Socio-educational Environment Research Articles

Maintaining Schools as Socio-Educational Environments for Teachers During the COVID-19 Pandemic

Objective: The objective of this study is to examine the impact of schools and key stakeholders in the socio-educational environment, particularly in assisting high school teachers during remote learning amid the COVID-19 pandemic. Method: This study employs a case study methodology with a qualitative approach, utilizing interview and observation tools for data mining. The research employed purposive sampling as a data mining method, and an interactive model was used for data analysis. Results and Discussion: The research findings indicate that teachers encountered social and educational challenges throughout the pandemic and the use of remote learning. Significant discoveries pertaining to this matter can be classified into two categories. Firstly, teachers saw profound disruptions due to the closure of schools during the pandemic. The rapidly evolving circumstances pose significant difficulties for teachers in the socio-educational domain, particularly due to the transition from in-person instruction to online learning and the substantial surge in technology-driven education. In this scenario, teachers find themselves facing a challenging predicament. They must simultaneously navigate the transition to digital learning while also effectively facilitating interactive learning with their students. The second discovery pertains to significant stakeholders inside schools and their respective roles in upholding the significance of educational institutions throughout the pandemic. The individuals encompassed in this group are teachers, principal, students, and parents. Research Implications: Despite the dire circumstances of the pandemic, the decision to close schools does not diminish their crucial function as institutions that are vital for ensuring the continuity of education and the involvement of key stakeholders. Originality/Value: This study offers a teacher's viewpoint on examining many factors that contribute to preserving the crucial function of schools during the pandemic. The topic of the COVID-19 pandemic, which encompasses environmental background, institutions, actors, education, and social factors, has not been extensively examined in scientific studies.

Nurturing Empowering Perceptions: Exploring High School Girls' Perspectives on Gender Equity in Formal Educational Context and Factors Beyond

The primary objective of this article is to conduct an in-depth analysis of multiple factors-cultural, religious, and educational—that shape the perceptions of gender equality among female high school students. Focusing specifically on this demographic sample enables a nuanced exploration into how adolescence interacts with these factors to influence their perspectives on gender roles and expectations. This study employs a mixed-methods approach, going beyond the traditional educational paradigms, to include a variety of external influences such as familial backgrounds, religious texts, sociocultural norms, and the overall school environment. The research aims to contribute to the scholarly discourse on gender equality by enriching our understanding of how societal attitudes permeate classroom walls to shape young girls' viewpoints. By doing so, this study aspires to unearth the implicit and explicit messages received by female students that sustain gender imbalances. This serves the dual purpose of not only highlighting these influencing variables but also leveraging this knowledge to develop targeted interventions. The ultimate goal of this research is to formulate insightful strategies that promote a more equitable and empowering perception of girls and, by extension, women in society. These strategies will be rooted in the findings, which delineate the complex relationship between culture, religion, and education in shaping these perspectives. Thus, the research provides practical insights that could serve as foundational elements for fostering a more inclusive and empowering socio-educational environment for female students and women in the future.

Well-being in institutionalised adolescents.

For adolescents who have criminal convictions, achieving a positive progress including desistance from offending may depend on a sense of well-being. Factors associated with growth in well-being are not widely researched, but there is some work that suggests that qualities in other internal states as well as in the environment may foster well-being. To examine the well-being of young male incarcerated offenders, and its relationship with frequency of contacts with the family, perceptions of socio-educational environment, feelings about the future and self-efficacy. Participants were recruited from three secure education institutions in the Federal District of Brasília, Brazil, under the management of the Secretariat of Justice. They were invited to complete anonymous self-report questionnaires, which included the Psychological Well-Being Scale, the Perception of the Socio-Educational Environment Scale, the Feelings about the Future Scale and the Multidimensional Scale of Perceived Self-Efficacy, and to provide limited sociodemographic data. 195 young male offenders participated and their mean age was 16.8years (SD=1.58, range 14-20). There was a positive correlation between well-being and perceptions of the socio-educational environment, positive feelings about the future and self-efficacy self-ratings. Multiple linear regression analyses confirmed that the frequency of family contacts, positive perceptions of the socio-educational environment, positive feelings about the future, and self-efficacy in leisure and social activities independently contributed to the well-being of young offenders. Although well-being has been associated with desistance from committing crimes, the factors that may predispose to well-being have been researched less and never before examined among inmates in Brazil. While longitudinal work is needed to be certain of the direction of the relationship, the fact that the results are broadly consistent with a similar study carried out on the other side of the world is encouraging in terms of indicating ways forward in rehabilitation. It is necessary to develop interventions that support family relationships and promote personal relationships and personal development, not only of useful skills but also of personal confidence in those skills.

Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation.

Enhancing the academic performance (AP) of college students can contribute to the overall scientific literacy among this population, thereby fostering societal progress. The study investigates the correlation between college students' AP and the socio-educational environment (SEE, including family, roommates, and teachers), study motivation (SM, including self-efficacy and study behaviors). Based on the research findings, recommendations are offered to students, educators, and school administrators. Utilizing a stratified sampling approach, data was collected by selecting a sample of 330 first-year computer science students from a specific local university in Hebei Province, China. Data will be collected through a hierarchical sampling method. Using correlation analysis, difference analysis, and structural equation modeling (SEM) as data analysis methods. The data passed reliability and validity analysis (Cronbach's Alpha = 0.88, KMO = 0.88, χ2/df = 1.49RMSEA = 0.04). The independent sample T-test results showed that female students had higher academic performance than male students (p < 0.001), and there was no significant difference in academic performance between students from single parent or orphan families and students from normal families (p = 0.14), from non urban areas and from urban areas (p = 0.67). The results of the mediating effect analysis indicate that SM exerts complete mediation in the association between SEE and AP, with a mediating effect value of 0.18. The educational disparity between urban and rural areas in China is gradually narrowing. Support policies for students from impoverished families in higher education institutions are showing initial effectiveness. The conducive learning environment and educational atmosphere for students can indirectly influence their psychological state, thus impacting their academic performance during their university years.

Inclusion in school physical education: a look at diversity

This study aims to map and analyze the research published in the last five years on inclusion in physical education in schools. The motivation for this study arises from the practical demands in the school setting regarding architectural accessibility, instrumental resources, teaching strategies, and interpersonal relationships, where the social world is constructed by different social actors in the school and students with disabilities. A systematic review methodology was employed, utilizing electronic databases and reference lists of identified articles. The inclusion criteria included studies that focused on adolescents with physical disabilities, utilized measures of inclusive physical activity, were related to elementary education, involved the training of physical education teachers, and were original research articles. The review process involved the evaluation of titles, abstracts, and full texts according to predefined criteria. The selected articles were analyzed for sample characteristics, assessment instruments, inclusive activities, and teaching methodologies in physical education, implementation of active methodologies with physically disabled students, teacher training and pedagogical methodologies, ethical considerations, and the journal in which the article was published. The studies analyzed encompass various perspectives and methodological proposals for physical education and the inclusion of students. Five categories emerged from the analysis: concepts and practices of inclusion, student participation, diverse socio-educational environment, use of technological resources, and teacher perception and practice. The findings emphasize the importance of promoting inclusive practices, listening to students' experiences, creating an inclusive school environment, incorporating technological resources with pedagogical mediation, and providing continuous teacher training. These conclusions underscore the need to consider the needs of students with disabilities, support teacher education, and foster an inclusive school environment in physical education.

Percepción de los adolescentes sobre el consumo de redes sociales

Adolescents participate in social networks on a regular basis as a new space for leisure and entertainment among this group, with little awareness of responsible use. The purpose of this study was to analyse the consumption of digital media and social networks in young people, as well as to assess their influence on the family and socio-educational environment. The research, of a cross-sectional, descriptive and correlational nature, was carried out with the participation of 104 students of Compulsory Secondary Education (ESO) from an educational centre in the Autonomous Community of the Region of Murcia, by means of the completion of a Likert scale questionnaire. From the results obtained, it is evident that there are significant differences in the use of social networks, according to gender and that there is a evidence of a relationship between their perception of digital competence and participation in social networks; on the other hand, adolescents do not perceive risky behaviour, as well as the possibility of having conflicts in their socio-family environment due to their participation in social networks.

Socio-educational environment questionnaire: factor validity and measurement invariance in a longitudinal study of high school students

Socio-educational environment questionnaire: factor validity and measurement invariance in a longitudinal study of high school students

Super-Ego after Freud: A Lesson not to Be Forgotten

The aim of this paper is to retrace the evolution of the super-ego, in psychoanalysis and phenomenology, describing its effects on education, starting with the formation of individual morality. In the broadest sense, the reflection concerns not only the role that the family can play in this direction, but above all the contribution that schools can make to the formation of individual morality. The structuring of the super-ego is thus built up in the family system by being influenced by the socio-educational environment. The importance of a healthy structuring of the super-ego emerges in the increased risk of alteration of the intersubjective sphere, in cases of dysregulation of the super-ego, a process that is fundamental to psychotic disorder.

Oportunități de optimizare a serviciilor socioeducaționale de sprijin accesibile elevilor cu dificultăți de învățare în ciclul primar

In Romania, since 1989, new trends have emerged in terms of transforming the educational system, so that it becomes accessible to all and offers equal opportunities for the beneficiaries of education. The aim of this research is to provide a multidimensional image of the socio-educational support environment accessible to students with learning difficulties/specific learning disabilities integrated in mainstream primary education in Oradea, from the perspective of the information, opinions and visions provided by primary education teachers and special pedagogues. The questionnaire based survey conducted among teachers in mainstream education allowed to obtain an overview of the issues analyzed in terms of opinions and evaluations. The focus group interview with participation of expert stakeholders aimed to obtain information from the social actors involved through their expertise and/or professional activity in the educational inclusion of students with learning difficulties. The overall picture of the research denotes that schools can provide specialized educational services for students in need, with only a small minority of schools not having the necessary conditions to provide these services. However, the research also shows that due to lack of knowledge or motivation, a significant share of the surveyed teachers do not use the various compensatory measures put forward in the national methodological recommendations that would contribute to improving students' chances. Primary school teachers would need, in this regard, to gain more expert knowledge from innovative models, experiences and good practices in the field.

Academic language as an object of teaching foreign languages to philology students

In the modern socio-educational environment, which is developed through intercultural exchange and the implementation of new methods of spreading knowledge, communication in the student environment is based on the exchange of visual images and philological units. For students of the philological direction, communication with foreign language communicants is determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the academically correct lexical group. The novelty of the study is determined by the fact that academic language is often perceived as a kind of anachronism, as something insufficient to expand linguistic competence. The study proves that the readiness of students to implement the provisions of academic language is possible not only culturally, but is also achievable by pedagogical methods. The study demonstrates that the implementation of the extended learning format is achieved through the techniques of linguistic learning. The practical significance of the study is that the perception of academic language will allow students of the philological direction to implement their skills in various social spheres, which may require historical language research and be predominantly fundamental.

Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language

Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the curriculum in line with the techniques of linguistic learning. The practical value of this article lies in the fact that the study of the academic language by philology students will help them apply the acquired knowledge and skills in different social situations, which are often based on in-depth historical linguistic knowledge.

СОЦІОКУЛЬТУРНА АНІМАЦІЯ У КОНТЕКСТІ СОЦІАЛЬНО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ ЗІ СТАРШОКЛАСНИКАМИ

Соціокультурна анімація у процесі здійснення соціально-педагогічної діяльності у сучасному суспільстві є надзвичайно актуальною, виходячи з розуміння як позитивних, так і руйнівних впливів оточення, у якому зростає дитина. Процес виховання та соціалізації дитини відбувається безпосередньо та опосередковано через призму впливів різних соціальних обставин та соціально-психологічних умов середовища. Необхідною передумовою вивчення соціально-культурної анімації в умовах здійснення соціально-педагогічної діяльності є з’ясування суті, особливостей і механізмів розвитку та соціалізації старшого школяра.

Análisis de las políticas y planificaciones lingüísticas postcoloniales de Senegal desde la ecolingüística

This article focuses on the analysis of language policies and planning undertaken by the different governments of Senegal from independence to the present. We intend to address this issue based on the scientific literature and political-linguistic decisions and actions to elucidate the complexity of the Senegalese sociolinguistic situation. In addition, we resort to the ecolinguistic analysis approach of the Senegalese socio-educational environment for a sustainable regulation of the country’s sociolinguistic ecosystem. The results demonstrate the emergence and diffusion of a mixed national identity, associated with urban wolof, which offers new socio-educational perspectives and an opportunity for sustainable regulation of the Senegalese educational system, thanks to the neutralization of linguistic conflicts.

Crucial Factors that Affect Vietnamese Undergraduate Students' Motivation in Learning English as a Foreign Language

The paper aims to address the significant factors that affect the motivation to acquire English language skills of Vietnamese undergraduate students. This descriptive research study is mainly based on the survey using both questionnaires and interviews, conducted with 288 students at the Department of English Language of Hong Bang International University in Ho Chi Minh City. The findings show that both intrinsic and extrinsic factors play obvious impacts on the student's learning motivation, behavior, and performance. The major extrinsic factors include the teacher's role, the course atmosphere, the learning environment, the expectations from students' parents, the rates of incomes revealed in the job market, and the socio-educational environment. The intrinsic factors mainly include student's language competency, student's type of personality, and personal interests. Based on the findings of the study, the paper also proposes necessary implications to enhance the students' motivation of learning, aiming for increasing their success in the study program. In theoretical aspects, the study highlights the role of culture in shaping the student's motivation of learning. The study also attempts to differentiate types of learning motivation in terms of their time span, such as short-term, long-term, and lifelong motivation.

GENERAL PRACTICE NURSING STUDENTS‘ STRESS DURING PROFESSIONAL INTERNSHIP: CAUSES AND STRESS COPING METHODS

Occupational stress is a phenomenon faced by both phy­sicians working in health care institutions and students studying in the medicine and nursing fields. Early iden­tification of the stress factors and application of timely and targeted stress coping methods are measures allo­wing to maintain a safe socio-educational environment in a real practical place. The aim of the study – to reveal the causes of nursing students’ stress during their professional internship and to identify what strategies students use to cope with the stress. Material and methods. For the study a quantitative rese­arch strategy was used. The survey instrument included questions of two main blocks, one of which was related to stressors, the other one covered stress coping methods. 27 items of stress causes were listed in the questionnaire covering 4 main areas: 1) work content and clinical si­tuations; 2) work conditions and organization; 3) com­munication and collaboration; 4) external stressors. For revealing what measures students use to manage their stress 26 items of stress coping methods were included into the questionnaire. These methods are related to 4 ty­pes of stress coping strategies: 1) Relaxation methods; 2) Rational methods; 3) Organizational and social; 4) Phar­maceutical and health damaging habits. Research instru­ment also included an open question which was aimed to find out positive students’ experiences during the in­ternships. 145 nursing students participated in the study. Results. Stress is a common phenomenon among nur­sing students. All nursing students experience higher or lower level of stress during the professional internships. Factors related to work conditions and organization are the most stressful. Rational stress management methods are the most popular among nursing students in dealing with stressful situations during professional internships. The positive experience expressed by nursing students during internships can be considered as measures helping to successfully adapt psychologically and reduce stress during internships. Basing on the study results such stu­dents support measures could be identified as: student praise and encouragement, friendly team and close coo­peration, nurse-mentor as teacher and consultant, confi­dence in student and the opportunity to act independently, patient‘s gratitude and benevolence.

School Climate Research: Italian Adaptation and Validation of a Multidimensional School Climate Questionnaire

In this article, we present a multidimensional school climate questionnaire, based on an adaptation and validation of the Socio-Educational Environment Questionnaire, which is an instrument developed in Canada, assessing several dimensions of school climate. In particular, the aim of this research was to create a Multidimensional School Climate Questionnaire, which is adding to the original measure by testing a second-order factor model. We conducted two studies with different samples of middle school students (aged from 10 to 16 years) from Northern Italy (Study 1: 575 students and Study 2: 1070 students), and collected data on the psychometric features of the instrument, its reliability and validity. In particular, in Study 1, we carried out the adaptation process and an exploratory factor analysis. In Study 2, we conducted first- and second-order confirmatory factor analysis and tested the associations with school engagement and burnout scales. Overall, our results supported the stability of the adaptation and offered further insights into the original instrument. Assessment implications are discussed.

Formação Profissional do Enfermeiro com Compromisso Social na Atenção ao idoso: a influência do ambiente socioeducacional

O objetivo do estudo foi compreender a formação do enfermeiro para o exercício profissional com compromisso social na consulta ao idoso tendo em vista o ambiente socioeducacional. Foi empregado o referencial teórico de Pierre Bourdieu. A metodologia foi análise documental qualitativo do projeto pedagógico da Escola de Enfermagem Aurora de Afonso Costa que está publicado no site da instituição, à luz da análise de conteúdo. Utilizou-se a análise de conteúdo e a partir dela encontraram-se três categorias: o conhecimento/saber e as da práxis cotidiana de enfermagem são vistas sob a óptica da integração entre a teoria-prática; “compromisso social” se refere a ter atitude profissional com o indivíduo, a família, e a comunidade na valorização da vida e revela que o compromisso social está relacionado com a formação e a participação social, dentro do conceito de prática entre sujeitos e mediadora dos cuidados no ambiente socioeducacional. A compreensão sobre a formação profissional do enfermeiro com compromisso social no ambiente socioeducacional organiza a consulta ao idoso com o conhecimento para a comunidade acadêmica.

Construcciones identitarias migrantes: identidades en resistencia e identidades estratégicas en niños y niñas haitianos en Santiago de Chile

En los últimos años, la llegada de población haitiana a Chile ha ido en aumento y se ha caracterizado por enfrentar un proceso de inserción social complejo, que ha tenido repercusiones en el ámbito educativo. Al respecto, este estudio se sitúa en el ámbito del conflicto cultural al buscar interpretar las construcciones identitarias que experimentan niños y niñas provenientes de Haití a partir de prácticas sociales y percepciones del entorno socioeducativo en una escuela de Santiago de Chile, desde la conceptualización de la diferencia e interseccionalidad en las migraciones. De esta manera, se da cuenta de que los niños y las niñas provenientes de Haití construyen sus identidades a partir de identidades en resistencia e identidades estratégicas. Para dar cuenta de ello, la investigación se desprende de la tesis de grado en antropología. Se realizó una estrategia metodológica cualitativa, mediante etnografía escolar con un trabajo de campo de un año, en el cual se desarrolló observación participante y se realizaron entrevistas en profundidad. Se busca relevar una postura crítica respecto a la importancia de rescatar la perspectiva de niños y niñas y su capacidad de agencia.

СОЦИАЛЬНЫЙ КОНФЛИКТ В ПОЛИКУЛЬТУРНОЙ СОЦИАЛЬНО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВУЗА

The article is devoted to the problem of a conflict in the multicultural social and educational environment of a university of the Russian Federation. Based on existing foreign and domestic concepts for the study of a social conflict as a concept and the results of numerous studies, the authors proposed a definition of the concept of “a social conflict in a multicultural social and educational environment of the university”, based on its genesis. The study made it possible to look at a social conflict as a phenomenon that upsets the social equilibrium in a higher education institution and interpret it as a kind of a social interaction, acting as a value-oriented contradiction between the subjects of the educational process, where the multicultural socio-educational environment serves as a “fabric” woven from countless interactions subjects. Relying on the principles of G. Simmel's theory, which allows analyzing a social conflict in a higher educational institution from the standpoint of a social interaction of subjects, the article highlighted the dyadic relationship of conflict manifestations in terms of: “rector's office — university team”, “teacher — student”, “teacher — teacher”, “student — student”, “student — educational support staff”. The essence, characteristics and the structure of social conflicts inherent in higher educational institutions are revealed. The causes of the emergence, patterns of the behavior of subjects in conflict situations and strategies of the behavior in conflict-subject-subject relations are highlighted. The proposed mechanisms for the regulation of social conflicts in the university, implying empathy, identification, reflection, mediation. Based on the available scientific and methodological research in the field of multiculturalism, the authors clarified the concept of “multicultural social and educational environment of the university” in relation to the study and defined organizational and pedagogical conditions for the implementation of a conflict prevention in high school.

Revitalization of indigenous languages and cultures: critical review of preschool bilingual educational policies in Chile (2007–2016)

ABSTRACT Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education policies in Chile have focused mainly on 6–13-year-old children, relegating preschool education (0–6 years), one of the most relevant educational levels in the socio-linguistic revival process, to a secondary role. In this context, we examine top-down official policy documents regarding intercultural education in early childhood, developed between 2007 and 2016. Attempting to identify some of the main foci of the language policies that may influence the implementation in preschools, we present an intertextual and critical language policy analysis of these documents used in intercultural and bilingual preschools. In doing so, we compare the consistencies and locate the implicit inconsistencies in the policy positions on bilingual education in preschools. We conclude the article by outlining suggestions for languages policies and teacher education in Chile, and the possible implications for other countries.