Educational Space Research Articles

Learning Spaces of Higher Education for Postdigital Citizens

AbstractCitizen science research is often interdisciplinary, responsive to public concerns and inclusive of community knowledge. It can also involve multiple voices coming together to address ‘wicked’ problems. In this paper, we introduce CmyView, a visual and creative methodology that is suitable for research projects in citizen science, particularly those focusing on learning spaces. CmyView’s conceptual framing is informed by research in embodied cognition, digital heritage, networked learning, and the postdigital. The paper discusses the CmyView methodology, as grounded on five core actions: walking, capturing, sharing, connecting, and documenting via public participation. We argue that the CmyView methodology and its accompanying app can offer an innovative way to understand, manage, document, engage with, and study the social and educational significance of learning spaces through community participation.

Педагогическое сопровождение адаптации курсантов в условиях военного вуза

The relevance of the research. Professionalism of intending officers manifests itself in such a quality as the ability to adapt to rapidly changing new circumstances, to changing conditions and the requirements associated with military service. The importance of educational support for the adaptation of cadets in a military university is determined by the necessity to improve the quality of professional training of intending officers of the Armed Forces of the Russian Federation so that they can effectively solve tasks related to their professional duties and combat service. The research purpose includes generalizing and demonstrating a variety of approaches to the definition of the concept “adaptation of cadets”; outlining the trend towards its interpretation in the context of specifics interaction between a cadet and a military, professionally-oriented, real educational space of a military university; determining the stages of cadets’ adaptation and the content of educational support for their adaptation in the specified institution. Methods: the analytical method was used to study the literature on the research issue; the theoretical synthesis was used to generalize and demonstrate the approaches to the concept “adaptation of cadets” and to explain the variety of its interpretations by scientists; the descriptive method was used to fix the stages and content of educational support. Results. The study shows the essence, features, components and problems of cadets’ adaptation to the conditions of a military university. It also proposes the stages (diagnostic, transformative) and the content of educational support for the adaptation of cadets in a military university. Appropriate methods, techniques, and questionnaires are recommended for implementation in practice to conduct successful diagnostic procedures at the first stage. At the second, transformative stage, it is proposed to carry out the educational support for the cadets’ adaptation taking into account the selected components of the adaptation process: psychophysiological, socio-psychological, educational-professional, service-functional and cultural-routine ones. Main conclusions: the study proposes the content of the phased educational support in the initial period of cadets’ mastering the educational and professional activities in order to meet the requirements for the quality of professional training of future officers of the Armed Forces of the Russian Federation. The practical significance of the research results is determined by the possibility of using them in the educational activities of a military university.

Abstract B103: Friend-to-friend: Culturally tailored health education for East African communities

Abstract Purpose: The Mayo Clinic Comprehensive Cancer Center (MCCCC) serves its communities through every pillar of the cancer continuum from prevention to survivorship. To effectively educate our communities along this continuum, MCCCC partnered with a trusted community partner, leveraged the stories of survivors, and addressed stigma in a safe space for community members to ask vulnerable questions. Methods: The MCCCC partnered with Pamoja Women on the Friend-to-Friend initiative. Pamoja Women is a trusted community partner supporting East African women and their families, some of whom are refugees. They provided the space to hold each event, an environment where the women were comfortable with support from their community. The program highlighted cancer education, screening, and risk reduction through culturally appropriate discussions between friends. Topics were identified based on community interest and the cancer incidence in the community. Survivors shared their personal stories and medical experts discussed prevention, risk reduction, screening, addressed myths, answered questions, and showcased discoveries in research and treatment methods. Results: We have held 3 events covering breast, cervical, and HPV vaccination. Each event saw an increase in participation with almost 50 participants attending the series. Furthermore, there was an increase in awareness of screening methods, prevention, and risk reduction. Pamoja Women provided navigation to screening through transportation to and advocacy during appointments. This continuity from education to screening led to heading the call to action for screening. Due to its success, the four-part series has been expanded to include the topics of endometrial, prostate cancer, and breast cancer for a second time. Conclusion: Partnering with trusted community organizations has led to safe spaces for cancer education with friends. This approach has led to successful education and navigation to screening in communities that do not always have access to this essential information. Citation Format: Adeline Abbenyi, Manal Abbadi, Khadija Ali, Fatuma Ahmed. Friend-to-friend: Culturally tailored health education for East African communities [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B103.

Place-Based Indigenous Student Mentorship: Storying the Process of the Atlantic Indigenous Mentorship Network

Introduction. Indigenous post-secondary education students bring unique insights, knowledges, and expertise into post-secondary education spaces. Yet, post-secondary education in Canada is often a site of marginalization for Indigenous students given its’ colonial underpinnings. Targeted mentorship initiatives can be a way to support Indigenous learners through their post-secondary education journeys. Purpose. This manuscript chronicles the creation and ongoing work of the Atlantic Indigenous Mentorship Network and shares insights, challenges, and goals for the network as it continues to support Indigenous students in the Atlantic region. Implications. Our network utilizes a multi-pronged mentorship approach through offering financial, learning, and mentorship opportunities guided by the voices of Indigenous students in the region. Notably, our ability to build relationships with and amongst Indigenous students is strengthened through having an Indigenous graduate student coordinating the network over more than four years. Given the diversity of Indigenous Peoples in the Atlantic, our network has and continues to capture and engage with diverse Indigenous learners in a way that pays respect to their unique knowledges and challenges through continuous consultation and engagement. Our success is demonstrated through the increase in funded students conducting Indigenous health research in the region and through feedback gathered directly from students engaged with the network. Conclusion. By sharing the story of the Atlantic Indigenous Mentorship Network, we hope that learnings and insight can be gleamed to create and continue to strengthen other mentorship initiatives directed towards supporting Indigenous students.

How dignity matters for life and lifelong learning: insights from participatory story-telling by university students in South Africa

ABSTRACT The claim made is that dignity matters in both legal and recognitional aspects for flourishing and lifelong learning opportunities for young adults. Dignity is understood here as a foundational capability and functioning to be and to do in ways which matter to a person, requiring the material and non-material conditions which enable and secure equal dignity for each person. The claim is first explored drawing on both the capability approach and conceptualisations of dignity, especially the inflorescent form. Then, to empirically animate the claim, the article draws on a participatory story-telling project undertaken in a South African university in 2020 with graduate students, in which they were co-creators of knowledge. Participants were supported pedagogically in producing their own individual and collective digital stories, focusing on their lived experiences of social justice and specifically of human dignity. The project shows that dignity is an especially important capability for young people’s present and future wellbeing and their aspirations. Dignity is formed in and sustained relationally in collective spaces. Further, dignity enables repair of the injustices of the colonial and apartheid past. If dignity is not fostered in and through education in adult and higher education spaces, education will always fall short of social justice aspirations and lifelong learning conditions.

Foreign Language Student Linguistic Personality as a Vector for the Professional Bilingualism

The relevance of the study manifests itself through the use of a polyparadigmatic approach to the consideration of the linguistic personality of a translator, including cognitive, cultural, synergetic, and competence aspects. The cognitive aspect is based on the study of the linguistic consciousness of the individual, the synergetic aspect is based on achieving a harmonious translation worldview, the cultural aspect is based on the need for an interconnected study of languages and cultures, and the competence aspect is based on the formation of personal intercultural competence. The purpose of the study is to substantiate a polyparadigmatic approach to the study of the linguistic personality of a foreign student – a future translator. As a result of the study, it was established that in the digital age, with artificial intelligence constantly evolving, new trends arise in the professional bilingualism formation of a human translator interacting with artificial intelligence. This study is based on the results of accumulated pedagogical experience and theoretical provisions in this area, which unites the educational space of two universities (PNRPU, Russia and KRU named after A. Baitursynuly, Kazakhstan). The results obtained can of interest for teachers engaged in training bilingual students, linguistic program students, for the tertiary education practitioners as well as those involved into decision making and curriculum development.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

A unified educational space for internists and general practitioners (family doctors) as a way to improve the quality of training

The article examines the implementation of the principle of educational space unity, ensuring the quality of education throughout the Russia. We also describe the interdependence of practical health care needs for primary care specialists capable of providing high-quality primary care and the functions of an integrated system of a unified educational space for internists and general practitioners (family doctors) (GPs) focused on the social order.Aim. To analyze the conceptual foundations of the system of a unified educational space for internists and GPs (family doctors) as ways to improve the quality of training of specialists.Material and methods. The following were used in this study: analysis of educational trends in the modern world and medical education in particular; structural and functional analysis in the study of legislation regulating the training of internists and GPs (family doctors); a system approach that defines the components of a unified educational space for in ternists and GPs (family doctors); a method for predicting changes in the de velopment of a unified educational space for internists and GPs (family doctors).Results. Having considered the potential capabilities of a unified educational space for internists and GPs (family doctors), the following were revealed: regulatory, social, educational, managerial factors influencing the training of internists and GPs (family doctors) were identified; strategies for the development of a unified educational space for internists and GPs (family doctors) were determined at the level of goals, content, processes, and results; the relationship between the training of internists and GPs (family doctors) and the needs of practical healthcare was established; the internal components and functions of a unified educational space for internists and GPs (family doctors) have been identified and substantiated, and the framework factors have been defined. A theoretical model of a unified educational space for internists and GPs (family doctors) has been created, including external factors, target, motivational, design, content, managerial and evaluative components, as well as planned results, manifested in the functions.Conclusion. To summarize, we can state the following: for effective and high-quality management training of internists and GPs (family doc tors), a unified educational space is of paramount importance, this will make it possible to preserve the best traditions of the country's therapeutic school and its future development.

A unified educational space for internists and general practitioners (family doctors) as a way to improve the quality of training

The article examines the implementation of the principle of educational space unity, ensuring the quality of education throughout the Russia. We also describe the interdependence of practical health care needs for primary care specialists capable of providing high-quality primary care and the functions of an integrated system of a unified educational space for internists and general practitioners (family doctors) (GPs) focused on the social order.Aim. To analyze the conceptual foundations of the system of a unified educational space for internists and GPs (family doctors) as ways to improve the quality of training of specialists.Material and methods. The following were used in this study: analysis of educational trends in the modern world and medical education in particular; structural and functional analysis in the study of legislation regulating the training of internists and GPs (family doctors); a system approach that defines the components of a unified educational space for in ternists and GPs (family doctors); a method for predicting changes in the de velopment of a unified educational space for internists and GPs (family doctors).Results. Having considered the potential capabilities of a unified educational space for internists and GPs (family doctors), the following were revealed: regulatory, social, educational, managerial factors influencing the training of internists and GPs (family doctors) were identified; strategies for the development of a unified educational space for internists and GPs (family doctors) were determined at the level of goals, content, processes, and results; the relationship between the training of internists and GPs (family doctors) and the needs of practical healthcare was established; the internal components and functions of a unified educational space for internists and GPs (family doctors) have been identified and substantiated, and the framework factors have been defined. A theoretical model of a unified educational space for internists and GPs (family doctors) has been created, including external factors, target, motivational, design, content, managerial and evaluative components, as well as planned results, manifested in the functions.Conclusion. To summarize, we can state the following: for effective and high-quality management training of internists and GPs (family doc tors), a unified educational space is of paramount importance, this will make it possible to preserve the best traditions of the country's therapeutic school and its future development.

Innovative Learning Environments and spaces of belonging for students with disability in mainstream settings

ABSTRACT In many schools across Australasia, single-cell classrooms have been replaced by ‘innovative learning environments’ (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded to ILE design. Students with disabilities have, in traditional classrooms, often been reported to be isolated and marginalised. This study sought to examine if the ILE design in its material, pedagogical and relational space supported students with disability in developing a sense of belonging at their schools. The analysis of interview data utilised the Spaces of Belonging Framework. Findings highlight that belonging was facilitated for students with disabilities across all three domains of the Framework. Skilful ILE design can promote the inclusion of students with disability and support academic and social outcomes. This enables a sense of connectedness to the school environment.

Innovation and interculturalism are important features of future teachers' training in modern society

The processes of globalization, the formation of a post-industrial society, the European integration aspirations of Ukraine and the integration of the Ukrainian education system into the European educational space set the pedagogical science the task of bringing the traditional scientific apparatus into line with the system of pedagogical concepts generally accepted in Europe. The developing Ukrainian society needs highly educated people with appropriate professional and general competences who can independently make responsible decisions in a choice situation, predicting their possible consequences, capable of cooperation, distinguished by mobility, dynamism, constructiveness, a developed sense of responsibility for the fate of the country. Decisions and programs aimed at the implementation of scientific achievements, civilizational and cultural trends are implemented through the activities of subjects who perceive them. In this connection, the level of requirements of modern society for the activity and training of teachers in higher education institutions is increasing. Strengthening the integrative and cultural status of education dictates the need to train pedagogical staff capable of realizing its cultural focus. The needs of modern educational practice create the need for cross-cultural training of the future teacher of the Ukrainian language and literature, who not only acts as a mediator between the student and culture, but also contributes to the formation of the young generation's readiness to live and act in an open intercultural space of general civilization.

Linguistic landscape of immigrants in Japan surrounding social issues and ideologies: a study on prohibition signs and schoolscape

ABSTRACT From the perspective of linguistic landscape, this article reports on the use of Portuguese in the communities of Brazilians as return migrants in Japan, focusing on prohibition signs in public areas and signage in schoolscape to examine their relationship to social issues rooted in the cultural and ideological gap between Japanese locals and Brazilians of Japanese descent. Given the lack of detailed guidance from the national government, this study specifically investigates the process of employing Portuguese on signage. It reveals that Portuguese prohibition signs, ideologically charged, are typically installed by individuals or neighbourhood associations, not by the city government. Although the city government distributes templates for these signs upon request, those who install them are responsible for maintaining or removing them. Consequently, the maintenance process, influenced by the prevalent ideology in the host society, leads to these signs remaining in place. Regarding schoolscape, this study emphasises that the use of Portuguese on signage reflects cumulative efforts of teachers challenging the monolingual ideology in educational spaces. Considering various challenges facing immigrant children in educational settings, incorporating Portuguese not only has practical benefits but also significant potential to promote social acceptance of the immigrants and enhance their school life and learning experience.

ISSUES OF FORMATION OF A UNIFIED EDUCATIONAL SPACE OF THE UNION STATE

The article examines the differences in the education systems of the Republic of Belarus and the Russian Federation that arose during the sovereign development of both states and create obstacles in the formation of the educational space of the Union State. Ways to overcome them are suggested.

Home–school connection framework: Elevating multilingual familial engagement capital to build bridges

AbstractSchool readiness research points to familial assets as tools for enriching home–literacy and home–school partnerships. This research informs an urgent call for reimagining educator preparedness relative to bridging students' lived experiences at home and school. Developing a multidimensional approach to effectively partnering with multilingual families that centers families as knowledge holders has potential to interrupt persistent opportunity gaps for ethnoracially and linguistically diverse learners. This conceptual paper presents a reconceptualizing of educator preparedness through what we call a home–school connection framework. This framework situates seven principal tenets—asset‐based culturally sustaining foundations, bilingual and bicultural mirrors, authentic cariño (Curry, 2021; Kwon, 2020; Martínez‐Álvarez, 2020; Valenzuela, 1999), reciprocal collaboration, anti‐bias awareness, community valuing of multicultural literature, and familial capital. This framework is applied in practice across each tenet. Preliminary findings suggest the importance of shifting dispositional stance away from educators serving families and toward educators purposefully partnering with families honoring familial engagement capital to inform multilingual multiliteracies in educational spaces.

COMPUTER TECHNOLOGIES AND MEDIA LITERACY IN THE EDUCATIONAL SPACE OF GEORGIA

In the twenty-first century, digital technologies are an integral part of daily life. The technology used has added a whole new dimension to society regarding communication and relationships, learning and cognition, development, and self-realization. Virtual reality has often replaced the real one, making humanity even more dependent on technology. The merits of digital technologies are unlimited access to information, inclusiveness, and availability from anywhere in the world, breaking down cultural, social, and gender barriers, self-realization and development of creative skills, social communication through various multimedia means, promotion of education and science development, and others. At the same time, the technological age has added a whole new dimension to safety in the form of suicidal online challenges, cyberbullying, and other threats that the younger generation may face as they enter adulthood. The older generation has the responsibility to protect them in the digital environment and ensure a safe digital life. Therefore, it is a priority for the education system to develop the digital awareness of young people and prepare the young generation to deal with the challenges in the digital world. This preparation is necessary for living in both the real and virtual worlds. The paper examines the current situation and peculiarities of using modern computer technologies, digital citizenship, and media literacy in Georgia's general education space and determines the possibilities for improving it.

Complicity and Conformity: perpetuating race and class hierarchies in UK higher education

ABSTRACT Drawing on tenets of Critical Race Theory such as Whiteness, interest convergence, intersectionality and White supremacy this paper examines how some academics of colour are able to accelerate their success in higher education by performing Whiteness by using their privileges and capitals as a means by which they are able to identify with their White colleagues which enables them to perform Whiteness (albeit as outsiders). At the same time, by allowing privileged academics of colour entrance into the White space of higher education, White groups are able to perform inclusion. Drawing on interviews with 34 academics of colour, this paper argues that by performing and enacting Whiteness, some academics of colour mirror successful White behaviours within White normative frameworks. As a result, they are rewarded and gain entrance into the White space of higher education, but the main beneficiaries from this process are White groups, leaving the structures and institutions of racism intact. Consequently, they are complicit in upholding White supremacy, and by doing so protect the interests of White groups.

The educational space as a facilitating element of gamification in the classroom

The educational space as a facilitating element of gamification in the classroom

Teacher collaboration and innovative learning spaces in New Zealand

ABSTRACT The changing architectural design of the spaces where schooling occurs can impact on the types of pedagogical practices that were once solely viewed within the traditional single teacher classroom. Innovative learning environments are being built where there can be multiple teachers with larger cohorts of students. This may provide more opportunities for collaboration amongst teachers which may enhance learning opportunities. This New Zealand study looks at the views of ten primary school teachers in innovative learning environments and the results from a national survey in regard to primary teachers’ and principals’ perceptions on teacher collaboration and innovative learning environments. Specifically, we highlight the views of principals and teachers situated within the New Zealand education system and the range of views they bring to this change to the types of differing structural spaces of learning and teaching. The findings suggest that a continuing challenge for teachers is the level of noise and the wide range of distractions within innovative learning environment. The attitudes and adaptability of teachers to adjust to change, and their opportunities for professional development to prepare for this change are key influential factors.

Personalized Support for Participants of the Educational Space in the Resource Model of Supporting Family of an Early Age Child

Introduction.The aim of the work was the theoretical and methodological substantiation, development and implementation of the resource model of early support to the family of a child with disorders in the education system. Methodology. The article presents the results of a long-term empirical study of families raising early aged children with disorders, describes the author’s resource approach to their psychological and pedagogical support. The importance of a personalized approach in the interaction of all participants in the educational space (support specialists, children and their parents) in the triad is emphasized. Results. The resource field of the family, including internal and external resources, is designated. A resource model of early assistance to a child with disabilities and his family is presented. Variable strategies of such a model have been developed and tested depending on the request and resource capabilities of parents: patronage, accompanying, advisory. The events and areas of activity that were part of the personalized support process are listed. Conclusions. The importance of training and advanced training of personnel for the implementation of early support associated with professional theoretical and practical deficiencies is emphasized.

Challenges and Facilitators in the Clinical Adoption of Traditional Chinese Medicine Technology

Objective: This study aims to analyze the challenges and facilitators in the clinical adoption of traditional Chinese medicine (TCM) technology. It proposes practical recommendations to provide evidence-based support and guidance for medical institutions at various levels in effectively integrating and advancing TCM technology. Methods: A descriptive phenomenological approach was employed to facilitate semi-structured interviews with doctors, nursing managers, and nurses. The collected data were subsequently analyzed using NVivo software. Results: In a study involving interviews with 17 doctors, nursing managers, and nurses, researchers identified three main themes and ten sub-themes. These included factors that promote the use of traditional Chinese medicine (TCM), such as the development of a comprehensive training curriculum, support from leadership, and strategies for integrating TCM technology. Conversely, hindering factors were also identified, including low awareness of TCM among some healthcare professionals and patients, as well as challenges related to medical costs and insurance. Recommendations for promoting TCM technology in Grade A hospitals include the creation of operation manuals, establishment of platforms for learning and communication, provision of dedicated spaces for teaching and discussion, and empowerment of nurses to assume leadership roles in clinical decision-making. Conclusion: The development of Traditional Chinese Medicine (TCM) appropriate technology projects in general hospitals in Northwest China faces both obstacles and promoting factors. It is essential to address these challenges through targeted training and the implementation of a standardized management system to enhance the capabilities of TCM nursing services. Additionally, establishing a distinctive platform for TCM nursing services, fostering collaboration and exchange across various regions, and encouraging the inheritance and innovation of TCM nursing characteristics are critical steps in advancing TCM practices.