Pre-university Education Research Articles

Pharmacovigilance of carbamazepine in the treatment of Central Nervous System conditions

Anticonvulsants are crucial for treating neurological diseases, necessitating close pharmacovigilance due to their potential risks. For this reason, a prospective descriptive study was conducted to characterize drug-related adverse reactions associated with the use of carbamazepine in the health area of the "Ramon Lopez Peña" Polyclinic, covering the period from July to December 2022. The sample consisted of 35 patients, characterized based on demographic, clinical, and pharmacotherapeutic variables. The detected drug-related adverse events were classified according to causality, severity, and frequency of occurrence. The results showed that the age group of 40-75 years (45.7%) predominated, along with female gender, mixed ethnicity, pre-university education level, and 54.2% did not have any unhealthy habits. The most common diagnosis was epilepsy (68.4%) and among the associated diseases, hypertension was prevalent. The most consumed medications were captopril, hydrochlorothiazide, paracetamol, and metamizole (dipirona). Drug interactions were detected, and 73 adverse reactions occurred, with the nervous system being the most affected at 56.0%. Possible adverse reactions (42.5%), frequent (49.4%), and mild (58.9%) predominated. This study underscores the importance of continuous and effective monitoring in pharmacovigilance to enhance patient safety under carbamazepine treatment, thereby promoting a more rational use of this medication.

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A Country in Focus

Examining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq.

MEANS OF FORMING DIGITAL COMPETENCE OF FUTURE EDUCATORS

Today’s challenges place high demands on teachers. There is a transition to the information and digital age. The active use of digital technologies in education contributes to the effectiveness of the educational process at all levels and the formation of professional competencies of future specialists. The formation of competences is inextricably linked with the informatization of education.A modern teacher must be able to quickly perceive and process information, be able to work with modern digital and technical means, use the latest online environments in professional activities.Personality development begins in childhood. Teachers-educators face a modern task ‒ the formation and development of such competencies of preschoolers that would contribute to the active socialization of the child.In the light of positive trends and existing problems, the preparation of students of vocational pre-university education institutions for professional activities deserves special attention. The success of the digitization of the economy and the social sphere, as well as the improvement of the quality of human life, depends on the confident and competent application of the digital competences formed by them in professional activities.In general, digital competence is considered as one of the key competences of a modern person for lifelong learning. The concept is new, therefore, both in the domestic and foreign scientific contexts, a unified approach to the definition of digital competence has not yet been formed.The article is devoted to an overview of the phenomena of “digital education”, “digital competence” and “digital literacy”; the article considers the means of forming the digital competence of future specialists of preschool education institutions.

Flourishing in Education: Psychometric Properties of the Flourishing Scale in a Sample of Romanian Teachers.

The Flourishing Scale (FS) is one of the most well-known tools for assessing psychological flourishing. However, its psychometric properties have been little analyzed in the case of teachers. This study aimed to examine the validity of the scale in the case of a sample of Romanian teachers and to analyze the latter's level of flourishing. In this regard, 323 Romanian teachers from the pre-university education system were recruited. Confirmatory factor analysis (CFA) was used to assess the construct validity of the scale, and Cronbach's α and McDonald's ω indices were used to assess internal consistency. The convergent validity was assessed by associating the FS with other instruments related to well-being: the Mental Health Continuum-Short Form and the Scale of Positive and Negative Experience. Network analysis was performed to examine the items that are particularly influential in the scale. As a result of the CFA, the one-factor structure of the scale was certified (χ2/df = 1.39; CFI = 0.99; RMSEA = 0.035). The internal consistency is excellent (both α and ω = 0.89). The FS correlates with both of the scales which operationalize components of well-being. The teachers' flourishing level is above average. The network approach showed that the items related to self-acceptance, optimism, and respect had the highest indicators of centrality, and the item related to supportive social relationships was the least informative in the network. For the male subsample, flourishing means optimism about the future and respect for others, and for the female respondents, it is related to self-acceptance and respect. The results provide support for using the scale in assessing flourishing among teachers.

DEVELOPING THE PEDAGOGICAL COMPETENCE OF GERMAN TEACHERS (EXPERIENCE OF TU BERGAKADEMIE FREIBERG)

Problem statement. Under the influence of European integration, globalisation and with the aim of building a single European higher education area, an important task for Ukrainian educators is to study the practical experience of foreign colleagues, in particular, in improving the pedagogical competence of teachers in higher technical education institutions. This study aims to investigate the issue of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg (where one of the authors is studying under a double degree programme). Given the high standards set by German society for teachers responsible for training young professionals, we consider it necessary to analyse in detail the features of the current system of teacher training in Germany in order to be able to improve the Ukrainian system of training/retraining of scientific and pedagogical staff for higher technical education institutions. The purpose of the article is to investigate the professional development path that German teachers go through; and to analyse the innovative methods and programmes that help them become not only specialists in their field, but also effective teachers. Through this research, we aim to contribute to the understanding of the education process in Germany and to identify practices that may be useful in the context of improving higher education in Ukraine. Conclusions. The developed German system of retraining and professional up-skilling of pedagogical staff (represented by state academies/in-service training institutes and special centres of teacher education within universities) is aimed at comprehensive support of teaching staff for their continuous professional growth as civil servants responsible for the quality training of young professionals for the needs of the leading EU state. It is important to note the urgent need to use the achievements of German experience in practical training and professional up-skilling of teachers in the Ukrainian system of training and retraining of pedagogical and scientific-pedagogical staff in the field of professional pre-university and higher education. The analysis of the process of improving the pedagogical competence of teachers at the TU Bergakademie Freiberg gives grounds to assert that this task is key to ensuring quality education in higher education institutions. It is worth emphasising that the TU Bergakademie Freiberg actively invests in programmes for the professional development of its teachers. These programmes cover various aspects, ranging from technical updates to pedagogical innovations. The combination of professional up-skilling courses for teachers and supervision of students' internships is a clear indication of the dual form of education that is well organised in German society and is currently being actively implemented in Ukraine.

Attitudes of Parents of Children With Special Needs Towards Inclusive Education

Inclusive education is very important for all children especially for those with special needs. In the Republic of Kosovo, the inclusion it is an approach in progress. This study aimed to explore the attitudes of parents of children with special needs towards inclusive education. The current findings of inclusiveness, challenges, risks, benefits and achievements of inclusive education in the Kosovo education system were also analysed. Through a semi-structured interview, ten parents whose children attend regular classes in various schools in pre-university education in Kosovo were interviewed. The results of the research indicate that parents of children with special needs have similar attitudes towards inclusion. In their opinion, it should occur, but they are worried about the challenges that appear. Inclusion is seen as a good opportunity, capacity building, equality, socialization and part of the overall development of the child. Parents recommend improvements in infrastructure conditions and human resources for successful inclusion.

Evaluation of Croatian students’ physics knowledge during the Covid-19 pandemic

The paper presents the results of the study in physics learning during the pandemic in Croatian schools. The aim of the study was to identify students’ views on physics lessons and problems with the online study process, as well as their knowledge. Data were collected by an online questionnaire in the school year 2020/2021 and knowledge tests for each level of pre-university education for two testing cycles, school year 2020/2021 and 2021/2022. The results of the questionnaire show that, from the students’ point of view, teaching during the pandemic was as detailed as in regular classes, and experiments were conducted very rarely. The knowledge test results show the difference in the level of physics knowledge in the pre-pandemic period, during online and hybrid classes.

Dimensions of the Dropout Prevention and Early Leavers from Education and Training Strategy in Romanian Pre-University Education

Dimensions of the Dropout Prevention and Early Leavers from Education and Training Strategy in Romanian Pre-University Education

Success Stories of Non-ABM Accountancy Graduates

The study aimed to explore the experiences and journeys of non-ABM students who pursued a Bachelor of Science in Accountancy program and eventually became successful Certified Public Accountants (CPAs). Following Polkinghorne's (1998) Narrative Mode of Analysis, a qualitative narrative inquiry approach was employed. Three participants were purposively selected based on the criteria of being non-ABM senior high school graduates, having completed a BS Accountancy program, and currently holding a CPA license. Data were collected through in-depth, semi-structured face-to-face and phone interviews. The interviews explored the participants' motivations for choosing the accountancy program, their college experiences, challenges faced, preparations for the CPA licensure examination, and insights gained throughout their journeys. The study revealed that while the participants initially struggled due to a lack of background knowledge in accounting, they eventually adapted and succeeded through determination, hard work, and perseverance. The findings highlight the importance of passion, commitment, and proper guidance in achieving academic and professional goals, even when facing challenges stemming from misalignment between pre-university education and chosen career paths.

Success Stories of Non-ABM Accountancy Graduates

The study aimed to explore the experiences and journeys of non-ABM students who pursued a Bachelor of Science in Accountancy program and eventually became successful Certified Public Accountants (CPAs). Following Polkinghorne's (1998) Narrative Mode of Analysis, a qualitative narrative inquiry approach was employed. Three participants were purposively selected based on the criteria of being non-ABM senior high school graduates, having completed a BS Accountancy program, and currently holding a CPA license. Data were collected through in-depth, semi-structured face-to-face and phone interviews. The interviews explored the participants' motivations for choosing the accountancy program, their college experiences, challenges faced, preparations for the CPA licensure examination, and insights gained throughout their journeys. The study revealed that while the participants initially struggled due to a lack of background knowledge in accounting, they eventually adapted and succeeded through determination, hard work, and perseverance. The findings highlight the importance of passion, commitment, and proper guidance in achieving academic and professional goals, even when facing challenges stemming from misalignment between pre-university education and chosen career paths.

Socioeconomic Status of Teachers and Its Impact on Teaching Quality

This research highlights correlational variables derived from teachers’ attitudes regarding the impact of socioeconomic status on the quality of education and teaching in Kosovo. The research design is descriptive with a theoretical-empirical character. The population is determined numerically and includes around 23,200 teachers from seven regions of Kosovo working in pre-university education from grades 1 to 12. The research was conducted with a sample of 738 teachers from over 50 schools. The study’s results indicate that the socioeconomic status of teachers is correlated with the quality of teaching and education in general. Through teachers’ attitudes, the study enabled the understanding of a consistent correlation regardless of variables such as marital status, rural-urban residence, number of employed family members, qualifications, work experience, and professional development. The findings recommend that the socioeconomic status of teachers should be taken into account when formulating strategies and policies for enhancing the quality of education and teaching in pre-university education in Kosovo.

Preliminary Study on Occupational Well-Being among Albanian Teachers in Lower Secondary School

This study aims to assess the level of occupational well-being and its three constructions, Organizational, Workload, and Pupil interaction well-being, among Albanian teachers working in lower secondary schools and the effect of demographic features and socioeconomic factors on occupational well-being. The analysis of information obtained from the interview of 198 teachers showed that teachers working in lower secondary schools reported a moderate level of occupational well-being. The levels of both organizational well-being and pupil interaction well-being were positive. Teachers have reported that workload well-being was slightly negative overall. The level of organizational WB, workload WB, and pupil interaction WB varies depending on the teachers' demographic features and social and economic factors. Female teachers, teachers with children, and teachers from families with low and medium incomes declare a higher level of well-being. Teaching experience affects the level of well-being. Teachers in public schools and teachers working in schools located in urban areas declare a higher level of occupational well-being. Based on these results, it is recommended that future reforms and programs in the pre-university education system aimed at increasing occupational well-being should be designed and implemented. This is because of the complexity of the factors responsible for occupational well-being and the characteristics of educational institutions related to their ownership status and location.

National institute of hygiene, epidemiology and microbiology Adolescent violence exposure survey

A survey was prepared based on an instrument designed and validated for the study of exposure to violence in adolescents with the objective of exploring the variables of physical, psychological, sexual and neglect/abandonment violence in home, school and community settings., cyber violence is included. The survey will be completed anonymously by adolescents from Basic Secondary Education, Pre-University, Technical and Professional Education and Special Conduct Schools Categories 1 and 2 with prior authorization from parents and/or guardians.

Comparative Analysis of Two Educational Systems in Both Basic and Higher Education between Japan and Singapore

The comparative analysis of the educational systems in Japan and Singapore, encompassing both basic and higher education, reveals intriguing insights into the diverse approaches employed by these nations. In terms of basic education structure, Japan follows a 6-3-3 system, comprising six years of elementary education, three years of junior high, and three years of senior high, while Singapore adopts a 4-4-4 system, dividing education into four years each of primary, secondary, and pre-university or vocational education. This structural contrast sets the stage for examining curriculum, instructional methods, assessment practices, teacher training, funding mechanisms, equity considerations, and educational outcomes. Japan's emphasis on national standards and rote learning is juxtaposed against Singapore's focus on critical thinking, problem-solving, and creativity, reflecting varied pedagogical philosophies. Instructional methods further differ, with Japan relying on traditional teacher-centered approaches and Singapore embracing diverse strategies like project-based and collaborative learning. Assessment practices showcase Japan's reliance on standardized national exams, while Singapore employs diverse methods such as internal exams and portfolios. In teacher training, Japan emphasizes subject knowledge and standardized training, while Singapore prioritizes pedagogical skills, continuous professional development, and career progression. The funding landscape diverges, with Japan primarily relying on public funding and limited private involvement, while Singapore fosters a robust public-private partnership for funding and innovation. Equity and access priorities also differ, with Japan expressing concerns about rural-urban disparities, and Singapore emphasizing equal access for all students. Notably, both nations achieve high PISA scores, but Japan grapples with concerns about rote learning and student stress, whereas Singapore excels in international benchmarks. This comparative analysis underscores the nuanced and multifaceted nature of educational systems, providing valuable insights for policymakers, educators, and researchers seeking to understand and learn from the diverse approaches adopted by Japan and Singapore.

Social Studies Teachers' Training Needs at Elementary Schools in Terms of Education Quality Standards at Pre-University Education

Social Studies Teachers' Training Needs at Elementary Schools in Terms of Education Quality Standards at Pre-University Education

Analysis of Sentiment Toward Computer Science in Pre-University Education

Analysis of Sentiment Toward Computer Science in Pre-University Education

Assessing the financial impact of cancer drug list (CDL) implementation on patients receiving chemotherapy in an ambulatory cancer centre in Singapore

Background On 1st September 2022, the Cancer Drug List (CDL) was implemented to ensure the long-term affordability of chemotherapy and insurance premiums. This project aimed to determine the financial impact of CDL on out-of-pocket expenses (OOPE), acceptability and financial toxicity (FT) after CDL implementation. Methods A cross-sectional study was conducted at National Cancer Center Singapore. We analyzed OOPE before and after implementation of CDL by reviewing billing transactions in Aug-Sept 2022. Acceptability and FT were determined using theoretical framework of acceptability (TFA) and COmprehensive Score for financial Toxicity (COST) tool respectively via survey. Results Of the 314 patients finalized bills examined, majority (68.8%) experienced no change in their OOPE, and 69.1% had no OOPE. Most patients (72.6%) were unaware of implementation of CDL. Among patients aware of CDL, majority (61.9%) were accepting, but unsure on how it benefits them. FT was reported as low (mean COST score = 22.4 ± 9.9), and patients ≥65 years old or have at least pre-university education were less likely to experience FT. Conclusion Despite best efforts from policymakers, it is challenging to achieve a one-size fits funding or subsidy framework that can cater to the needs of all patients. Some groups of patients would inevitably still experience high OOPE and FT due to their personal or clinical circumstances. Patients can be better empowered to seek financial assistance or resources.

ENTREPRENEURIAL EDUCATION AMONG HIGH SCHOOL YOUTH

Starting from the premise that the development of entrepreneurial spirit is an educational ideal and entrepreneurial skills are key European competencies, this paper aims to assess the entrepreneurial spirit and intention among high school students, as well as the role of pre-university education institutions in shaping their attitudes and entrepreneurial intentions. To achieve the research objectives, a quantitative research method was employed, and the research instrument used was a questionnaire administered to a sample of 147 high school students. The results reveal that, to foster their entrepreneurial spirit and intention, high school students need appropriate support and guidance from schools, universities, and the community in general. By providing a conductive environment and support in developing entrepreneurial skills, optimal conditions can be created for young people to explore their potential and put their ideas into practice.

The Reform Process of Introducing the Licensing of Primary and Secondary School Principals

To improve the quality of pre-university education in Bosnia and Herzegovina, it is necessary to start a reform process aimed at increasing the competence of school principals. In accordance with the practice implemented in most countries of the region and many countries of the European Union, it is necessary to introduce the licensing of principals of primary and secondary schools. The paper provides a brief overview of the names of the modules in the training programs and the duration of the training after which school principals are licensed in the countries of the region, as well as the activities carried out in Bosnia and Herzegovina that preceded the introduction of principal licensing in the field of primary and secondary education. It is stated in the paper that the current regulatory changes should enable the licensing of principals of primary and secondary schools. Recommendations were given for adopting the occupational standards of school principals, as well as all the other steps that need to be taken. By implementing the process of licensing for school principals, the state would receive a significant resource of highly educated staff who have acquired competencies through an interdisciplinary training program for the management of primary and secondary schools.