Education Students Research Articles

ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ КУЛЬТУРИ НАУКОВИХ ДОСЛІДЖЕНЬ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ

In the conditions of the information society, the modern education system must prepare conscious citizens of their country who are able to navigate in the information field, critically interpret what they hear, draw their own conclusions and seek answers to the questions posed. That is why higher education must contribute to the development of these skills and abilities. The purpose of the article is to find out the semantic meaning of the concept of “information culture” and to determine the methodology of its formation among students of higher education during scientific activity. During the writing of the article, general scientific methods of analysis and synthesis were used. The worldview and methodological principles of democratization, innovation, and flexibility of the educational process were also observed. The article defines the main approaches to understanding the essence of the concept of “information culture”. The importance of careful selection of information sources, the need for a critical understanding of the received information, and the importance of observing these principles in the course of scientific activity are emphasized. The obtained results of the research can be taken into account when planning training sessions, especially practical work. Conclusions. Thus, the concept of information culture has different definitions and is used for different fields of knowledge. The key feature of this concept is a critical attitude to the received information and its proper verification. The modern education system pays considerable attention to the formation of information culture, introducing special courses, including media education. Observance of information hygiene by students of higher education is an integral part of their educational process, especially during scientific activities. Completing a number of practical tasks for the development of critical thinking should contribute to the formation of the information culture of higher education graduates. Key words: information culture, information society, media education, critical thinking, scientific activity.

НАВЧАЛЬНА ДИСЦИПЛІНА «ЗАГАЛЬНЕ І СПЕЦІАЛЬНЕ ДІЛОВОДСТВО» У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ-ПЕНІТЕНЦІАРІЇВ

The article characterizes the peculiarities of teaching the educational discipline “General and special office management” in the context of professional training of future penitentiary specialists in higher education institutions. It is substantiated that the academic discipline “General and special office management” plays an important role in the professional training of future specialists of the State Criminal Executive Service of Ukraine, because it involves the formation of a system of theoretical knowledge, practical skills and skills to work with documents specific to each of the management functions, as well as for certain fields of activity, in particular, familiarization with the theoretical and practical issues of documentation and the rules of organization of record keeping in institutions of the criminal executive service. As a result of mastering this educational discipline, students (cadets) should develop skills and abilities related to compiling, proofreading, accounting (registration), sorting, storing, searching, processing information stored in documents, as well as copying, information transfer, document transportation inside and outside the management apparatus of an institution or organization. It has been proven that the effectiveness of mastering an educational discipline depends on the teacher’s selection of educational material, the planning and implementation of independent work by students of higher education, as well as their preparation for practical classes. The content of the lecture course is characterized, the relationships between lectures and practical classes are determined. The conditions for successful mastering by future penitentiary specialists of the educational course “General and special office management” are substantiated, in particular, the need for systematic, consistent work throughout the entire academic semester, the formation of analytical skills for working with literature, and thorough preparation for the semester exam are substantiated. It has been proven that the effectiveness of the performance of the criminal-executive service specialists in the future of their official duties, the pace of their career growth, and the intensity of professional and personal development depend in some places on the development of the skills of working with documentation. Key words: academic discipline, professional training, higher education students, lecture, independent work, future specialists, criminal-executive service.

РОЗВИТОК ГРОМАДЯНСЬКОСТІ ОБДАРОВАНИХ ПІДЛІТКІВ ЗА ЧАСІВ ВІЙНИ: СОЦІАЛЬНО-ПЕДАГОГІЧНА ПРОГРАМА

A socio-pedagogical program for development of citizenship of gifted adolescents is substantiated based on analysis of legislative documents, national programs regarding civic education of the new generation in Ukraine during the war, generalization of contemporary experience in improving citizenship of students of general secondary education institutions of Sumy region, taking into account characteristic features of social formation of adolescents and the specifics of this process among gifted teenagers. Results of the analysis of the current state of improving civic education of students at general secondary education institutions revealed a predominant neglect of gifted teenagers in this process, since pedagogical teams are focused on involving these teenagers in subject Olympics, in National Academy of Sciences activities and preparing them to win in intellectual competitions, which is really important. The lack of programs that would take into account characteristic features of the gifted in the development of their patriotism threatens their future self-realization in Ukraine in particular, under conditions of existence of American and European grants system for “finding” creative youth in the world. The goal of the program that we have justified – to improve development of citizenship of gifted adolescents under conditions of war in Ukraine – is achieved through such tasks as: 1) creation of a coordination group of representatives of the internal and external school social environment and preparation of this group for promotion of development of citizenship of gifted adolescents at lycea and in territorial communities; 2) socio-pedagogical support of gifted teenagers in the process of civic education at lycea; 3) supporting initiatives of gifted teenagers regarding harmonization (real and virtual) of civil and legal social space at lycea and territorial communities; 4) promoting gifted teenagers' awareness of the importance of citizenship in the European Union through virtual communication with European teenagers and domestic ones studying in European countries under wartime conditions. Key words: socio-pedagogical program, gifted teenagers, development of citizenship, war in Ukraine.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ СУЧАСНИХ ВИКЛИКІВ

The article examines transformation of social work under conditions of contemporary challenges in Ukraine and changes in training of social workers under these conditions. It was determined that difficult circumstances of wartime affect the course of education process, education format is changing, there is a transition to its distance forms, and there emerges a need to create a safe environment for the subjects of educational services provision. The purpose of the publication is to determine characteristic features of training of future social work specialists under conditions of martial law, to study transformation of social work caused by contemporary challenges. The research methodology is a combination of philosophical ideas about the course of social processes unders conditions of crises and challenges with theories of social work based on the socio-pedagogical paradigm of scientific knowledge. It has been proven that models of social work are flexibly transformed in accordance with contemporary legislation, unification of different regions of the country is being actualized, and the guidelines of social development in the post-war era, in which modern specialists should orient themselves, are gradually being updated. It was substantiated that additional attention must to be paid to changes in the content of social work to overcome stressful situations, develop resilience, form social cohesion of the population. A model of distance training of social workers in the educational online space was proposed, which includes a step-by-step algorithm of actions to ensure inteconnection of learning and extracurricular activities of students, which is an effective means and environment for implementation of educational activities in the process of theoretical and practical training of future social workers. The practical significance of the research lies in creation of a favorable distance educational environment, in which necessary competences of specialists are formed and their social creativity, which contributes to performance of professional activities, develops. Types and forms of educational work, which can be integrated into training and education process of higher education students, are being implemented with transformation according to requirements of specific educational programs and components for training of future social workers. Key words: social workers training, educational and professional program, transformations of social work in Ukraine, distance education, safe environment.

Wargaming Preferences: How Participating in Educational Wargames Changes Student Preferences on Learning

Educational wargaming has shown its clear value in the classroom, leading to deeper and more long-lasting learning. Yet, it is unclear how students respond to the use of games in the classroom and whether they perceive them to have educational value above and beyond “having fun.” This study of the War at Sea wargame at the U.S. Naval War College provides evidence that students see wargaming as a valuable learning activity, that they consider it appropriate for the PME environment, and that participating in a wargame makes them more likely to want to learn via wargames in the future. These findings provide evidence in support of the ongoing effort to increase wargaming in professional military education (PME) curriculum, and suggest that early exposure to wargames creates buy-in among students that can be harnessed throughout their careers.

Дуальное обучение как условие формирования экологической компетентности студентов в системе среднего профессионального образования

The system of secondary vocational training in Russia is undergoing significant changes regarding the quality of training of competent specialists who are able not only to carry out professional activities in modern socio-economic conditions, but also to successfully compete in those sectors of the national economy where they will work after graduation. As noted in the state program of the Russian Federation “Development of Education” until 2030, special attention is paid to the development of dual education and environmental education of students. In this regard, since 2014, dual (practice-oriented) training has been successfully implemented in secondary vocational education institutions in the country, within which students acquire basic theoretical knowledge in college classes and acquire practical skills at the enterprise. The purpose of the article is to study ways of developing students’ environmental competence in the system of secondary vocational education. Materials and research methods include an analytical review of scientific research related to the formation of environmental competence in dual learning conditions. The results of the study and their discussion are determined by the choice of approaches, technologies, methods, techniques and forms of work to develop students’ environmental competence. In conclusion, the results of the study are summarized.

Proofreading student writing: a research-based stakeholder tool focused on ethical practice

AbstractThis article presents a research-based stakeholder tool informed by a study of the various types of changes proofreaders may make when proofreading a student text. Whilst the tool can be used to advise higher education students, (non-)professional proofreaders/editors, English for Academic Purposes (EAP) lecturers, writing centre tutors, and university policy makers as to appropriate forms of third-party intervention, it is primarily intended to be used as a framework that assists academics in deciding which kinds of third-party intervention are un/ethical when allowing their students to have work proofread. As such, the stakeholder tool serves a heuristic purpose in that it: 1) displays the various types of interventions proofreaders could make for an academic to consider which interventions they wish to allow, from the lightest-touch (e.g., correcting typos or spelling errors) to the heaviest-touch (e.g., substantial, wholesale rewriting of the text by the proofreader at the level of content); 2) advises academics about un/ethical forms of proofreading intervention; 3) confirms an academic has given permission for a student to seek out proofreading support whilst specifying what in the academic’s opinion is un/ethical in terms of proofreading intervention; and 4) educates and trains stakeholders in academically sound proofreading practices. This stakeholder tool is timely when considering that some current university proofreading policies are poorly worded and ambiguous, and when considering the lack of clarity about or knowledge of university proofreading guidelines by stakeholders such as staff and students.

Application of Artificial Intelligence Platforms and Its Influence on Education of Students in Higher Learning Institutions in Arusha City, Tanzania

Application of Artificial Intelligence Platforms and Its Influence on Education of Students in Higher Learning Institutions in Arusha City, Tanzania

Investigating the Relationship Between Disaster Preparedness Knowledge, Disaster Related Stress, and Post-Disaster Depression Among Students and Faculty in Higher Education

ABSTRACT The worldwide prevalence of disasters exposes students, staff, and faculty at colleges and universities to multiple disasters, potentially impacting their mental health. This study investigates the influence of cumulative disaster-related stressors on depression among 1,497 higher education participants. Results from modified Poisson regression analyses reveal that individuals exposed to cumulative stressors (COVID-19 and Hurricane Sandy) have a higher prevalence of depression (PR 4.20; 95% CI: 1.45–6.12) compared to those without such exposure. The relationship was confounded when disaster preparedness knowledge factors (specifically, medication and grocery delivery knowledge) were added to the model (PR 3.75; 95% CI: 1.36–5.47). These results underscore the importance of integrating disaster preparedness knowledge into mental health interventions for the higher education community. Adapting interventions based on individual preparedness knowledge levels, especially for students and staff, can be a critical strategy in mitigating the impact of disasters on mental health in higher education settings.

Exploring the impact of device ownership, usage patterns, and technology proficiency on mobile learning among higher education students: a multi-faceted study

This study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency.

The Case of Distance Learning Modalities Among Technical Vocational Students in One State College in The Philippines

This study discusses the perception of the Bachelor of Technical-Vocational Teacher Education (BTVTEd) students during the implementation of distance learning along with their specialization courses in Camarines Sur Polytechnic Colleges (CSPC). This study aimed to generate students' learning experience and determine factors affecting the teaching-learning process and the implementation of the distance learning modality of CSPC. This study utilized a descriptive method of research. An adapted survey questionnaire was used to gather the data, and a weighted mean was employed to analyze and determine the factors affecting students’ performance in the distance learning modality. This study revealed that the students rated an overall rating of 2.95 with a verbal interpretation of Agree along with computer expertise, the flexibility of distance learning, the usefulness of distance learning, and distance learning satisfaction. This means they were satisfied with the teaching-learning process they experienced in their major courses. Thus, the researcher recommended reinforcing its programs along with the new normal approaches in education to achieve its vision of providing the best polytechnic education to its students by continuously creating opportunities such as training and seminars for the teaching staff and students to be fully equipped with the necessary skills for distance learning and the digital advancements in education.

Measurement of Science Literacy Skills of Elementary School Teacher Education Students: Development and Validity Testing of Assessment Instruments

This study aims to develop and test the validity and reliability of a scientific literacy instrument for students of the Elementary School Teacher Education (PGSD) Program. The instrument was designed to measure three dimensions of scientific literacy: content knowledge, procedural knowledge, and epistemic knowledge, focusing on Earth and Space Science topics. A total of 18 questions were constructed based on indicators that assess the ability to explain scientific phenomena, evaluate scientific investigations, and interpret scientific data. The instrument was tested on 33 PGSD students at Universitas Sebelas Maret (UNS) and analyzed using the Content Validity Index (CVI) and reliability tests via SPSS software. The results indicated that most items were valid, with an S-CVI/Ave value of 0.981 and an S-CVI/UA value of 0.8333. However, one item was found invalid with an I-CVI score of 0.67. The reliability test showed that some questions had a good level of reliability, while others required revision due to low reliability. Additionally, analysis using the Item Response Theory (IRT) revealed that the questions varied in difficulty and discrimination, with most questions having positive discrimination values and a range of difficulty levels. Overall, the instrument was found to be valid and reliable for assessing the scientific literacy of PGSD students, although some questions need revision to improve consistency and accuracy.

Boundary-making between mainstream and special education. A posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms’

ABSTRACT This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling is divided between the mainstream classroom and special provisions within the walls of the mainstream school. The article is based on ethnographical fieldwork in two Danish public schools with teachers from 4th to 6th grade in mainstream education. Using artefacts such as empty chairs, missing names, and lavatories for specific groups of students, the analysis shows how nonhuman mundane materialities of the school and classroom do performative work in enacting divisions and belonging in mainstream education. Besides the focus on materialities, teachers’ statements on students with special needs offers insights into teachers’ imaginaries and perspectives on their responsibilities (or lack thereof) concerning students with special needs. Despite intentions to enhance opportunities for students with special needs to participate in mainstream classroom activities, this study’s main findings suggest a strong segregation between the two groups and that teachers and materialities are reinforcing and reproducing this segregation through artefacts, (dis)placements, counterproductive imaginaries, and discursive statements.

Filmmaking as ‘Meaning-Making’ Activity: Robert Kegan’s Developmental Theory and Its Implications for Training Film Directing Students

Robert Kegan’s The Evolving Self: Problem and Process in Human Development (1982) is a psychological theory on personality development that is centered around the idea of meaning-making as the primordial activity of existence, and which proposes an understanding of the ways we conceptualize our self and other according to our current stage of development, with relevant implications for many types of care work, including education. This theory is presented here in the context of film education for film-directing university students, for which it hopes to inspire a more student-centered approach, which values process over outcome. As many of the professional abilities that are sought after in the training of film-directing students can be seen as intra- and interpersonal abilities, the conceptualization of self and other becomes especially relevant in this particular educational setup, where working with the students involves a close encounter, insufficiently recognized, with their meaning-making activity. This also brings into discussion the way we model ideals for teachers in terms of their own personal development and the role that the film school as an institution could play in this matter.

A psychological reaction of higher education students to the new national exit exam in the case of Dilla University, 2023

IntroductionTest anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023.MethodsA community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model.ResultsThe prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67).ConclusionThis study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety.

Supporting the academic success of underrecognised higher education students through an immersive block model

ABSTRACT Immersive block models are an innovative approach to higher education (HE) that engage students over shorter periods of study than traditional semesters and aim to improve students’ academic success through a more focused and active learning experience. These models may be of particular benefit for HE students from cohorts that are historically underrecognised. We investigate this potential by comparing academic achievement (N = 30,108) outcomes for minoritised student groups in a six-week immersive block model and a traditional 13-week model at a public Australian university. Statistically significant improvements in academic success were observed for students identified as low socio-economic status, first-in-family, regional/remote, Indigenous, and registered with a disability, with improvements particularly pronounced for the latter two student groups. This case study indicates that immersive block models providing the conditions for more focused and active education can significantly enhance the academic achievement of underrecognised students. Immersive block models can contribute towards the important goal of developing more inclusive HE.

L1 and L2 reading comprehension in Dutch higher education students with and without dyslexia: effects of test type and linguistic skills

L1 and L2 reading comprehension in Dutch higher education students with and without dyslexia: effects of test type and linguistic skills

Blended Realities - Higher Education Student Reflections on Acquiring Skills for Game Creation in a Project-Based- and Blended Learning Environments

This study delves into higher education students' active participation in an Erasmus+ blended intensive program (BIP) that focuses on teaching game creation. Three universities facilitated the BIP, which had 22 international students. The program, designed around project-based learning and on-site/online collaboration, empowered students to better prepare them for careers the game industry. Two student focus groups were analyzed using thematic analysis to understand the students' perceptions of the educational approach. The investigation findings emphasize that aligning game creation teaching with conditions and technologies in the game industry is challenging in practice despite its apparent simplicity on paper. It also underscores the crucial role of soft skills and transversal competencies in game creation education. These skills, often overlooked, play a vital role in the success of game creation projects. With this study, we wish to contribute to the discourse on game education by offering insights into the enablers and barriers to teaching game creation within higher education. It provides ten useful considerations for game scholars and educators to deliberate in their profession.

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

Preceptor Perspectives Using Entrustable Professional Activity-Based Assessments During Advanced Pharmacy Practice Experiences.

To explore Advanced Pharmacy Practice Experience (APPE) preceptor perspectives including implemenation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education. Two 90-minute virtual focus group sessions were conducted to elucidate preceptor perspectives on EPA integration into APPEs through semi-structured discussion. Preceptors with experience utilizing entrustment-supervision (ES) scales with EPAs for assessments for at least four APPE learners in the last year were eligible. The primary outcome was a description of implementation guidance for assessing learners using an EPA framework. Secondary outcomes include descriptions of barriers and facilitators to using an EPA framework in APPE learner assessment. All sessions were recorded, transcribed, and analyzed using inductive thematic analysis. Eleven APPE preceptors representing nine institutions participated. Commonly identified implementation recommendations were regular, repetitive preceptor education using case vpractice ignettes, student orientation to assessment expectations, clear delineation of minimum competency level, frequent discussions with preceptors, and use of institutional resources. Identified barriers were the abstractness of entrustability, subjectivity of the ES scale and preceptor assessments, unclear grading schemes, length and complexity of the assessments, and EPA applicability to the specific practice setting. Commonly identified facilitators were clearly defined scales and expectations, preceptor education, student education, pass/fail grading schemes, and shorter, more frequent assessments. EPA-based assessments can be used by preceptors for workplace-based assessments during APPEs. Faculty/preceptor development and student orientation with benchmarking and clear expectations are needed to support implementation.