Educational Phenomena Research Articles

Increasing the Existence of PT Telkom Indonesia in the Digital Transformation of Vocational Education in the Digitalization Era

Digital transformation has become a significant phenomenon in education, including vocational high school (SMK) education. In this context, PT Telkom Indonesia plays a crucial role in building a presence in the era of digital transformation in SMK education. This research aims to analyze the strategies implemented by PT Telkom Indonesia in supporting the digital transformation of SMK education. The strategies of PT Telkom Indonesia encompass the development of reliable digital infrastructure, teacher training in digital technology utilization, development of relevant content, and partnerships with SMK schools. In their implementation, PT Telkom Indonesia has created an educational environment that enables effective use of digital technology, enhancing access and quality of learning, and strengthening the existence of SMK education. Despite facing various challenges, such as unequal internet access, PT Telkom Indonesia remains committed to enhancing its strategies in supporting the digital transformation of SMK education. Through collaboration between PT Telkom Indonesia, the government, and other relevant stakeholders, it is expected that these efforts will continue to evolve and have a positive impact on building the presence of SMK education in the digital transformation era.

Cutting facts and values together-apart: an agential realist exploration of Swedish sexuality education

ABSTRACT Drawing from a practice-based research study in Swedish secondary schools, the aim of this paper is to explore how facts and values are made and unmade as separate and entangled phenomena in sexuality education. In this exploration, we work with a posthumanist approach – agential realism – and more specifically the concept of agential cuts. The empirical material draws from two moments in the teaching of sexuality education, one concerning nakedness and one concerning gender diversity. The analysis puts forward how the lesson topics in relation to school subjects and exercises become significant actors in how facts and values are enacted in the teaching. This implies that facts and values are enacted together-apart within a relational set of interdependency and hence are always present although temporarily more forcefully and ephemeral. To conclude, we discuss the complexities of how facts and values are part of enacting the everchanging knowledge area of sexuality education and urge for acknowledgement of this matter.

Types of comprehensive approaches: contributions os hermeneutics-dialetics to research in education

This article has as its analytical object the modalities of comprehensive approaches and how they can contribute to the analysis of the phenomenon of Education. To do so, we list the articulation between hermeneutics and dialectics proposed by Habermas (1987), with the intention of overcoming the obstacles brought by approaches arising from the positivist paradigm. Thus, the objective proposed here resides in the intention to propose analytical criteria, based on Habermas' hermeneutic-dialectics (1987), applied in research in Education. Thus, it was found that the implementation of the analytical criteria studied here helps in fostering the criticality arising from dialectics, as well as the interpretation arising from hermeneutics. Another aspect observed was the high investigative potential arising from the articulation between hermeneutics and dialectics for qualitative research, especially in research in Education, considering the disclosure of symbolic, linguistic, cultural and subjective aspects.

The reform of informatization of college curriculum teaching based on the integration of science and education

Aiming at the phenomenon of the students' education of science universities in our country attaching more importance to scientific research than teaching in the aspects of scientific research and teaching, scientific research and talents cultivation, the transformation of scientific research achievements rather than talent cultivation, centering on the fundamental task of "establishing morality and educating people" and based on the integration concept of science and education, this paper analyzes the problems existing in the students' theory and technology course teaching on mine fire prevention. From the aspects of "optimizing curriculum system to stimulate scientific research thinking", "scientific research platform to serve practical teaching", "knowledge sharing to deepen understanding and application", "innovation competition to integrate knowledge learning and practical innovation" and "university-enterprise joint cultivation of comprehensive ability", we explored the first-class talent training mode, and explored a set of crisscrossing curriculum training mode of science and education integration and collaborative education. It provides reference and reference ideas for personnel training in relevant colleges and universities.

Higher degree of impostor characteristics relates to lower self-perceived teaching ability and emotional intelligence.

Emotional intelligence (EI) has been previously associated with teaching ability and impostor phenomenon (IP) in medical education; however, studies have demonstrated mixed findings and have largely focused on trainees only. Therefore, we sought to explore the potential association between the degree of IP characteristics, EI and teaching ability in obstetrics and gynaecology (Ob/Gyn) faculty physicians. A cross-sectional, survey-based pilot study was completed at a single academic institution. Ob/Gyn attending (faculty) physicians were queried using surveys related to IP, EI and teaching ability. Resident (trainee) physicians also completed anonymous evaluations of faculty teaching ability. The degree of IP characteristics correlated negatively with self-perceived teaching ability, with no significant differences in resident assessment of faculty teaching. IP also correlated negatively with EI. Although there were no statistically significant differences in resident assessment of teaching ability based on EI, both EI and IP demonstrated inverse relationships to faculty assessment of teaching ability compared with resident assessment. IP appears to relate to lower perceived teaching ability in Ob/Gyn faculty that does not correspond to resident evaluation of teaching performance. The demonstrated negative correlation between the degree of impostor characteristics and EI suggests that EI could potentially play a protective role in the development of IP and burnout, as well as influence teaching. This relationship may have implications for faculty willingness to continue in academic medicine.

PENDIDIKAN MULTIKULTURAL DALAM MENGATISIPASI PROMBLEMATIKA SOSIAL DI ERA DIGITAL

The writing of this article contains the phenomenon of education in the digital era which is growing rapidly. The use of technology in education can have a negative impact on students' social and interpersonal skills. The role of education is needed to anticipate social problems in this digital era. The writing uses the library research method by looking for related sources, in the form of articles, books, journals or other relevant sources. The article contains the cultivation of multicultural values in schools, which includes diversity education, inclusive learning, developing critical and analytical skills, good communication between people and integrating the curriculum with multicultural education. The cultivation of multicultural education in the digital age can be done through online classes and social media, Facebook, Twitter, Instagram and others, while maintaining the values of tolerance, respect for differences and recognition of cultural diversity. Keywords: Multicultural Education: Islamic Education; Digital Age

Capabilities of Blended Learning as a Teaching and Learning Tool in Tikrit University

In early 2022, After the COVID-19 pandemic, many universities around the world, especially Iraqi universities, continued offering online courses based on a blended learning approach that supporting by traditional learning. The growing demand and popularity of mixed-learning models in higher education has made them a widespread educational phenomenon. However, most of the literature focus on blended learning design techniques only without considering interrelated key components for user needs and how to design blended learning based on user interaction (UI), user experience (UX), and different cultures and languages of learners. Therefore, this research aims to the evaluation of BL at Tikrit University based on the needs, and interactions of students in the learning process. Therefore, This study is an experimental study based on questionnaires distributed to 180 students from different colleges at Tikrit University. Finally, the results show that learning and acquiring skills and knowledge through BL is preferable to learning through traditional classrooms.

Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)

In a rapidly changing workforce environment with skill shortages and a need for different pathways to training and education, vocational education and training (VET) has a significant influence on building stability in the workforce. The purpose of this paper is to develop an understanding of the causes, implications, and consequences of the out-of-field teaching phenomenon for VET. This phenomenological study examines VET teachers’ lived experiences and professional identity as an approach for studying out-of-field teaching in VET. The findings highlight the complex nature of out-of-field teaching in the economic culture of VET, with unique dilemmas. VET teachers experience conflicting and dilemmatic situations regarding occupational professionalism when they are expected to teach outside of their expertise while they are held responsible for students’ safe learning environments, outcomes, and satisfaction. The study revealed aspects of harmonious and tensioned relationships between these elements of the work and teachers’ identities. In conclusion, evidence-informed strategies are shared to support teachers’ capacity building and approaches to address concerns of the out-of-field phenomenon and the influence it has on quality teaching in VET.

Evaluation of Colombian educational quality: challenges and opportunities

This reflection article shows the processes that are being developed in Colombia to contribute in a relevant way to the evaluation of educational quality in state schools. Specifically, the processes of management of the quality of education within the public educational institutions of the country are addressed. Subsequently, the mechanisms that reinforce the processes of institutional communication through entrepreneurship and the achievement of transformations that consequently generate an educational phenomenon expressed in the expected results of improving the system and the quality of education that boys and girls yearn to receive are indicated. youth, as contemplated by the organizational and management policies promoted by the Ministry of National Education. Finally, some approaches to strengthening educational management and quality that could be significant in the Colombian context are presented.

Роль наставничества на современном этапе развития российского образования

The article deals with the actual problem of mentoring as an educational phenomenon. The characteristic of the concept of "mentoring" is given, the historical origins of its birth are described, starting from the primitive society. The goals of modern mentoring, its content and forms are revealed. Particular attention is paid to the requirements for the organization of mentoring. Using the example of a kindergarten teacher, the stages of a mentor's work are shown.

EDUCATION FROM THE SYSTEMIC POINT OF VIEW: THE CONTEXT OF (NON) - CONSTANT TRANSFORMATIONS

It is generally undeniable that education is a complicated and complex system. Moreover, it is an integrated and integral system of teaching and learning at different levels and in different contexts. In the public academic educational discourse, the need to search for modern teaching and learning methods is constantly expressed so that educational institutions can better respond to the changing educational needs of learners and society. However, there is no unequivocal answer to what is “modern”. Complex knowledge of education systems (and education as a system) guarantees effective educational changes in them. If we are talking about scientific knowledge of educational phenomena, it cannot be otherwise. Based on this point of view, most educational phenomena and processes can be called systems.

Implementation of Inclusive Education for Early Childhood in PAUD Terpadu Inklusi Pelita Hati and PAUD Terpadu Inklusi Bina Sejahtera

This research is motivated by the phenomenon of education is not only intended for regular children but also for those who have special needs to get decent educational opportunities and services. Based on preliminary studies conducted at PAUD Terpadu Inklusi Bina Sejahtera and PAUD Terpadu Inklusi Pelita Hati, information was obtained that both PAUD have inclusive education programs. The researcher described how the implementation of the inclusion education program in PAUD. This research is a multi site qualitative research. In this study, the informants were the principal and two teachers at the school. The results of this study show that lesson plan must carry out identification and assessment so that teachers know the abilities and obstacles that children have. RPP and PPI will be given by teachers. In the implementation of learning, children with special needs will be accompanied by GPK. ABK uses learning media to support learning. All programs that will be given to the child, are known to parents. The evaluation process in ABK, must be adjusted to the child's ability.

Towards an understanding of EMI teacher expertise in higher education: An intrinsic case study

As a growing phenomenon in higher education, English medium instruction (EMI) places high demands on content area teachers regarding linguistic proficiency, content knowledge, and pedagogical strategies. To improve EMI practice and facilitate EMI teachers' continuing development, a focus on teacher expertise thus becomes imperative. Focusing on an intrinsic case, this study investigates the attributes of an EMI teacher's expertise and its influencing factors in the field of law at a Chinese university. Drawing on data from semi-structured interviews, classroom observations, and artifacts, the study reveals three critical dimensions of the teacher's expertise: 1) maximizing the power of language, 2) facilitating disciplinary socialization, and 3) empathizing with students in the EMI learning process. Meanwhile, the three attributes functioned in a continuous, reflective, and collaborative manner entangling with the teacher's continuous learning, agentive reflection, and social interactions within the disciplinary community. The paper concludes with practical suggestions in relation to both EMI teaching and teacher development.

Best Practices for EdD Comprehensive Exams and Capstone Projects

This research was guided by a problem of practice experienced by an EdD program, which transitioned to a fully online modality during the pandemic and rapidly grew in enrollment. The problem evaluated was ensuring the redesigned program milestones – capstone and comprehensive exam – are feasible given the size of the program. The current study utilized descriptive research design to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the South. A total of 316 students enrolled in the program and were invited to complete the survey, of which 131 responses were analyzed. Results revealed differences in students’ attitudes toward capstone projects and comprehensive exams, with a strong correlation between students’ experiences with capstone projects and comprehensive exams and their overall academic self-efficacy while in the program.

“It Feels Weird Telling You For Sure”: Ambivalence and Uncertainty about Academic Integrity in International Students’ Self-Reports of Using Paid Academic Support Services

This presentation reports on a study that examines some international undergraduate students’ use of private academic support services (PASS), a growing phenomenon in Canadian higher education in the last decade whose practitioners often advertise to international and/or multilingual students. We situate the use of PASS at the intersection of three constructs: literacy brokering (Curry and Lillis, 2006), contract cheating (Lancaster & Clarke, 2016), and private supplementary tutoring/“shadow education” (Bray, 2008), seeking to understand why some students choose to pay for help with academic work and how they understand the ethics of their choices. Using a survey (n = 898 international student responses, with ⅔ being self-identified as users of English as an additional language) and semi-structured follow-up interviews (n= 23), this presentation addresses the following research questions: What is the type and nature of PASS that some students use, and why do they seek such services? How do students understand the use of PASS in relation to academic integrity? Survey results reveal 30% of participants described using some form of PASS, most commonly “homework help” websites or tutoring. Students described a variety of reasons for seeking PASS, often related to their perceived convenience and/or limited access to other forms of in-time support. Interviews revealed ambivalence about the use of PASS; while some reported feeling PASS were helpful in achieving academic goals, some described feeling uneasy or uncertain about their ethical acceptability or usefulness. We conclude with policy and pedagogical implications for this growing grey area of para-academic support.

Emerging From Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students’ linguistic demands and engage in professional collaboration with language specialists to design and provide well-planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.

Концептуальні підходи до формування феномену освіти людей третього віку

The growing attention of researchers to the life problems of people of the third age has led to a deep study of various factors of personality development in late life, among which education is of particular interest. Demographic, economic and social realities have led to the transformation of approaches to the role of people of the third age in society and the creation of opportunities for active and productive ageing, which has acquired strategic importance in the period of the post-industrial economy. The article presents an analysis of the main ideas and theoretical provisions regarding the formation of the phenomenon of education of people of the third age, which have been developed in the context of relevant concepts formulated in the scientific area of psychology and educational gerontology.

Religious Education of Children in Interfaith Family

The phenomenon of religious education for children born and raised in families with parents of different religions, Muslim and non-Muslim, is interesting to study. This field of qualitative research uses a phenomenological approach, aiming to describe the interaction of religion in interfaith families in the context of religious education in the family. Data collection took place from January to March 2023 for participants consisting of 10 families of different religions in Kaloran District, Temanggung Regency, Central Java Province. The results of the study show that there are three types of religious interaction in interfaith families. First, parents introduce all their religions to their children. Second, parents teach one religion to their children. Third, parents’ direct religion for their children based on division.

The Concept of Emotional Intelligence in the Context of the Educational Phenomenon in the Work of Janusz Korczak

The current study is devoted to the concept of emotional intelligence in the work of Janusz Korczak. Selected moments from his work are presented that show the relationship between his ideas and messages and their correspondence with the components in the modern understanding of the theory of emotional intelligence.

EDUCATION IN THE PHYSICAL CULTURE OF STUDENTS

Modern youth must orient themselves to new technologies, possess a wide range of competencies, make independent decisions, and show a creative approach to solving emerging problems. The presence of all the listed aspects in the younger generation can be guaranteed only by developing research skills. However, it is necessary to form these skills taking into account the requirements of the modern world and the accelerating technological progress. The phenomenon of STEM education, which is gaining popularity, can be considered one of the areas of innovation in recent pedagogy. Many countries are already implementing STEM ideas in educational institutions, achieving positive results in increasing the importance of education.
 The relevance of the study is confirmed by the presence contradiction between the need to modernize approaches, forms, methods, technologies for the formation of research skills and the predominance of traditional education models. The revealed contradiction allowed us to formulate a research problem: what are the possibilities of using STEM education in the process of physical education of students? The following were used to achieve the goal of research methods: psychological analysis-pedagogical literature on the problem of research, modeling of the process of physical education of schoolchildren in the conditions of implementation of STEM education. The publication reveals the concepts and principles of STEM education and describes the requirements for STEM projects and STEM lessons in general and in physical culture in particular. Examples of the implementation of STEM technologies in the physical education of students of general secondary education institutions are given.
 A special place is given to information and computer technologies in the implementation of STEM education. It was determined that STEM education is an innovative approach to the development of a modern school, which provides support for modern education in the country and contributes to increasing the level of formation of research skills of schoolchildren. The formation of research skills in physical education students in the conditions of STEM education is a system of purposeful work on design, modeling and construction. The model (project) should consist of interconnected modules: target (represented by the social order of modern society and approaches, principles, tasks that ensure the achievement of the set goal); meaningful (revealed by a specially developed additional educational program); organizational and operational (characterized by a complex of methods, forms and means, necessary for the effective formation of research skills in schoolchildren); evaluation-resultative. Emphasis is placed on the fact that the structure of physical education skills of schoolchildren acquired through the elements of STEM education consists of four groups: organizational (skills that allow planning and effectively organizing research work); search (skills that have the ability to find a research problem and select adequate research methods for solving it); informational (skills involving work with literary and technical means of information); evaluation (skills that allow you to argue your opinion in the evaluation of your own and third-party works).