education institutions as a more general aspect of challenges. By understanding the impact of different types of challenges on Chinese international students, international education institutions, including U.S. universities and Chinese international schools, can act more directly and accurately which can assist this student population to better integrate into campus life.

Transforming Educational Development Centres into Quality Education Centres

Educational Development (ED) also known as Academic Development (AD), Faculty Professional Development (FPD) and Faculty Development (FD)originated out of various context-based needs (student support, academic training, teaching, and learning success) in the different regions of the world. Educational Development (ED) remained outside the mainstream academic life of higher education institutions (HEI) for decades as appendages to learning and teaching transformation agendas. Four decades later, international higher education institutions require radical transformation of the former ED, AD, FPD and FD centres and initiatives to meet the needs of a new era, the ‘age of quality education’ in pursuit of research driven, discipline-integrated quality education approaches at Faculty, School, and College level. The paper presents a critical reflective review of educational development centres /models and highlights the shifting glocal (local and global) needs in HEIs for a comprehensive and integrated learning, teaching, and research approach to quality education. The author proposes that HEIs consider transforming existing centralized hybrid models of ED into discipline-integrated Quality Education Centres (QECs). The hybrid models may include several innovative approaches to institutional quality assurance processes drawn from the Australian Peer Review Portal initiative, the World Bank self-assurance training and development process in Bangladesh higher education, and the “subjects at risk” identification and review process at an Australian -Malaysian transnational university which implemented the PASS program to enhance student success. Discussion concludes with recommendations to establish discipline integrated QECs within institutions that embrace a sustainable, equitable, diverse, and inclusive quality education paradigm.

Book Review: Engaging International Alumni as Strategic Partners.

About 1.1 million international students were enrolled in U.S. institutions in the 2019–2020 academic year (Institute of International Education, 2021). Given limited work visas and the ever-changing political climates that impact migration, most international students will return to their home countries and will be unable to remain connected with alumni activities in their former host countries. A few institutions have attempted to maintain relationships with these former international students through their alumni relations office. The book &lt;em&gt;Engaging International Alumni as Strategic Partner&lt;/em&gt;s offers innovative ideas and approaches on how institutions can effectively develop, grow, and sustain such programs of engagement and why institutions should be strategic in their engagement with international alumni.

Factors Affecting Parents' Intention of Sending Children to Study Abroad: A Study From Vietnam

&lt;p style="text-align: justify;"&gt;In recent years, there is a growing number of Vietnamese students applying to study abroad at a younger age. Instead of waiting until adulthood, many Vietnamese parents decide to send their offspring to study abroad early from high school. This study was conducted to analyze the factors affecting the intention of Vietnamese parents to send their children to study abroad. The dataset includes 350 responses, in which parents of middle and high school students having the intention and willingness to send their children to study abroad are respondents. The research results show that perceived value, perceived risk, and three variables of the theory of planned behavior (TPB) model affect the intention to send their children to study abroad with the ability of explanation 53.4%. In detail, Attitude (influenced by Success, Modern self, and Traditional self) has the most significant influence (30.9%) on the dependent variable. On that basis, some suggestions are proposed for international educational organizations and study-abroad counseling centers to help them give the right orientation to Vietnamese parents about studying-abroad. Besides, proposing some recommendations for domestic educational institutions, international educational institutions, and educational management agencies in Vietnam, in order to improve the quality of education and training, creating an ideal learning environment that meets international standards for students, and simultaneously attracting international students to Vietnam.&lt;/p&gt;

Coping with cultural dissonance in study abroad: affective reactions and intercultural development

This paper investigates feelings and emotions in intercultural development through an analysis of students’ journals. It looks into the affective reactions to life in Spain and how these relate to the intercultural development of a cohort of 26 American students participating in a calendar year study abroad programme (SAP) in a Spanish university, a pertinent study given that Spain, which hosts 9,5% of total American students abroad, has become the third preferred destination of American university students (Institute of International Education, 2019). Although the literature on cultural dissonance highlights the prevalence of feelings of distress when sojourners are removed from their social support systems, findings divulge a myriad of feelings classified into 9 areas that show a balance between uncertainty and stress of study abroad (SA), and excitement and feelings of well-being. Departing from affective reactions, analysis has likewise been conducted on how students come to terms with a different reality. Data evince that understanding new meanings and symbols is done through a comparative/contrastive problematising orientation through which SA is presented as challenge rather than as threat. The paper concludes that SA and reflection upon it contribute to reassess and shift frames of reference, influencing intercultural development and personal growth.

How Satisfactory is Distance Education for Pre-Service English Language Teachers?

Several national and international higher education institutions had already started offering distance education to their students; however, the global outbreak of the Covid-19 pandemic in the first quarter of 2020 accelerated this process and educational institutions at all levels had to switch to distance education in line with the precautions taken by the governments. It can be argued that neither the educational institutions nor the teachers/instructors and students were well-prepared for such a swift shift. Therefore, the aim of this study is to identify distance education satisfaction levels of pre-service English language teachers by shedding light on the variables that may have an influence on their perceptions. A mixed methods research design, involving 122 pre-service English language teachers studying at a state university in Turkey, was employed within the study and both qualitative and quantitative data were collected and analyzed. For the analysis of the quantitative data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Mann-Whitney U test were utilized. Likewise, qualitative data was analyzed via content analysis. The results of the analyses indicate that the implementation of distance education is regarded as satisfactory in some respects and unsatisfactory in some other respects. It can be hypothesized that the specification of these aspects will possibly help both educational institutions and teachers/instructors design and implement their distance education operations more effectively since the opinions and perceptions of the students as to the implementation of distance education are revealed within the study.

China’s conservatories are the highest national level piano education: historiography of the issue

Background. The spread of piano music in China at the beginning of the century, the formation of the foundations of piano teaching methods, the creative international exchange of experience with representatives of performing schools of different countries – these are the stages at which Chinese pianism was formed. The article examines the process of formation of Chinese professional piano pedagogy on the example of the activities of the most significant higher educational institutions and the network of music schools in China. The performing, pedagogical, methodical and organizational activities of representatives of the Chinese piano school are analyzed. The peculiarities of various piano schools in the personalities of leading Chinese pianists are specified in terms of their education, concert-tour activities and participation in international competitions, performance manner and repertoire selection, pedagogical activities, and their contribution to the modern world piano school is determined. Objectives. The purpose of the article is a scientific generalization of the historical experience of the formation and dynamics of the development of the highest degree of the Chinese piano school – conservatory, which led to an unprecedented rise of piano art in the country. Methods. The main methods used in the article were: analytical, theoretical, historical, historical-typological comparative analysis. Results. The historical dynamics of Chinese piano art is related to the professionalization of performance and composer creativity. This process is provided by the largest higher music educational institutions in China – Sichuan, Harbin, Shenyang, and Xinhai Conservatories. Many Chinese pianists, who returned to China after studying abroad and gained performance experience, joined the teaching staff of higher music educational institutions in China. Some of the musicians, returning from abroad, started new musical educational institutions. Such enthusiasts opened the Shanghai, Tianjin, and Beijing conservatories, as well as music departments at several universities. The most significant contribution to the development of piano art in China belongs to the Beijing Piano School, represented by the Beijing Central Conservatory of Music (CCMP). Many pianists, having left China, continued their activities on concert stages and in educational institutions of other countries – the USA, Canada, England, France, Italy. Each of them, with their concert performance and pedagogical successes, confirmed the high professionalism and high-quality level of musical education obtained in international educational institutions, the talent, experience and pedagogical talent of their mentors. Conclusions. Thus, the rapid rate of growth of the level of piano performance in China was ensured by activities aimed at the country’s exit from a thousandyear isolation, and a strict consistent orientation towards the achievement of world piano culture. A decisive factor in the achievements of Chinese piano performance in the 21st century is the focus on high results in mastering mastery.

Quality of Distance Learning After One and a Half Year From Its Integration Due to the COVID-19 Pandemic: A Cross-Sectional Study at the University of Jordan.

Background The coronavirus disease 2019 (COVID-19) pandemic mandated the change from face-to-face learning to distance learning. As a result, the quality of distance learning worldwide is questionable. Objectives and aims The aim of this study is to investigate the quality of distance learning among university students at the University of Jordan, as well as its determinants and obstacles. Methods A questionnaire-based cross-sectional study was conducted among undergraduate students at the University of Jordan from May 29 to July 11, 2021. Using a quantitative approach, students' attitudes toward and perceptions of online and distance education were analyzed. The Distance Education Learning Environments Survey (DELES) tool was used to evaluate the quality of distance learning during COVID-19 pandemic. IBM SPSS Version 25 was used for data analysis. Results The total number of participants was 486, and the mean total DELES score was 61.6 ± 24.6. The lowest mean of DELES score components was for the active learning component (6.9 ± 2.9). Moreover, 65.9% of the students were very dissatisfied or dissatisfied with the quality of distance learning. The quality of distance learning derived by the total DELES score was determined by several general demographics, and students' perceptions and attitudes. Conclusions The present study showed a low quality of distance learning and high levels of dissatisfaction among students at the University of Jordan. Thus, improvement of distance learning quality by filling its infrastructural defects and the implementation of its adjunct tools are required. In addition, we recommend collaboration with regional and international educational institutions to improve the quality of distance learning.

AUTONOMOUS LEARNING ABILITY OF CHINESE LANGUAGE LEARNERS IN CAMEROON

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.