International Education Programs Research Articles

Connecting collaborative practicums to beliefs: The development of nonnative student teachers’ self-efficacy in native-nonnative trainee collaboration

This qualitative study aimed to fill a research gap by examining the development of self-efficacy beliefs among nonnative-speaking student teachers (NNSTs) in teaching languages other than English. Situated in an international teacher education program for Chinese as a second/foreign language, this study explored the impacts of collaborative practicums on the self-efficacy beliefs of 17 NNSTs while they worked with 28 native-speaking student teachers (NSTs). The collaborative tasks included peer discussions, microteaching, peer observations, and peer feedback. The NNSTs' reflective essays were collected as primary data, supplemented by peer discussion and microteaching videos and peer feedback questionnaires. Using a qualitative methodology that integrated emotion coding and thematic analysis, the study revealed that all four tasks positively influenced NNSTs' self-efficacy beliefs by satisfying their professional engagement intentions. However, tasks involving verbal interactions between NNSTs and NSTs had adverse effects on NNSTs' self-efficacy beliefs, attributed to the limited academic language proficiency of NNSTs and the unsympathetic reactions and linguistic superiority displayed by NSTs. Finally, a three-phase collaborative practicum framework was proposed for language teacher education programs involving mixed native and nonnative trainee groups. This framework highlights the importance of developing inclusive interventions to foster the mutual recognition of nonnative-speaking teachers' values.

Globalization and Education: Exploring the Exchange of Ideas, Values, and Traditions in Promoting Cultural Understanding and Global Citizenship

In today’s interconnected world, globalization has significantly impacted various aspects of society, including education. This research aims to investigate the influence of globalization on the education system and the exchange of ideas, values, and traditions in schools and universities. The study explores the role of international education programs, cross-cultural exchanges, and multicultural curricula in promoting cultural understanding and global citizenship. To begin, the research examines how globalization has transformed the education system. With the advent of technology and the ease of travel, students have greater access to educational opportunities worldwide. International education programs, such as student exchange programs and study abroad initiatives, have become increasingly popular, enabling students to experience different cultures firsthand. These programs foster the exchange of ideas, values, and traditions by immersing students in diverse environments, allowing them to gain a deeper understanding of different cultures and perspectives. Furthermore, cross-cultural exchanges play a vital role in promoting cultural understanding within the education system. Through collaborations between schools and universities from different countries, students and educators have the opportunity to engage in dialogue, share experiences, and learn from one another. These exchanges facilitate the exchange of ideas, values, and traditions, promoting a more inclusive and globally aware educational environment. Multicultural curricula also contribute to the exchange of ideas, values, and traditions in education. As societies become increasingly diverse, it is crucial for educational institutions to incorporate multicultural perspectives into their curricula. By teaching students about different cultures, histories, and belief systems, multicultural education promotes empathy, respect, and appreciation for cultural diversity. It encourages students to critically analyze their own cultural biases and develop a global perspective. Moreover, the research explores how the exchange of ideas, values, and traditions in education contributes to the development of global citizenship. Global citizenship refers to the recognition of our interconnectedness and responsibility towards addressing global challenges. Through exposure to diverse cultures and perspectives, students develop a sense of global identity and a commitment to social justice and sustainability. They become equipped with the knowledge and skills necessary to engage in cross-cultural dialogue, collaborate with individuals from different backgrounds, and contribute to the betterment of society on a global scale. However, the research also acknowledges the challenges and limitations of globalization in education. While international education programs and cross-cultural exchanges offer valuable opportunities for cultural exchange, they can also perpetuate power imbalances and reinforce cultural stereotypes. It is crucial for educational institutions to approach these initiatives with sensitivity and ensure that they promote equitable and inclusive practices. In conclusion, globalization has had a profound impact on the education system, facilitating the exchange of ideas, values, and traditions. International education programs, cross-cultural exchanges, and multicultural curricula play a crucial role in promoting cultural understanding and global citizenship. By embracing these opportunities, educational institutions can prepare students to navigate an increasingly interconnected world, fostering empathy, respect, and appreciation for diverse cultures and perspectives. However, it is essential to approach globalization in education with caution, ensuring that it promotes inclusivity, equity, and cultural sensitivity. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

REGARDING THE DEFINITION OF SOFT SKILLS AS A CONDITION FOR ENSURING THE QUALITY OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN GRAPHIC DESIGN

The article addresses the pressing issue of developing “soft skills” in graphic design students, considering the growing demand for creative and communicatively adept professionals in this field. It emphasizes that cultivating such skills is a necessary component of their professional training. Drawing from the Icograda Design Education Manifesto, where design is characterized as an activity encompassing intellectual, creative, strategic, managerial, and technical aspects, the article underscores the importance of shaping personal skills. It delves into researchers’ perspectives on material and immaterial, cognitive and non-cognitive, as well as “hard skills” and “soft skills” in the context of graphic design. The article notes the absence of a unified approach to defining the personal qualities necessary for a graphic design professional. It provides an analysis of industry standards, manifestos, educational standards, and national and international educational programs in China and the United Kingdom for training graphic design professionals regarding the specified skill requirements outlined in these documents. The results show that the skill requirements and personality traits of professionals are outlined in education standards and training programs. The article identifies specific “soft skills,” such as communicativeness, creativity, problem-solving, critical thinking, and time management, which contribute to successful work in the field of graphic design. It underscores the importance of cultivating these skills in the educational process. The specificity of the identified “soft skills” concerning graphic design is also examined. The article’s conclusion emphasizes the importance of “soft skills” in the professional training of future graphic designers and the need for further developments in this direction.

Lines of Exchange: Australian and New Zealand Women on Carnegie and Fulbright Programme Awards c. 1930s–1980s

ABSTRACT Narratives of international educational exchange programmes such as the US–sponsored Fulbright and the Commonwealth–centred Carnegie grants reveal the formative role these exchanges played in extending the geographical, scholarly, and professional boundaries of women’s worlds. Notably, these award schemes influenced, shaped and expanded the career aspirations and professional experiences of a group of women from Australia and New Zealand. In this article, we take up the question of the distinctive opportunities each programme presented for women awardees and consider their differing experiences primarily due to the specific programme on which they embarked. We argue that the extent to which participation in an exchange programme might have provided benefits to individual Australian and New Zealand women could also become the spur for awardees to advocate for an expansion of opportunities for other women. Furthermore, we consider whether hidden obstacles existed that hindered women’s career pathways and successes.

Developing as a person: How international educational programs transform nurses and midwives.

Developing as a person: How international educational programs transform nurses and midwives.

PREVALENCE OF METABOLIC SYNDROME AMONG PATIENTS WITH SCHIZOPHRENIA FROM LONG CARE UNIT IN FORENSIC PSYCHIATRY PROGRAM: AN OBSERVATIONAL STUDY

Introduction – Metabolic syndrome is a leading health concern among schizophrenia patients treated with antipsychotics. The morbidity and mortality rates of these patients can increase when they already have cardiovascular disease and other risk factors. This study aimed to examine the prevalence of metabolic syndrome and its relationship to various clinical parameters such as blood pressure, fasting blood glucose, triglycerides, high-density lipoprotein, and waist circumference. Methods – This disease-oriented observational study was carried out in the forensic psychiatric rehabilitation ward at the Erada & Mental Health Complex - Taif, Saudi Arabia. Patients admitted to the inpatient ward between 2018 and 2023 participated in the study (N = 71). The relationship between metabolic syndrome and psychotropic medications was also examined. Schizophrenia was defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) criteria. Metabolic syndrome was assessed based on the international criteria National Cholesterol Education Program’s Adult Treatment Panel III report (ATPIII) criteria and AHA/NHLB. Results – In this study, 71 volunteer schizophrenic patients were included, and an observational study over five years was conducted. We found the total number of metabolic syndrome patients was 40 (56.34%) compared with 31 (43.66%) patients without metabolic syndrome. The majority of metabolic syndrome patients (57.50%) were aged 41 to 50. The highest number of patients suffering from metabolic syndrome are those taking atypical antipsychotic medications. Among antipsychotic medications, aripiprazole was found the maximum number of 10 (25%) followed by olanzapine 7 (17.5%). Maximum number of metabolic syndrome parameters increased fasting blood sugar 26 (65%) followed by increased body mass index 21 (52.5%). Discuss – This research can contribute to the study of the prevalence of metabolic syndrome among patients with schizophrenia. In the present study, the prevalence of metabolic syndrome was 56.34 percent in schizophrenia. There are several metabolic side effects associated with second-generation antipsychotics and if these aren't treated properly, they can lead to serious health complications, such as diabetes, dyslipidemia, and fatal heart disease. Conclusion - In our study, metabolic syndrome was most prevalent among patients between 41 - 50 years of age. Therefore, clinicians are encouraged to screen and monitor metabolic syndrome and treat cardio-metabolic risk factors for optimum long-term management. Keywords: schizophrenia, metabolic syndrome, antipsychotics.

Inclusive Digital Education on Open Platforms: A Case Study of the Complexity of the Future of Education

Open education platforms can be a valuable bridge supporting inclusive education. This article reports an international open education program conducted within the context of COVID-19. The guiding question was: What challenges lie ahead in the future of education, allowing open platforms to facilitate an inclusive digital education that considers special educational, contextual, and diverse learning needs? A case study involved 959 participants in five webinars. The results reported: (a) challenges facing open platforms for inclusive education, (b) current open practices for inclusion, (c) production of open educational resources for inclusion, (d) processes necessary for the production of open platforms, and (e) institutional requirements for inclusive digital education. The study is interest to academic, scientific, governmental, and societal communities and designers, computer developers, and decision-makers interested in educational practices promoting digital equity and inclusive education.

UNOFFICIAL CULTURAL AMBASSADORS: EXPLORING THE EXPERIENCES AND PERCEPTIONS OF MALAYSIAN STUDENT SCHOLARS IN AMERICA

International educational exchange programmes promote a person’s intellectual development and cultural understanding, which could also foster mutual cooperation and stronger diplomatic ties between countries. Through these programmes, students can socially interact and learn about others from diverse backgrounds. However, the rise of Islamophobia after the September 11 attacks has inculcated the fear of “the Other” and limited the number of Muslim students allowed to study in America, as Muslim culture and religious values are popularly perceived as incompatible with American values and thus viewed as a threat. This study contributes to the literature of diplomacy by highlighting the experiences of sixteen Malaysian scholars sponsored by the Malaysian government and the challenges they experienced during their educational exchange in America. The aim of this qualitative study is to understand the experiences of Malaysian student scholars by identifying: (1) how they initially perceived America; (2) their motivations for wanting to study in America; (3) the challenges they faced; and (4) how their experiences transformed them. The study found that many students faced initial struggles with racism, cultural challenges, and difficulty in achieving cultural assimilation. However, they were able to overcome misperceptions and negative stereotypes. The findings highlight the positive impact of their academic and cultural exchange, its success in reducing divisiveness, and the influence of soft power in strengthening relations between America and Malaysia.

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

AbstractThis article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist‐teacher, artist teacher, artist‐educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as both artists and educators/teachers within international and New Zealand's educational programmes. This phase advocated for artists to embrace their original role as artists without the additional burdens of other roles. Moving to phase two, this research employed the method of document analysis to investigate the historical and current engagement of artists in students' museum education within the context of New Zealand. Historically, artists were considered as art technicians with no direct involvement in art teaching or creation. Although the current LEOTC and ELC programmes in New Zealand value artists' contributions to art education, they do not indicate artists' involvement in these two programmes. Drawing from the findings of phase one and two, the study proposed a novel model that emphasises the integration of three elements: learning environment (art museum), people (artists), and objects (artworks). This model suggested that the combined action of these three elements could lead to a transformation from teacher‐led teaching to student‐centred learning in art education. Such a transition held the potential to enrich students' educational experience through collaborative efforts between artists, museum educators, and schoolteachers, and also enhance students' interdisciplinary learning experiences.

The role of international education on public diplomacy: the case of Kosovo International Summer Academy

Through international education programs such as the Kosovo International Summer Academy (KSA), countries aim to change their image, influence, and shift the perception and attitudes of international students towards the host country. In this article, we analyze the role of KSA in bringing international students to Kosovo and the changes in KSA students’ perceptions, beliefs, and evaluations of Kosovo after visiting the country. We analyze the results based on how often KSA students have been to Kosovo, their most significant impressions, their attitude before and after visiting the country, and whether they would return to Kosovo after exposure to the information in KSA. Our findings suggest that after coming to Kosovo, KSA students evaluate Kosovo more positively compared to their opinion before participating in KSA. In turn, this suggests that international education programs may be a viable strategy for improving the image and public perceptions of small states facing similar state-building and diplomatic challenges as Kosovo.

The Impact of English Language Development on Internationalization of Education

In the era of globalization, the development of the English language plays a pivotal role in international education. This paper explores the profound impact of English language development on international education, with a particular emphasis on its roles in culture, talent development, cross-cultural exchange, and collaborative initiatives. Firstly, English not only serves as a universal means of communication but also enhances the cross-cultural understanding, fostering global cultural exchange. Secondly, as an international lingua franca, English contributes to the cultivation of talents required in the globalized workforce, enabling individuals to excel in transnational work environments. Additionally, English plays a critical role in cross-cultural communication and cooperation, facilitating effective collaboration among individuals from diverse linguistic backgrounds, and driving the implementation of international educational programs. Lastly, English serves not just as a tool but also as a gateway to international resources, including academic materials, job opportunities, and cultural experiences, profoundly influencing academic and career development.

Influence of school garden learning approach on academic development of global service-learners

Students need to develop cross-cultural awareness and understanding, which has led educational institutions to create high-impact global programs to enhance their academic learning. Global service-learning, a U.S.-based pedagogy, interconnects service-learning, study abroad, and international education programs. A service-learning program in [Country] was founded on the school garden approach which was conceptualized based on the emphasis by the Food and Agricultural Organization in 2004. NGO1, [State University], and [Country University] adopted school gardens as a feasible approach to fulfill the service-learning curricular objectives and meet NGO1’s goal of solving undernutrition in schools using garden products in school lunches. This study sought to determine the influence of service-learning program activities on alumni’s academic development. Alumni (n = 274) from 2006-2019 completed a self-administered questionnaire through Qualtrics where 94.2% responded. A principal components analysis (PCA) was employed, aligning activities into three components. The first component loaded school gardening, bi-national team projects, arrival orientations, farmer field visits, and school teaching assistance, depicting alumni’s community engagement in reciprocal learning. Component two loaded journaling/logbooks, critical reflections, and presentations, depicting alumni’s reflexive actions resulting in cognitive development through documenting and confronting their assumptions about their service-learning activities. Component three loaded co-curricular, tours and travels, and social parties, portraying alumni’s social life that provided opportunities to learn about distinct cultures. Pre-departure orientations loaded well on [State University] alumni’s PCA which mitigated culture shocks while in [Country]. Alumni could benefit overall from more instructor-led cognitive development activities whereby they could both learn from and question their activities.

“I’ll take it with me all my life”

Substantial evidence has proved that teacher identity significantly influences teachers’ beliefs and choice of actions in their work, and teacher education contributes to the formation and development process. Based on the findings from analysing student teachers’ pedagogical creeds, this article explores the professional identity development of student teachers who have taken an international course at a Norwegian university. The major data sources are the participants’ pedagogic creeds, supplemented by focus-group interviews with one cohort of students. Findings indicate that identity development is an ongoing process, which can be influenced by different factors. Findings also show that the international course has a positive impact on student teachers’ identity development while writing a pedagogic creed can serve as a dialogical tool for their identity development. This case study provides implications for both international and local teacher education programs in Norway and beyond.

Dış Politikanın Uluslararası Öğrenci Hareketliliğindeki Rolü: Türkiye’nin Afrika Açılımı Örneği

This article examines the impact of foreign policy decisions, specifically the Africa Opening Policies, on international scholarship programs and student mobility from Africa to Türkiye. The background of Türkiye’s African policy is discussed, along with policies made by different governments. The article evaluates student exchanges and scholarships in bilateral agreements and regional cooperation between Türkiye and African countries. The central question is whether the openings in Turkey's African policy have had any effect on student mobility from Africa. To answer this question, the article uses international scholarship programs as an instrument in Turkish foreign policy in the context of the Africa Opening Policies as a single case study, which is designed to provide an in-depth understanding and contextualization of scholarship programs within foreign policymaking. Analyzing the policy documents from relevant institutions such as the Council of Higher Education, the Ministry of National Education, and the Presidency of Turks Abroad and Related Communities, the study uses process tracing methodology to show that foreign policy openings and desired relations with a particular country or region affect the design and priorities of international higher education programs. Thus, the article explores foreign policymaking as a driving factor in developing international student mobility in Türkiye.

Helicopter mobility: Changing habitus without challenging structural inequalities, experiences of an international elite education programme

AbstractThis original study followed up ten beneficiaries of a UK charity‐led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow‐up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre‐university community. They reported benefitting immensely from their international opportunities and were nearly all in high‐paying graduate jobs or high‐profile graduate programmes. Drawing on Bourdieu's concept of the ‘cleft habitus’, which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a ‘wholesale escape’, replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of ‘helicopter mobility’ to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.

The Formation and Development of Transactional Analysis in Russia in the 1990s and 2000s

This article describes the development of Transactional Analysis in Russia in the 1990s, when Tom Frazier brought the book “Transactional Analysis Today” by Ian Stewart and Vann Joins and asked Dmitry Kasyanov to translate it into Russian. The authors of the article talk about the first trainers and the first educational events on Transactional Analysis in Russia, in which many world-famous transactional analysts took part: in the 1990s, Claude Steiner, Stephen Karpman, Marilyn Zalcman, Petrushka Clarkson, John Clark, John Parr and others came to Russia. The article also talks about the first international educational programs of Transactional Analysis in Russia (“Transactional Analysis in the Clinical Field” and “Transactional Analysis in Education”), about the creation of national associations of Transactional Analysis — Saint-Petersburg Association of TA (SOTA) and Ryazan Association of TA (RATA). The authors describe the history of TA in Russia until 2015, when, with the support of EATA, for the first time in Russia and in Eastern Europe, the first International exam for obtaining the CTA status was held on the initiative of Elena Soboleva, the delegate from Russia to the EATA Council.

Great Hospitals of Central Asia: The Kazakhstan National Centre for Neurosurgery

This paper aimed to describe the National Centre for Neurosurgery, the only specialized hospital in the treatment of neurological diseases in Kazakhstan and the leading neurosurgical hospital in Central Asia. Historical data were collected from the archive materials of the National Centre for Neurosurgery. The paper outlines the achievements of the Centre in providing neurosurgical care to the population over the past 15years, commencing with its establishment in 2008. During this period, there has been a 2.3-fold increase in the number of neurosurgeons at the Centre, accompanied by a significant seven-fold rise in the number of surgeries conducted. Additionally, the Centre has hosted international conferences and educational programs in collaboration with the Asian Congress of Neurological Surgeons and the European Association of Neurosurgical Societies. Throughout the last 15years, more than 70 treatment techniques were introduced, and subsequent technology transfer initiatives extended these methods to regions within the country. The National Centre for Neurosurgery has achieved remarkable progress in delivering patient-centered neurosurgical care, rehabilitation programs, and innovative treatments, supported by state funding, benefitting patients across Central Asia.

The development and evaluation of a short-term international student research and educational program

ObjectivesThis study aimed to describe the “how-to” details and processes for developing and evaluating a short-term international student research and education program. MethodsThis study included two parts: development and implementation, and evaluation of the program. A foreign doctoral nursing student requested to visit the West Virginia University School of Nursing for research training and academic teaching experience. The global nursing program coordinator and the lead mentor met and identified the program basis and team participants. Learning activities were related to this student’s interest in older adults and in-home end-of-life care, included four contents: research; educational engagement; practice/clinical engagement; special activities & professional development training and courses. The program evaluation was conducted at the end of the six-month visit using a focus group and an anonymous short survey. Participants (n = 10) included the host university’s faculty, graduate students, and one short-term international student. ResultsContent analysis of the participant’s short survey answers and the focus group discussion resulted in three themes: 1) lessons learned from participating in the program (enhanced diversity in education and research, gaining new global healthcare knowledge, and self-reflection on and promoting cultural awareness); 2) program barriers and challenges (the visa application process, the English language barrier, the lack of public transportation in the town, and scheduling conflicts); and 3) strategies to overcome these barriers and challenges (adding cultural diversity information into curriculum; attending English proficiency with others in the class; using different communication techniques; continuous collaboration with the University’s Office of Global Affairs for the Visa application process; providing interactive experiences). All participants rated their engagement in the program as very satisfactory (Mean = 4.67, SD = 0.50), and highly impacted their nursing skills in research, teaching, and clinical practice (Mean = 4.67, SD = 0.50). ConclusionsAll the participants have gained some experience in this program, which can be used for future teaching guidance. Further, international nursing students need assistance to adjust and thrive in the host university learning community. Faculty must be culturally sensitive, understand the visiting foreign nursing student’ learning needs, and advocate for an environment suitable for enhancing the students’ learning.

Problems of Mastering Foreign Educational Programs That Shape Civil Education in The Educational System

The purpose of this study is to study the factors of competitiveness in the formation of an educational hub, to identify priority measures to stimulate the integration of international educational programs and expand the international activities of universities in Uzbekistan. As an empirical base, we used the results of studies of foreign countries that have successfully achieved their goals for the formation of a regional educational hub, as well as open data on leading universities in Central Asia and Uzbekistan's positions in international rankings on certain factors of attractiveness for foreign students

FACTORS AFFECTING THE ACQUISITION OF TRAINING KNOWLEDGE BY VIETNAMESE UNIVERSITY LECTURERS THROUGH INTERNATIONAL JOINT TRAINING PROGRAMS AT THE UNIVERSITY LEVEL

Exploring the factors affecting the acceptance of training knowledge by lecturers through international training programs will shed light on how teachers can receive the most knowledge. Knowledge acquisition will be most effective when the stakeholders increase the factors that have a positive impact and minimize the factors that have a negative effect on lecturers’ knowledge acquisition. When the majority of faculty in the international cooperative education program receive effective international training, knowledge and learning will spread throughout the university, moving toward increasing the overall level of teaching capacity of the teaching school. Since then, the quality of education at the school has improved, which meets both the desire for innovation in society's education and the needs of international integration of Vietnam's higher education. Theoretically, research on knowledge acquired through international collaboration in Vietnam and around the world focuses on organizational-level acquisition rather than individual learning. Some test results on the influence of individual factors on knowledge acquisition are inconsistent, suggesting the possibility of a moderating variable for this effect. In addition, previous studies have examined the influence of two groups of individual and social factors on knowledge acquisition separately, without taking into account the regulatory relationship between these two groups of factors. Research fills this theoretical gap.