Social Educational Institutions Research Articles

Inheriting the Stories of Those Who Experienced the Atomic Bombing and the Preservation of Historic Sites Related to the War through Peace Learning: The Development of Peace Learning in the Social Educational Institutions in the City of Hiroshima

Inheriting the Stories of Those Who Experienced the Atomic Bombing and the Preservation of Historic Sites Related to the War through Peace Learning: The Development of Peace Learning in the Social Educational Institutions in the City of Hiroshima

Delineating Aesthetic and Educational Aspects of Theater of the Oppressed Using John Dewey’s Ideas

John Dewey thought that the mission of philosophy was social change, and the desired change could be achieved through education. Human growth is perpetual, and so education should not be limited to a specific period of life, rather it should be a part of the process of life. The class and school years always come to an end eventually, however, the influence of social educational institutions must be continuous. Cultural and artistic measures such as applied theaters are useful educational tools that can have a great effect on the moral growth and social life capabilities of the citizens. Augusto Boal developed the idea of the Theater of the Oppressed (TO) to reach the starting point of change in life. TO provides an opportunity for people in society to express their inner desires. Here, certain situations similar to reality are created, where the audience is allowed to practice and experience life, without having to endure losses and lose opportunities. This study was mainly based on secondary research using existing fundamental works on Dewey’s aesthetics and education philosophy, aiming to provide applied research for empowering Theater of the Oppressed (TO) and presenting solutions to increase its function. After a review of TO, the theater of the Rainbow of Desire was explored in a special section, showing that it is possible to improve the mental health of the spect-actors by creating sympathy among them and encouraging them toward expressive actions.

إسهامات تطبيق منظومة التعليم الإلکتروني في بناء قدرات مؤسسات تعليم الخدمة الاجتماعية في ظل انتشار جائحة کورونا.

تهدف الدراسة الحالية إلي تحديد إسهامات منظومة التعليم الإلکتروني کآلية لبناء القدرات المؤسسية لمؤسسات تعليم الخدمة الاجتماعية في ظل انتشار جائحة کورونا والتي تتمثل في( قدرات التخطيط الاستراتيجي، القدرات المعلوماتية، القدرات التنسيقية، القدرات التنظيمية والإدارية) ، کذلک تحديد معوقات تطبيق منظومة التعليم الإلکتروني لمؤسسات تعليم الخدمة الاجتماعية في ظل انتشار جائحة کورونا والتي تتعلق( بالجوانب الإدارية والمالية، والجوانب الفنية والتقنية، وأعضاء هيئة التدريس، والطلاب، والمقررات الجامعية)، والتوصل إلي تصور مقترح من منظور طريقة تنظيم المجتمع لتطبيق منظومة التعليم الإلکتروني کآلية لبناء القدرات المؤسسية لمؤسسات تعليم الخدمة الاجتماعية في ظل انتشار جائحة کورونا . The Current Study Aims to Determine the Contributions of The E-learning System as a Mechanism for Building Institutional Capacities for Social Work Education Institutions in The Light of Spreading Corona Pandemic Which Represent in (Strategic Planning Capabilities, Information Capacities, Coordination Capacities, Administrative and Organizational Capacities). As well as identifying Obstacles of of the E-learning system to Implementation for Social Work Education Institutions in the light of the Corona Pandemic, Pandemic Which Relates to (Administrative and Financial Aspects, Technical and Techniqal Aspects, The Staff, Students, and the University Curriculum), Then, Getting a Proposal Propects from Community Organizination Method Oerspective for Implementing the E-learning System as a Mechanism for Building Institutional Capacities for Social Work Education Institutions in the Iight of Spreading Corona Pandemic.

Socio-psychological features and legal norms of the life of adolescents from distant families of labor migrants

The article considers the distant family as a social institution of education, formation and development of personality. The current state of solving the problem of socio-psychological and legal work with children from distant families is analyzed. The sample of the study is described in detail by family type, sex, absence of father / mother and duration of absence. The peculiarities of the functioning of the emotional sphere of adolescents from distant families (anxiety, aggression, hostility), low level of socio-psychological adaptation, low level of emotional well-being in the family have been experimentally determined. The relationship between the degree of socio-psychological adaptation of the adolescent’s personality and emotional states is proved. The dependence of gender differences in the functioning of the family and the emotional sphere of adolescents has been established. The types of groups of adolescents from distant families are determined, in particular: anxious, aggressive-anxious, hostile-anxious, aggressive-hostile, absence of manifestation of negative signs. A structural and functional model of social and psychological support of remote families has been developed, which provides for work with adolescents and their parents with the use of special technologies to ensure the effectiveness of conditions that form harmonious family relationships.

Longitudinal data collection on an international level during the COVID-19 pandemic

BackgroundDifferent sampling approaches can be used in longitudinal surveys. The COVID-19 pandemic disrupted possibilities to conduct random based longitudinal surveys. However, longitudinal data on public mental health responses are urgently needed.MethodsWe conducted a longitudinal study in eight European countries (Albania, Belgium, Germany, Italy, Lithuania, Romania, Serbia, Slovenia) including 18+ year olds with the goal to reach as many people as possible and generate robust data. We used various sampling approaches (convenience sampling, snowball sampling, panel data) utilizing social media, professional organisations, educational institutions and personal direct contact. To gather robust data, focus was on multiperspectivity rather than representativeness. A mix of sampling approach is possible. Digital sampling methods were feasible in the European region.ResultsIn total 2,426 participants filled out >50% of the questionnaire in the overall sample, which is, also due to the rapidness of survey development, a good result for data on mental health and resilience during COVID-19 pandemic. COPERS study has shown that a mix of various sampling approaches is possible and a good option to generate datasets in a relatively short time span. However, no responses rates can be calculated using.ConclusionsOnline surveys are a good tool to reach people in times of crisis. Furthermore, they can be adapted directly in case of changes, if necessary and desired. Using different ways of recruitment, a diverse group of people can be recruited. However, online surveys require a certain technical understanding, which not all potential participants have. Question remains how multinational research is evolving and being shaped. This asks for possibly new methods to define and detect sampling bias.

The characteristics and philosophical foundations of the learner-centered paradigm of education

This article has been retracted. Please see: Retraction of published article due to the author's proposal, 2021, Vol. 9, No. 3, pp. 1-17 Today's educators observe rapid changes in the social institution of education. The paradigmatic approach to education developed by Thomas Kuhn is one strategy that might be used to explain and examine these transitions. According to the study, modern educators follow the learner-centered paradigm. It can, however, appear that the old paradigm is still having an impact on education. Consequently, the article has two primary goals. The first is to compare and contrast the two paradigms of education: learner-centered and teacher-centered. Second, it's crucial to understand what ideas are current in modern philosophy and whether they align with the learner-centered paradigm. The author makes an effort to differentiate philosophical ideas that currently significantly influence worldview. Four-dimensional ontology, constructivist epistemology, the issue of agency, individual identity, and the narrative approach to identity and cognitive concerns are some of them. Through the glasses of the learner-centered paradigm, these ideas are delineated and examined.

Students Enrollment in Social Work Courses in Indian Higher Educational Institutions: An Analysis

This study aims to analyse students’ enrollment in social work courses in Indian higher educational institutions. The higher education system in India is one of the world's largest systems of its kind. There are 526 social work educational institutions and 181 Universities (20 per cent) imparting social work education and training at different levels. The data from the reports of All India Survey on Higher Education for the period of 2010-11 to 2018-19 was analysed. More than half (59.12 per cent) of the institutions are teaching undergraduate courses in social work (BSW), and more than 95 per cent are teaching postgraduate courses (MSW). Male students outnumbered female students in both courses. The share of students enrolled through distance mode of education in BSW and MSW programmes is 22 per cent and 34.09 per cent, respectively. Student enrollment at the M. Phil level has witnessed a sudden decline, but there has been a consistent increase in the Ph.D. programme. India has added around 0.36 million BSWs/MSWs in the past eight years, averaging forty-five thousand professional social workers per annum. The changes in the socio-political environment, human relationships and social space, technology, and globalisation processes and global agenda will decide the future of social work in India.

The Intrepid Elective

The field of social work has a professional and ethical commitment to social justice. However, scholars have identified potential dangers that may threaten that commitment. To transform dangers into opportunities that strengthen social justice service, schools of social work could incorporate critical pedagogy within the Master of Social Work (MSW) curriculum. By training future social workers in critical social work practice, social work education becomes an advocate for marginalized populations. If not educated from an anti-oppressive framework, social workers have the potential to harm, oppress, and control rather than support and serve. The weight of this responsibility and firsthand social work education experiences led to the development and implementation of an elective course in critical social work informed by the Critical Transformative Potential Development (CTPD) Framework. The course follows a method that puts the CTPD theory into practice to bridge the micro-macro divide by engaging students in actively dismantling ideologies and practices of dominance. The course aims to produce anti-oppressive social workers who can better navigate social justice terrain. A student’s perspective on the course highlights strengths and areas for improvement. Future iterations of this class or similar courses of study could be adapted by and adopted for other social work education institutions. Because social work education is fertile ground to plant seeds that will grow social workers rooted in anti-racism and anti-White supremacy, there is the opportunity, with a radical education, to transform the field in a critical direction, better prepared to overcome the social justice challenges of the era.

On the educational mode of existence: Latour, meta‐ethnography and the social institution of education

This article constitutes an argument for both the use and expansion of the philosophical anthropology of Bruno Latour, as established in his recent work An Inquiry into Modes of Existence (AIME; 2012). Drawing on ethnographies of education as a methodology for empirical inquiry and specifically on meta-ethnography as a methodology for establishing objectivised knowledge concerning education in a manner that is commensurate to the underpinning epistemological and ontological principles of AIME, this article explicates and then applies the theoretical components of AIME to the field of education research. In doing so and it proposes that education be added to Latour’s schema as an additional mode of existence. Cet article constitue un argument en faveur de l’utilisation et de l’expansion de l’anthropologie philosophique de Bruno Latour, telle qu’elle est établie dans son recent ouvrage Enquête sur les modes d’existence (EME). S’appuyant sur les ethnographies de l’éducation en tant que méthodologie d’enquête empirique, et plus particulièrement sur la méta-ethnographie en tant que méthodologie permettant d’établir des connaissances objectivées concernant l’éducation d’une manière qui soit proportionnelle aux principes épistémologiques et ontologiques sous-jacents de l’EME, cet article explicite et applique ensuite les composantes théoriques de l’EME au domaine de la recherche en éducation. Ce faisant, il propose que l’éducation soit ajoutée au schéma de Latour comme un mode d’existence supplémentaire.

Future competencies for three demanding careers of industry 4.0: Robotics engineers, data scientists, and food designers

AbstractIntroductionThe Asian region is now a pivotal driver of global economic growth. Urgent discussions are thus mandated on the forthcoming demands for qualifications generating broad‐based knowledge and skillsets related to emergent challenges posed by the new industrial revolution. A survey of competencies that will be required is crucial for Asian universities and higher education institutions in other regions because a large percentage of university graduates are shortly likely to work in Asian countries.ObjectiveThis paper identified the future competencies for three careers that are representative of the demand for highly skilled personnel needed in potential industries during Industry 4.0: robotics engineers, data scientists, and food designers.MethodsThis study describes the insights attained through a literature review, followed by an intensive investigation of the required competencies via focus group discussions and individual interviews. A questionnaire survey was administered and in‐depth interviews were conducted to confirm the future competencies essential for the three stated careers. Finally, the robustness of the conducted analyses was verified.ResultsThe findings revealed the demand for a diverse mix of competencies in the current and prospective Industry 4.0 environment. Future employers are likely to highlight multidisciplinary skills that may be categorized into three crucial groups: social, personal, and methodological.ConclusionUniversities and higher education institutions across the world should inculcate the required competencies in students to foster necessary knowledge and skills to meet the demands of changing workplaces and promising opportunities over the next decade.

Development of Human Potential in the Information Society: Educational Changes and Organisational Development

The information society necessitates the continuous development of education. At the same time, the development of education creates new opportunities for the development of human potential. The purpose of this work is to analyse the instrumental possibilities of educational change for the development of education in the conditions of demanding educational requests and tasks of professional work with a substantial amount of information. The approaches of joint creative activity of participants of the educational process as effective means that create an unfavorable context for educational changes are determined. It is emphasised that the development of human potential depends on the ability of education to be flexible relative to the needs of the information society. It is determined that the transformation of the social institution of education requires radical changes in the training of a new generation of managers with a high level of professionalism, culture, innovative creative thinking. It is found out that a set of theories of organisational development is submitted methodologically capacious for creating conceptual models of management of educational changes. Reasonably scientific bases of educational changes as objects of public management are characterised by tendentiousness of public management of educational changes of collective nature.

SOCIAL AWARENESS AND CREATIVITY ENHANCEMENT PROGRAM THROUGH E-LEARNING PLATFORM: A CASE OF MAIZBHANDER FOUNDATION'S MEDDHABIKASH PROGRAM, FATIKCHARI, BANGLADESH

Due to the pandemic situation, the whole world is in turmoil. The educational activities are being conducted via an e-Platform in Bangladesh. Social awareness and creativity enhancement Programs have also been limited from the wide range of conventional mode to virtual mode. In the meantime, many Social organizations and educational institutions have failed to manage their regular activities due to lack of technological support. Therefore, the purpose of this study is to examine the success of social awareness and creativity enhancement programs through the e-Learning platform. In order to measure the success of the program a quasi-experimental research design has been applied. In order to collect data, a well-structured creativity, and awareness scale has been adapted. A questionnaire has been administered twice with the same sample. Once before the program offered and again after their participation in the program. The test-retest reliability of the scale would also check with a minimum of α=.80. Therefore, the findings of the research will show how much the effectiveness of those activities increased. This study will assist the social workers, teachers, students and concerned authority in operating creativity enhancement related co-curricular and non-credited program through self-regulated distance learning in a developing country.

تصور مقترح من منظور طریقة تنظیم المجتمع لتحقیق متطلبات جودة التعلیم الهجین بمؤسسات تعلیم الخدمة الاجتماعیة A proposed perception from the perspective of community organization to achieve the quality requirements of hybrid education in social work education institutions

يشهد مجتمع التعليم محاولات جادة لدمج التکنولوجيا في العملية التعليمية بغرض الإستفادة منها من أجل رفع مستوي جودة التعليم والتعلم الذي يقدمه لمنتسبيه، وتعد ممارسة أسلوب التعليم الهجين في مؤسسات تعليم الخدمة الاجتماعية نتاج لتلک الجهود. لذا فهذه الدراسة تهدف إلي تحديد مستوي تحقيق التعليم الهجين لجودة التعليم بمؤسسات تعليم الخدمة الاجتماعية، وتحديد المعوقات التي تواجه تنفيذه، وتحديد متطلبات تحقيق جودة التعليم الهجين بمؤسسات تعليم الخدمة الاجتماعية وتتمثل تلک المتطلبات في(التخطيط، الإعداد والتدريب المستمر، تنمية مهارات الطلاب، دعم کفاءة عضو هيئة التدريس، تطوير وإعداد المقررات الالکترونية، توفير البنية الأساسية والتجهيزات الفنية، الدعم الاداري، المتابعة والتقويم) ثم التوصل إلي تصور مقترح من منظور طريقة تنظيم المجتمع لتحقيق تللک المتطلبات. وتوصلت الدراسة في أهم نتائجها إلى أن مستوى تحقيق التعليم الهجين لجودة التعليم بمؤسسات تعليم الخدمة الاجتماعية مرتفع کما يحددها الطلاب وأعضاء هيئة التدريس، وتوصلت أيضا أن مستوى متطلبات تحقيق جودة التعليم الهجين بمؤسسات تعليم الخدمة الاجتماعية کما يحددها الطلاب وأعضاء هيئة التدريس مرتفعا، کما أکدت نتائج الدراسة أن التخطيط، وتنمية مهارات الطلاب من أهم متطلبات تحقيق جودة التعليم الهجين بمؤسسات تعليم الخدمة الاجتماعية کما يحددها الطلاب، أما من وجهة نظر أعضاء هيئة التدريس کانت دعم کفاءة أعضاء هيئة التدريس، والإعداد والتدريب المستمر من أهم متطلبات تحقيق جودة التعليم الهجين بمؤسسات تعليم الخدمة الاجتماعية، وتبين أنه يوجد بعض المعوقات التي تواجه تنفيذ التعليم الهجين وتتمثل في ضعف مستوي البرمجيات المستخدمة في التعليم الإلکتروني، وافتقاد الطلاب مهارات التعامل مع تقنيات التعليم الالکتروني، وضعف البنية التحتية لخطوط اتصال متطورة (شبکة الانترنت). Abstract : This research aims to determine the level of achieving hybrid education for the quality of education in social work education institutions, identify the obstacles facing its implementation, identify the requirements for achieving the quality of hybrid education in social work education institutions and these requirements are (planning, preparation and continuous training, development of student skills, faculty competence, development and preparation of electronic courses, infrastructure and technical equipment, administrative support, follow-up and evaluation) and come up with a proposed vision of how to organize society to meet those requirements. The study concluded in its most important results that the level of achieving hybrid education for the quality of education in social work institutions is as determined by students and faculty, and also found that the level of requirements for achieving the quality of hybrid education in social work institutions as determined by students and faculty staff is high Teaching, preparation and continuous training are one of the most important requirements for achieving the quality of hybrid education in social work education institutions and it turns out that there are some obstacles to the implementation of hybrid education, namely the low level of software used in e-learning, the lack of skills for students to deal with e-learning techniques, and the poor infrastructure of advanced lines of communication (internet).

Християнські цінності як теоретична основа системи педагогічних поглядів Івана Бартошевського

The article describes the formation and development of pedagogy and the position of Greek Catholic Church in the 19th century. The author of the article analizes features of religious education in the system of pedagogical views of Ivan Bartoshevsky and determines main elements of I. Bartoshevsky’s theory. I. Bartoshevsky in his works supported main principles of Christian pedagogy, described the possibilities of their realization and tasks concerning the educational process of a child. Moral and ethical system of Christian upbringing forms a theoretical basis of the university textbook by I. Bartoshevsky “Russian Pedagogy or the Science of Educationˮ (1891). The significance of Professor Ivan Bartoshevsky’s textbook “Russian Pedagogy or the Science of Educationˮ (1891) for the formation and development of university pedagogy was crucial. The article describes the influence of the principles of Christian morality on the process of education and clarifies educational functions of social institutes, in particular the educational duties of parents, family, church, state, and school. It is determined that goals and objectives of Christian education are of great importance in the formation of a person’s character and worldview and the stages of the process of education in accordance with the age periodization of personality development are characterized. The researcher defines the place and role of each childʼs educator in the formation of his/her authorities and substantiates main features of the ideal upbringing of a child. It is clarified the role of the surroundings, environment, school for personality education as well as the importance of a teacher in the process of child’s development and growth. Psychological and personal characteristics of students according to their age periodization are characterized. Keywords: Christian pedagogy, textbook, the process of education, social institutions of education, family education, school education, religious education, authority, teacher, church, pedagogical objects, pedagogical functions, effectiveness of education.

Non-regular Staff Issues in Social Education Institutions and the Current Stage of the “Fiscal Year Appointment Staff System”

Non-regular Staff Issues in Social Education Institutions and the Current Stage of the “Fiscal Year Appointment Staff System”

Внеинституциональная гуманистика, философская практика, информальное образование: контуры образовательной креативной индустрии

Introduction. Non-institutional humanities, philosophical practice, and informal education are “a family like” phenomena that are outside the social institution of science and education and are adjacent to socio-cultural activities and social work. The purpose of the article is to outline the contours of the informal educational creative industry in the postmodern society, which combines non-institutional humanities, philosophical practice, and informal education. Methods. The author uses the methods of autobiographical reflection, comparative analysis, empirical observation and analysis of the primary sources of non-institutional humanities. Scientific novelty of the research. The transition to nonmaterial work of the postmodern era is the reason for the relevance of the area under study. The growing demand of a contemporary for such issues as the meaning of life, happiness, the growth of the precariat, the ousting of philosophy from formal education constitute a new social reality that determines the novelty of the research in the informal educational creative industry. Results. The author classifies non-institutional humanities according to the spheres of its existence and the strategies of subject genesis presented in the teachings. The concept of dedifferentiation is considered as an explanation of the area under study in postmodernism. The specificity of the philosophical approach in the work of a practicing philosopher is considered. Conclusions. The author connects the prospects of the informal educational creative industry with institutionalization in the way of leisure, entertainment, and other personal services. The author makes conclusions about the differences between formal and informal education, and indicates the risks and opportunities for the development of the informal philosophical sector.

COVID-19 among LGBTQ+ individuals living with HIV/AIDS: psycho-social challenges and care options.

Prolonged social isolation during the COVID-19 lockdown has adversely impacted the mental, social, and physical wellbeing of the global populace. Coping with mental and physical stressors amidst the global lockdown is especially strenuous for the Lesbian, Gay, Bisexual, Transgender, and more (LGBT+) community, who are frequently subjected to social stigma and minority stress. Systematic stigma and discrimination place LGBT+ individuals at higher risk for deleterious behaviors, such as substance abuse (e.g., injection drug use, smoking, alcohol) and risky sexual practices (e.g., anal/vaginal/oral sex). Maladaptive coping behaviors consequently increase the chances of HIV/AIDS risk among LGBT+ individuals, compared to heterosexual individuals. LGBT+ individuals Living with HIV/AIDS perpetually face higher rates of unemployment, income disparity, and intimate partner violence. Prolonged home confinement, and impaired accessibility to healthcare, legal, and criminal justice services during lockdown may deplete the quality of life of LGBT+ individuals Living with HIV/AIDS. Therefore, it is critical that multidisciplinary service providers, including health professionals, employers, social services providers, educational institutions and community organizations, move toward online service delivery, so that homebound HIV-positive LGBT+ individuals are secured with a wide range of care options. Non-judgemental, tele-counseling may bridge the gap to mental health services. Community clinics catering to HIV-positive and/or LGBT+ clients may consider precociously supplying essential amenities, such as Preexposure (PrEP)/postexposure prophylaxis (PEP), condoms, emergency contraception, and sterile needles. Lastly, efforts directed at the sustenance of at-risk/HIV-positive LGBT+ health should persevere, even after the pandemic.

APPLIED COLLEGES AS AN EDUCATIONAL RESOURCE CENTER FOR HUMAN CAPITAL DEVELOPMENT

The article is concerned with the issue of the transformation of domestic colleges into institutions of professional pre-higher education (IPPE), as well as the substantiation of their place in Ukraine's education system in the context of the country's human capital formation. The essential meaning of the concept of "human capital," the role of the social institution of education in developing the potential of human capital are emphasized. The educational mission of applied colleges is viewed through the lens of education's civilizational and sociocultural role. Based on the retrospective analysis of the history of the creation and growth of colleges as a component of the system of continuing training during the period of Ukraine's restoration of independence (1991-2021), regulatory framework for their operation, the current Law of Ukraine "On Professional Pre-Higher Education" (2019), statistics, and the results of the author's empirical research, a conclusion has been made about the self-sufficiency and necessity of this component in the modern education system of Ukraine. It has been determined that professional pre-higher education serves as a bridge between general secondary and higher education, and its content is an appropriate blend of pragmatic-practical and academic-theoretical components. The importance of the environmental approach in professional pre-higher education has been highlighted, and the necessity of transforming applied colleges into resource centers through the design and realization of an educational institution's corresponding educational environment has been given arguments for. A step-by-step algorithm is given for such project activity. There are some examples of issues and flaws that can arise when designing an innovative educational environment for an applied college.

The correlation between teacher's personality and level of student's anxiety

School is one of the most important social-educational institutions and the main pillar of formal education. The present study aimed to investigate the relationship between teachers’ personality and anxiety level of female students in Isar Elementary School, District 12, Tehran. The research method was descriptive-correlational. The population of this study included all-female teachers (N = 6) and all-female students (N = 180). Tehran during 2018–2019. 60 students answered the Spence Children Anxiety Scale and all teachers answered the Neo personality inventory through a simple random sampling method. Spss16 software was used for data analysis. The correlation test results indicated a correlation between teachers’ personality traits and students' anxiety, personality traits can predict anxiety. Furthermore, there was a significant inverse relationship between student agreeableness and anxiety. The paper concluded that as the level of conscientiousness increases, the students’ anxiety decreases. Keywords: Personality traits, anxiety, teachers, female students, correlation.

Development and testing of the Educators' Professional Development scale (EduProDe) for the assessment of social and health care educators' continuing professional development

BackgroundSocial and health care educators are crucial to educating competent professionals that are prepared to work in a rapidly changing society. Previous studies have primarily assessed educators' continuing professional development from a single perspective. It would be important to gauge educators' perceptions about their professional development from multiple dimensions to identify the strengths and weaknesses of the current learning process. AimTo develop and validate a new educators' professional development scale that is relevant to social and health care education institutions. MethodThe development and validation of the scale comprised four phases: defining continuing professional development; creating an item pool; an expert review of the item pool; and psychometric testing of the scale. Face and content validity were evaluated by two expert panels. The initial item pool included 104 items, with 41 remaining after the expert review. A total of 2330 social and health care educators from 29 organizations were invited to respond to the developed self-assessment survey. The response rate was 18% (n = 422). ResultsExplorative factor analysis identified six factors, including a total of 22 items, that accounted for 68.37% of the total variance. The factors defined different elements of continuing professional development for educators, namely, “need for pedagogical development” (7 items), “need to manage challenging situations in teaching” (3 items), “leadership of competence development” (3 items), “self-directed learning” (3 items), “need to develop clinical competence” (3 items) and “benefits of professional development” (3 items). Internal consistency for the six subscales, measured through Cronbach's alpha coefficient, ranged from 0.70 to 0.89. ConclusionThe EduProDe scale is a relevant and reliable tool for the planning and evaluation of continuing professional development processes or programs designed for educators of social and health care students.