Implementation Of Integrated Learning Research Articles

Pembelajaran Development of Integrated Learning Systems through BPPT Corporate University Design approach

The development of integrated learning is mainstreaming various integrated educational and training performance programs so that it boosts organizational performance to be part of the optimal corporate university design approach. The development of learning from education and training and the construction of functional positions of engineering and power has been carried out but the approach that refers to the strategic model of the corporate university system so that the interrelationship of all work units gets the overall corporation. Several stages of identification up to the stage of strengthening the participation of work units related to the development of institutional human resources in the unity of performance are strongly related to various inputs that support the evaluation and control system to be more concentrated and integrated to encourage organizational performance to be stronger and prosperous. Improvements in the working order and strengthening of the internal system of integrated learning implementation provide a commitment to the need for strength that can provide institutional human resource strengthening spurring the improvement of effective and efficient organizational performance towards the professionalism of the relevant institutions in it.

A Review of European Research on Content and Language Integrated Learning

Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.

IMPLEMENTATION OF INTEGRATED LEARNING IN PRIMARY EDUCATION: FOREIGN EXPERIENCE

The article presents the peculiarities of students' integrated learning implementation in foreign educational establishments. Forms, methods of its realization and interaction of all subjects of pedagogical process have been defined. The peculiarities of integration in the context of primary education development in the countries of the European Union have been revealed. It has been found out that an important aspect of the development of standards of elementary education content in EU countries is the transition from structuring the content of curricula around subjects to the integration of disciplines into modules, integrated blocks, and educational sectors. Orientation to the development of students' thinking and cognitive abilities during the curricula, programs and textbooks modernization has been identified as one of the main components of primary education content. Almost all of the topics that children encounter during their studies are additionally implemented in the after-school activities. Educational institutions in the United States have analysed the experience of applying and implementing integrated learning: Integrated Learning Strategies, Radnor Township School District. It is proven that these research-based programs offer a holistic approach to the overall success of the student's educational, emotional, and social well-being. Integrated learning programs operate on the premise that, in the real world, adults are required to perform tasks and demonstrate skills that are not defined in a single academic discipline. Teachers of the integrated programs create lessons and activities that engage students in lessons, projects, and other learning tasks that focus on the connections between the skills and content taught in the regular curriculum. The regulatory documents governing the features of integrated learning in European educational establishments define the standards for the classification of education, in particular, the International Standard Classification of Education, which provides a comprehensive framework for the organization of educational programs and qualifications by applying uniform and internationally agreed definitions to facilitate the comparison of systems education in different countries.

THE ROLE OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT UKRAINIAN AND POLISH EDUCATIONAL SYSTEMS: CHALLENGES AND IMPLICATION

At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers’ roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students’ learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.