Lifelong Learning Skills Research Articles

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Dear Readers,It is the great honor for us to publish 7th Volume, 4th Issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal (CERJ) welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles. For example, Azis Pollozhani and Mentor Hamiti presented a case study of Macedonia and discussed social learning as a Europeanisation tool. In another study, Brikena Xhaferi examined the impact of quality teaching on student achievement. In addition, Emine Zendelli mentioned about the right to education as a fundamental human right and tried to respond to questions on the observance of this right and whether it has been limited. Mohamad Behroozi carried out a study in order to evaluate the quality of professors’ teaching process based on students’ view and professors of Persian Gulf University. Finally, Anna Vintere discussed implementation of the education for sustainable development strategy in mathematics education through stakeholder cooperation.The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.I would like to present many thanks to all the contributors who helped to publish this issue.Best regards,Assoc. Prof. Dr. Deniz OzcanEditor – in Chief

Editor message


 Dear Readers, 
 It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. 
 A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 Best regards,
 Prof. Dr. Gulsun Atanur Baskan
 Editor – in Chief

Editor message

Dear Readers,
 
 It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.
 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.
 
 The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 
 A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 
 Best regards,
 
 Prof. Dr. Gulsun Atanur Baskan
 
 Editor – in Chief

Investigating digital skills among Russian higher education students

Learning in the digital age is a pervasive idea that encompasses all aspects of a person's life, including work and leisure. As a result of the development of new teaching and learning tools, an increasing number of students are acquiring knowledge on the Internet- connected to the Internet. Therefore, all citizens must develop digital literacy as a lifelong learning skill. Studies have been conducted on students' digital skills in higher education institutions. In this context, this study aimed to investigate the skills of college students. The participants were students from a university in the Kazan region of Russia who volunteered to participate. Three hundred and eighty students completed the questionnaire online. The scale consists of a total of 25 questions and six dimensions. Since our independent variables are binary values, we applied the Bayesian t-test. We obtained the values of the Bayes factor (BF10) for each dimension and the total scale. In general, students' digital skills are well-developed. However, it was found that creating and using digital information requires fewer skills than in other areas. The hypothesis that there is no difference based on student gender was supported to a higher degree but not to a very high degree. The hypothesis that there is no difference based on students' fields of study was supported to a greater extent, but only to a moderate extent.

Effectiveness of Jigsaw Strategy on Students Achievement in Engineering Education

Outcome-Based Education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). OBE is playing a great role in engineering education, the world over and in traditional educational settings as well as in continuing education. It is a student-centric teaching and learning process in which it deals with the planning, course delivery, and students’ assessment to achieve stated outcomes. A number of classroom assessment techniques (CAT) or active learning tools like think-pair-share, flipped classroom, problem based learning (PBL), and cooperative learning techniques such as jigsaw are used for achieving effective learning of the students. The jigsaw technique is one of the active learning techniques which has proved to be an effective method for classroom teaching and hence it is widely used for teaching engineering courses. The present paper focuses on the use of ‘jigsaw technique’ for teaching the course ‘Biology for Engineers’, a core course of B. Tech. program, to study students’ performance in the End Semester Examination. The course content is difficult to get understood by the engineering students. Therefore, some difficult concept from this course is taught by using jigsaw technique. The students were divided into 8 groups with 8 students in each group. All the groups were assigned a topic with eight different subtopics for study and the jigsaw technique was implemented. The results of study indicated that the use of jigsaw technique improves students’ performance by 15% and helps them in developing their lifelong learning skills. Keywords— Cooperative Learning; Experiential Learning; Graduate Attribute; Jigsaw; Outcome Base Education; Student Performance.

Enriching life-long learning Skills of Students by Poster Development and Presentation (PDP) Approach

In recent years’ students are very reluctant to read books for studying for any course. They are preferring only teachers’ notes or PowerPoint slides and mobile apps for exam study. Any type of information or study material is easily available on various networking sites. This can lead to poor interest and less engagement of students in the classroom teaching learning process. Also, in class activities are not fulfilling the expected level of learning of students, especially in the conceptual courses. So students need an activity based learning approach in the classroom. Nowadays most of the teachers in engineering institutions face these challenges. Hence, to utilize the capabilities of students, make them aware of course related books and achieve expected level of learning of students, a poster presentation module was implemented. In this practice paper, implementation of poster development and presentation (PDP) to improve learning of course fluid mechanics and machineries is detailed. This PDP approach empowers the student in life-long learning skills. Keywords— Poster development and presentation, assessment, book reading, life-long learning.

Perception of Professional Competence of Medical Doctors Trained Using Innovative and Traditional Learning Methods

Background; Innovative learning also known as Problem Based Learning (PBL) is student centered whereas Traditional teaching is tutor centered. PBL is a main method of acquiring and applying knowledge and thus develop life-long learning skills. Moi University school of Medicine uses PBL whereas University of Nairobi uses traditional learning methods. Objectives; To evaluate the perceptions of professional competence among medical doctors using innovative learning methods (PBL) as contrasted to traditional teaching methods in their medical education. Methods; This was a cross-sectional study carried out on the medical doctors from Moi University and University of Nairobi. Moi University uses problem-based learning whereas University of Nairobi uses traditional methods as a learning model. A total of 92 post internship medical doctors were recruited. After the obtaining an informed consent, data was collected from the sampled respondents. Data was analyzed using STATA version 10 to obtain descriptive variables. Results; From Moi University there were 37(40.2%) and from University of Nairobi were 55(59.8%). There were 38 females (41.3%) and 54 male (58.7%). Majority of the respondents (79.3%) were in the age range of 25-29years. A total of eight competencies were assessed. In all the eight assessed competencies, the P-value for variable rating in two competencies was less than 0.05. These were; Leadership skills and Planning, organization and working independently. Conclusion; PBL curricula graduates felt that they were better prepared in leadership skills as compared to counterparts who were trained using traditional teaching methods.

Obstacles in Implementing Active Learning: A Descriptive Cross-sectional Study from a Medical College in Central Nepal.

Introduction: Education is a dynamic process that needs periodic refining. The lack of innovative teaching techniques in academics makes medical education inadequate in making a significant stride toward the future. Didactic lectures (DL) have been the gold standard and the most common method of traditional teaching and learning practice. Active learning improves the knowledge-sharing process facilitates the development of analytical approaches to problem-solving and develops critical thinking. This study aims to evaluate the knowledge, obstacles, and options for implementing active learning among current teaching faculties of different affiliations. Methods: A descriptive, cross-sectional study was conducted on August 2022 among seventy-eight study participants. They were instructed to fill in the preformed proforma after obtaining written consent. Statistical analysis was done using SPSS. Results: Fifty-two (66.7 percent) of participants strongly favored that active learning imparts better content knowledge, with forty-six (59 percent) of participants strongly agreeing that lack of insufficient student-teacher interaction is an obstacle for active learning. Forty-four (56.4 percent) participants strongly agreed that group work facilitates active learning. Conclusion: Active learning methods can be implemented in the medical curriculum as medical educators are aware of the challenges and obstacles of this teaching-learning method. It can develop lifelong learning skills among students and teachers. Keywords: Active learning; Didactic learning; Medical education.

EUROPEAN TEACHING EXCELLENCE FOR STUDENTS' BETTER PERFORMANCE: WHAT IS TEACHERS’ FEEDBACK ON JEAN MONNET MODULE?

The article provides information about Jean Monnet Module ‘European Teaching Excellence for Students' Better Performance' (2020-2023) in terms of its contents, objectives, and outcomes. The Module addresses a better understanding of European policies and effective practices for developing key competencies and basic skills for lifelong learning, and it targets teachers as key change agents. The authors focus on the participants' feedback to improve the Module's key components.

The need of creative thinking in Indian medical education

Background: Creative thinking provides an innovative and imaginative way to solve complicated problems. It has the potential to be widely used in medical education, especially early in a first-year medical student's career as part of their foundation course. Creative thinking participants develop crucial life-long learning skills to cope with varied ideas and collaborative teamwork.Methods: A survey of first-year students who took the course revealed that they need more creative ways of teaching. They require their minds to be ignited by their thoughts and teamwork rather than general theories taught monotonously. For this, creative thinking modules should be taught to the students necessarily. Two modules on creative thinking that should be implemented have been briefly described.Results: This paper stresses the importance of introducing creative thinking modules in the foundation medical course to reinforce the principles taught for practical understanding and implementation by the student in their career. Projects that failed throughout history in science and technology did so not because of flaws in technique or methodology, but because people were locked in their preconceptions, set attitudes, and old habits. To thrive and prosper, science, technology, engineering, and math (STEM) industries require innovation.Conclusions: It is of a strong opinion that in the Indian context, creative thinking modules should be implemented in the foundation course for first-year medical students. This will positively impact attitudes, ethics, and communication skills, which will be the foundation of their entire medical education and career.

Развитие образовательной и научно-исследовательской самостоятельности с позиции обучающихся медицинского университета

Introduction: As a full-fledged Bologna process participant, Kazakhstan is continuously implementing reforms aimed at medical education, impacting country's human capital. The professional capable of a lifelong learning is the main goal of modern education. The central role in reaching this goal is entrusted to the higher education. The relevance of our study lies within the curriculum changes with more hours for students’ independent work, which is the main method of obtaining reliable information and acquiring competence for lifelong learning. The aim of our study was to evaluate the students’ opinion on the self-study system at the Karaganda Medical University, revealing existing difficulties in the students’ acceptance of the Bologna process requirements, identifying methods to increase their involvement in self-education and scientific research. Materials and Methods: an anonymous survey was conducted among the 426 of the 3rd – 7th year and residency students, including 20 questions to identify students’ attitude to the individual work methodology as a factor for the development of skills for lifelong learning. Results and Discussion: the majority of students are voluntarily involved in the independent learning, understand its purpose, and use English-language sources with reliable up-to-date information. Less than half of the students evaluate their skills of information search and presentation as «average» and only about a quarter of them as «high». More than half of the students demonstrate interest in increasing their level of competence with these skills. Conclusions: Our study demonstrated that since the Republic of Kazakhstan accession to the BP the «Karaganda Medical University» successfully integrates new educational requirements into the educational process. Higher education system needs further improvement to better understand the students, remove barriers to progress and preserve students’ motivation to further develop personal potential.

Information Literacy as a Predictor of Work Performance: The Mediating Role of Lifelong Learning and Creativity.

This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad for data collection. The received 1084 responses were analyzed using the partial least squares structural equation modelling. The results indicated that IL of journalists had a direct and indirect but positive influence on their work performance. The lifelong learning and creativity skills also mediated the relationship between IL and work performance. This study provided empirical evidence for how IL directly influence work performance and indirectly with the mediated role of lifelong learning and creativity. These pragmatic insights may inform academicians and enterprises about the IL importance at workplace for enhancement of organizational performance and achieving a competitive advantage. Such results may also initiate an instruction program for existing as well as for prospective journalists to impart IL education. This study could be a worthy contribution to the existing IL research in the workplace context in general and of journalists' workplace in particular as no such study has appeared so far.

Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture

The Fourth Industrial Revolution requires global, structural, and technological changes in all economic and production fields. The most apparent adaptation requirements fall on Generation Z individuals, who will have more and more responsibilities within organizations. The international reports of the World Economic Forum and the Organization for Economic Co-operation and Development indicate that this training will mainly require a strong development of thinking diversity and lifelong learning skills. This study presents an analysis of the education in these future skills that these individuals will need to work successfully throughout their careers, taking into account the evolution of conditions toward the changes expected in the following years. The methodology used in this research belongs to the field of futures studies. Through strategies in the field of foresight, various scenarios are proposed that involve the expected changes in the short, medium, and long term, both in higher education institutions and in industries and companies, to ensure the adaptation of Generation Z individuals to changes in work, workplace, and workforce. The findings show the strong influence that other skills and attitudes, such as self-esteem, self-efficacy, initiative, emotions, and motivation, have on the capacity for self-managed development throughout professional life.

Female’s self-concept as online learners in the context of lifelong learning in prisons

ABSTRACT Adult education and training policies have supported inclusive practices for universal access to opportunities for the development of important lifelong learning (LL) skills. The implementation of these policies is especially relevant for socially vulnerable groups, including individuals who are incarcerated. Taking this situation as a reference, a study was developed to answer the questions: How do female adults who participated in an LL e-learning training course in prison perceive themselves as learners? What are the learners’ perceptions about the online learning training, framed in an LL context? Data collected through two questionnaires and a focus group revealed a history of academic failure and negative repercussions of incarceration on the self but also showed evidence of the ability to learn through technology and an effort towards self-improvement. The results indicate that the development of digital learning skills in prison may foster psychosocial development, which is crucial to perceiving a self with the ability for LL.

Linking Reflective and Authentic Learning: Encouraging Deeper Learning Experiences in a First-Year Civil Engineering Module at a University in South Africa

Teaching and learning in higher education still largely use traditional approaches that promote memorisation of content knowledge. These traditional approaches are in stark contrast to the world of work, which encourages problem-solving and higher-order thinking. In a first-year civil engineering concrete technology course, we used reflection on an authentic learning task to encourage a deeper learning experience for students. We hoped that by including reflection and an authentic learning task in the module, students would be more actively engaged with the module content. The research question addressed in this study is: how does reflective practice and an authentic learning activity support student learning in a practical component within a first-year civil engineering module? Reflection should allow students to think deeply about what worked well and what did not during conceptualisation, development and submission of their authentic learning project. This case study collected qualitative data to generate the findings. The data consisted of student reflections during and after completion of the practical component. Students’ reflections indicated that the authentic learning task resulted in much deeper learning as opposed to surface learning and memorisation of content knowledge. The results indicate that the reflective exercise encouraged students to think deeply about their learning and on how to improve their skills, knowledge and attitudes throughout the project. Finally, this process shifted the focus from content knowledge dissemination to development of critical thinking and lifelong learning skills.

Surgical residents' approach to training: are elements of deliberate practice observed?

Background: Deliberate practice research has consistently shown that intense, concentrated, goal-oriented practice in a focused domain, such as medicine, can improve skill development and performance. To date, little is known about how surgical residents approach their surgical training, how they evaluate their current weaknesses, and how they plan to transition from one milestone to another. Without knowledge of residents' role in their development, educators miss the opportunity to optimize progression of these lifelong learning skills. Therefore, the purpose of this study was to gain a better understanding of how surgical residents approach their surgical training from the perspective of the surgical residents themselves and to explore if elements of deliberate practice are observed. Methods: Eight surgical trainees participated in one of two focus groups depending on their training level (five junior residents; three senior residents). With the exploratory nature of this research, a focus group methodology was utilized. Results: By employing both deductive and inductive thematic analysis techniques, three themes were extracted from the data: learning resources and strategies, role of a junior/senior, and approaching weaknesses. Conclusions: Although elements of deliberate practice were discussed, higher functioning is necessary to achieve performance excellence, leading to improved patient outcomes.

Award for Distinguished Career Contributions to Education and Training in Psychology: Stephen L. Chew.

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. Stephen L. Chew is a legend in both psychology and higher education. He is a passionate, committed, and hardworking advocate helping students to overcome misconceptions and develop lifelong learning skills through application of empirically sound cognitive strategies. His various contributions, including the development of the highly regarded, popular study skills video series and the directorship of the National Institute for the Teaching of Psychology, have created an enormous legacy benefitting untold generations of psychology teachers and the students they teach. A teacher's teacher, his unflappable leadership, ready wit, and remarkable humility inspire us all to be the best teachers we can be. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

ТЕНДЕНЦІЇ РОЗВИТКУ КАРЄРИ ПРАЦІВНИКІВ НА ВІТЧИЗНЯНИХ ПІДПРИЄМСТВАХ

The article analyzes the level of employment of the country's population and establishes the specifics of personnel policy at domestic enterprises. It is noted that Ukrainian companies work in the mode of maintaining competition at the expense of cost reduction and maintaining a balance between insufficient staffing and unbalanced labor costs. Factors influencing the professional formation of an employee and his career development were studied. Changes in ideas about career and its importance for an individual are analyzed. In modern conditions, the need to ensure the possibility of self-expression with the help of a career comes first. It was noted that domestic enterprises are becoming more open and project-oriented. In such conditions, teams are key elements, and certain partnership relationships are formed between team leaders and their subordinates. It has been established that the skills of the future can be divided into three categories: professional skills (hard skills), social skills (soft skills) and lifelong learning skills. So, the most in demand among employers are such skills as: emotional intelligence, sociability, the ability to work in a team, analytical thinking, the ability to solve complex problems, the ability to learn quickly, adaptability, strategic thinking, initiative, responsibility. Among the skills that are lacking among young specialists, the following are highlighted: public speaking, understanding and decision-making, IT literacy, the ability to work under pressure, conflict management, and the ability to negotiate. The article proposes a personnel training system - the most relevant approaches and forms of training, which is extremely important in modern realities.

Analysis of the gap in architects’ skills of lifelong learning

A challenge facing architectural education is keeping pace with the rapid changes in professional practice worldwide. This research assesses the processes that enable practitioners to keep up with the changes in the labour market while ensuring their skills remain relevant. This research examines the architects' self-learning and continuing education skills through an online survey. A literature review was performed to construct this survey. We compared the results of 112 Egyptian architects with those of a University of Cincinnati visiting professor delegation in Egypt. Raising skills through lifelong learning can help in bridging the gap between Egyptian graduates' competencies and the continuous change in the labour market. In light of these challenges, there was a need to integrate teaching between academic and non-academic institutions as a long-term strategy. It was also found that short-term plans for reviewing teaching methods and adapting to competency-based education are very important.

The Use of Virtual-Problem-Based Learning during COVID-19 Pandemic Emergency: Veterinary Students' Perception.

Simple SummaryNew teaching methods become more popular during the COVID-19 pandemic emergency to guarantee high educational standards despite the strict rules of social distancing and lockdown. Problem-based learning represents one of the most popular and flexible teaching systems, replicating real-life experiences and stimulating the integration of knowledge and lifelong learning skills. The authors aimed to assess student satisfaction with virtual-problem-based learning compared to the “traditional and in presence” clinical training.The COVID-19 global pandemic emergency forced us to replace the “traditional and in presence” clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students’ perception of the v-PBLs compared to the traditional veterinary clinical training (t-VCT). The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical cases shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in the v-PBL than in the t-VCT group. The students of the v-PBL group perceived that they could not improve their practical clinical skills through online sessions, and they emphasized how it could be employed as support for traditional practical activities. All the students are satisfied with the supervision and considered the training correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education.