University Didactics Research Articles

University Didactic 4.0 for Professionals of the 21st Century

Objective: This study investigates the impact of transitioning towards "University 4.0" on shaping professionals capable of addressing the 21st-century challenges. It highlights the integration of advanced technologies and innovative pedagogical approaches in higher education. Theoretical Framework: The study focuses on the necessity for higher education to adapt to advanced methodologies and technologies to meet the demands of the knowledge society and the digital economy. It emphasizes the importance of ICT in educational transformation and the evolution of the teacher's role towards a learning facilitator. Method: Descriptive analysis based on bibliographic review and surveys conducted with students and teachers, exploring emerging pedagogical practices and the integration of telelearning resources and ICT in educational environments. Results and Discussion: A significant transformation towards more interactive and student-centered learning is revealed. The advantages of digital technologies in teaching and the challenges related to accessibility and equity are discussed. Research Implications: Suggests the need for a holistic approach that integrates technical, cognitive, and social competencies to properly prepare future professionals. It underlines the importance of overcoming technological and pedagogical barriers for a more inclusive and effective education. Originality/Value: Provides a comprehensive perspective on the evolution of university didactics towards education 4.0, emphasizing the need to adapt to technological and sociocultural changes to form competent and versatile professionals in the global and technologically advanced context of the 21st century.

ФЕНОМЕН ИНФОРМАЦИОННО-СЕТЕВОЙ СОЦИАЛИЗАЦИИ СПЕЦИАЛИСТОВ ДЛЯ СУДЕБНОЙ СИСТЕМЫ ЧЕРЕЗ ПРИЗМУ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ В ВУЗЕ

The problem of information-network socialization of the judicial system’s specialists is of great concern and relevance in the face of the technologically advanced reality. The relevance of the announced theme is grounded on: (1) employers’ changing expectations and increased identity requirements for a specialist for the judiciary in the context of new technological trends; (2) the tendency to regulating the specialists’ adaptation and the competitiveness of the judiciary of the RF on the employment market in the XXI century; (3) the urgency of establishing socialization mechanisms for the future judicial community in the light of a transformation of socialization institutions and the introduction of new its types; (4) the need to uncover the particularities of new types of socialization in order to work out effective algorithms for their formation during vocational training. The objective of the research is to examine the phenomenon of information-network socialization of the judicial system’s specialists in the light of professional training in higher education. Materials and Methods. The stated goal required the application of the principles of dialectical logic and system approach to the research. In consideration of the application of these methods: (1) the primary reasons for the origin of a new type of socialization are revealed; (2) the name of the new type of socialization is justified taking into account the information-network orientation; (3) the authors’ definition of information-network socialization is proposed; (4) the particularity of a new type of socialization is disclosed; (5) the mechanism of information- network socialization formation is determined, which complements the doctrine of personnel training for the judiciary in the XXI century. The primary importance of the study is due to the fact that the obtained results not only concretize the interpretation of the studied concepts, but also expand the horizons of the theory of information socialization and university didactics in the light of new technological trends.

Virtual Reality in Social Work Teaching - Two Approaches to 360° Videos and Collaborative Working

The use of virtual reality and 360° videos has been little researched so far, especially in social work studies and teaching. The reasons for this are the low prevalence of VR headsets in social work courses and the fundamental technological deficit in social work, which means the lack of clear causal chains within it. Professionals must adapt their practical knowledge to the individual framework conditions and problem situations depending on the case situation and field of work. In contrast, in simulation-based approaches, as used in the teaching of many rather object-oriented courses of study, fixed sequences of action usually lead to success. At the same time, 360° videos, with suitable didactic framing, can be used to convey case studies in an immersive manner that can then be continued individually, methodically developed and reflected upon. In the” Teilprojekt XR”, two approaches to the use of VR headsets were designed, the first enables remote collaboration, the second offers a chance for analysis and reflection using 360° videos. The first approach is Collaborative work using VR headsets, which is intended to be an addition to communication with existing video conferencing systems. It has the potential to counteract the previous challenges associated with zoom technology and create more proximity. The first few evaluation results (n=11) on the methodological implementation of collaborative work with VR headsets suggest that this approach can bring added value to students. However, getting started with VR headsets is challenging for students and only a few have taken up the offer so far. The integration of 360° videos in education has potential for social work, as the high degree of realism and immersion can improve the link between theory and practice. Students can thus obtain realistic insights into practical examples already during their studies and professionally reflect on their own perspective in the situations. The use of 360° videos using VR headsets has been tested and established in teaching in four seminars so far. The students experience the simulated case situations from the subjective perspective of the different protagonists and can thus more easily put themselves in their individual perspective. Didactically, these observations are professionally framed by teaching content taught in advance, group work in small numbers as well as a collaborative analysis and reflection within the seminar group. The results of the evaluation (n=60) of the integration of 360° videos into teaching are promising and show a clear potential for university didactics. A flow experience and an experience of presence were confirmed by the students when working with the 360° videos. Furthermore, the students reported that the methodological extension supported their comprehension of the course materials and validate the usefulness and advantages of using 360° videos during the seminars.

Teaching and learning in a globalized classroom - a concept for university didactics

Abstract
 This paper presents a concept for university didactics realized within the EU-funded Jean Monnet Chair Freiburg for European Education (JMC-FrEE) at the University of Education in Freiburg (Pädagogische Hochschule Freiburg). One of the main objectives of the JMC-FrEE-project is to provide expert guidance to future educators and teachers about European matters, and to prepare them to organize learning and teaching processes in a European context for the education of the next generation of active European citizens. This didactic concept show possible perspectives how teacher education can find answers to the outlined challenges.

Relationship of Critical Thinking with Competencebased Approach in Learning Calculus

In this article, an analysis of a topical problem for university didactics concerning the formation of critical thinking (CT) in students in the process of modernization of higher education has been made. A comparison is drawn between properties of both ordinary and critical thinking. Special attention is given to the relationship between CT and competence-based approach in learning Calculus. A model of CT formation in students has been presented and detailed consideration given to pedagogic and didactic conditions for CT formation.

University didactics, innovation and inclusion. Assessment and feedback

University didactics, innovation and inclusion. Assessment and feedback

Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier

Abstract This activity report This Activity Report is a follow up of reflections and ideas based on a paper by Sabina Schaffner. 2022. Lehre am Sprachenzentrum der UZH und ETH Zurich: Positionspapier. In Anna Maria De Bartolo & Jean M. Jimenez (eds.), Approccio Umanistico e Creativo nella Didattica Universitaria: Riflessioni e Best Practice. Studi in onore di Carmen Argondizzo. Quaderni del Dipartimento di Linguistica Università della Calabria 30, 491-508. Armadillo Editore. is based on teachers’ experiences during the COVID-19 pandemic and the resulting reflection on teaching that the Language Center of University of Zurich (UZH) and ETH Zurich initiated. Framed in the context of Higher Education, the report takes into account both the discussion on the future of teaching at UZH, which was launched by the Vice President of Education and Student Affairs for Teaching and Learning, as well as the Language Center’s teaching strategy. In addition, course evaluations at the Language Center in the 2020 Spring and Autumn Semesters, research on digital (language) teaching, recommendations on university didactics, and results of additional international surveys on language teaching in Higher Education during the pandemic are examined. The aim of the report is to strategically define the future of language teaching at the Language Center of UZH and ETH Zurich and to identify the fields of action associated therewith. With this detailed report of the activities that we implemented at the UZH Language Center throughout the years, we would like to make a contribution to the (inter)national positioning of university language centers. At a panel organized at the Language Center’s Twentieth Anniversary Conference on 10 June 2022, stakeholders shared their thoughts on the services the Center currently provides and ideas for further developing these services. The stakeholders’ feedback features prominently in this activity report, thereby adding to the impact that the report can have on potential readers.

Theory and practical experience as two sides of a coin

Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory–practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This article tries to evince some connectors between theory and practice at the university level by means of a higher-education didactical model in the field of RE. For this purpose, a didactical course in RE called "learning workshop for religious didactics" in the curriculum of practical theology as a new format for university didactics was introduced. Within the framework of the accompanying research, both the teaching and the reflection on this teaching were recorded on video, and the students’ competences were analysed. This contribution aims to highlight specifically how this didactical model contributes to the increase in students’ theological and didactical skills and promotes their own activity and self-reflection in teaching lessons. Since the students’ teaching topic is "world religions", this model also contributes to their development in addressing religious plurality.

Artificial Intelligence in Education – Pedagogical Reflections

This theoretical framework represents an author’s reflective approach, characterized by a predominant focus on descriptive, analytical, and prognostic elements. It aims to introduce artificial intelligence virtual assistants, and explore their potential in the educational context of preschool children, students and university students within the pedagogical scientific community. The paper is a theoretical analysis encompassing the understandings of virtual assistants, their evolution, pedagogical potential and pertinent reservations related to their application in education. Additionally, a concise questionnaire is administered to Bulgarian students and professors, gauging their attitudes towards the use of artificial intelligence in university didactics. Importantly, it is imperative to emphasize that this investigation does not challenge traditional pedagogical approaches; rather, it serves to complement and enrich the existing theoretical and practical knowledge base. Such enrichment becomes essential in response to the shifting dynamics of societies in the post-digital era, alongside the distinctive characteristics of the contemporary learning generations. As society progresses towards an increasingly digital future, the transformation of education into a more digital-oriented landscape becomes an inevitable necessity.

Competence-based catalog of learning objectives for the subject area of quality management in medical studies - position paper of the working group Quality Management in Education, Training and Continuing Education of the Society for Quality Management in Health Care (GQMG).

Traditionally, direct medical competences are taught in medical studies, whereas leadership and quality management competences are hardly taught, although graduates are already confronted with management tasks at the beginning of their clinical work. With the upcoming amendment of the Medical Licensing Regulations, this topic area will probably be addressed and must be adequately taught by the faculties. The learning objectives in the area of quality management listed in the current working version of the German National Catalogue of Learning Objectives in Medicine (NKLM) 2.0 have so far been formulated in rather general terms and need to be concretized. To develop a competence-based learning objectives catalog for the topic area of quality management in medical studies as a structured framework recommendation for the design of faculty teaching-learning programs and as a suggestion for further development of the NKLM. The competence-based learning objectives catalog was developed by an eight-member working group "Quality Management in Education, Training and Continuing Education" of the Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung e.V. (GQMG) within the framework of a critical synthesis of central publications. The members of the project group have many years of project experience in quality management in health care as well as in university didactics. Six basic competence goals as well as 10 specific competence goals could be formulated and consented upon. These are each flanked by a list of essential basic concepts and examples. These focus on quality improvements, including patient safety and treatment success against the background of a physician leadership role in an interprofessional context. A competency-based set of learning objectives has been compiled that encompasses the necessary concepts and basic knowledge of quality management required for those entering the profession to understand and actively participate in quality management after completing medical school. To the authors' knowledge, no comparable learning objectives catalog is currently available for medical studies, even internationally.

La théorie du Językowy Obraz Świata (Image Linguistique du Monde) : du monde universitaire polonais au contexte académique français

The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of philological studies. These agreements must be made first within the same scientific community (Polish community), then between scientific communities representing different cultures (Polish and French communities).

Resoconto sul Convegno Internazionale in video-conferenza Rome Education Forum 2020 «Didattiche e didattica universitaria: teorie, cultura, pratiche alla prova del lockdown da Covid-19»

The learning processes of the academic year 2019/2020 were characterized by a great change: the general suspension of teaching in presence and the synchronous and asynchronous start of lessons due to the spread of the Sars-Cov-2 virus (Covid-19). This change required teachers of all types and institutional grades to re-design educational activities using information and communication technologies. The International Conference on «Didactics and university didactics: Theories, cultures, practices» at the test of the Covid- 19 Lockdown, had as its objective the comparison between experts who have returned, on the basis of empirical evidences, a picture of the impact that the use of ICT has determined on the learning and socialization of pupils and on the autonomy of the various scholastic and university institutions.

University didactics and their relationship with the development of research skills in students of the National University of San Martín

The study was carried out with a sample of 30 teachers and 30 speakers from the VIII, IX and X cycle of the Language Studies Program of the Faculty of Education and Humanities of the National University of San Martín, Tarapoto. In this context, implementing scientific ally conceived university didactics is a fundamental element of professional transformation of teachers and the improvement of the training practice they develop. One of the fundamental conditions for improving the quality of university teaching lies, in our view, in making possible a substantive change in the configuration of the professional identity of university teachers. In the light of these considerations, studies that provide theoretical modelling on investigative skills are insufficient since most theoretical and empirical results focus, specifically, on the training of a profession. The careers with the greatest presence in the subject are Medicine and Bachelor of Education. In the case of the latter, the most repeated object of study is initial investigative or postgraduate training. In the research, it was raised that the act of the situation between university didactics at the National University of San Martín–Tarapoto and the development of research skills inherent in students of the VIII, IX and X cycle of the Language Studies Program are significantly related. A correlational descriptive study was conducted; theoretical methods of induction, analysis, synthesis, as well as empirical measurement methods were used, as well as statistical methods and individual survey techniques. For statistical contrast of the hypothesis, Pearson's statistical correlation technique was used; hypothesis test, there is statistical evidence with a significance level of 5%. The conclusions shape the validity of the hypotheses.

Formación docente en didáctica universitaria en la pandemia: entre la reflexión pedagógica y la instrumentalización

This article describes the training experience deployed with the teaching staff of different academic areas and venues from the University of Costa Rica, through the course of University Didactics in the first semester of 2020 in the context of the health pandemic. The course was aimed at promoting a reflexive and critical approach to the teaching practice in order to deepen the understanding of their role as a trainer, and be able to construct, implement and evaluate different learning scenarios relevant to academic, disciplinary, professional and personal context according to the socio-historical moment and the needs of the students. From this point of view, the training process that are developed in conjunction with the university teachers allowed access to the pedagogical and didactic notions as referent for the questioning of the traditional structures of the teaching practices, the construction and the development of the didactic strategies relevant to the educational goal, the nature of the contents and characteristics of the student body. As a result of this process, a total of 122 university professors who participated carried out innovative experiences of a virtual learning space. Most of the teaching staff valued the experience as a positive and satisfactory, as well as the student body. Among the learned lessons we can highlight: the transfer of the teaching perspective focused on the contents towards the student, and the major challenge in the generation strategies was to mediate those procedural contents that because of its nature required a field practice.

ZDRW – Interview mit Prof. Dr. Dr. h.c. Barbara Dauner-Lieb

The journal “Zeitschrift für Didaktik der Rechtswissenschaft (ZDRW)” is a journalistic forum for all aspects of the academic discourse about the teaching and learning of the law and legal studies. It opens and consolidates the perspective of research with regard to teaching and thus contributes new knowledge to the debate about legal studies and university didactics.

The Role of the University in Environmental Education. The Problem of Particulate Pollution in Poland

University didactics determines the individual’s place in the educational process as well as provides for a multidirectional continuing education which environmental protection is an important point. This discipline perfectly combines methods of working and scientific research. This paper describes particulates which are produced naturally and by anthropogenic sources. The influence of fossil fuel combustion on atmosphere conditions in a large urban agglomeration is shown. I discuss the causes of the high concentration of particulate matter pollution in Poland, which is tied to city planning and the development of the energy industry as well as the municipal and residential sector. The effects of introducing a ban on burning solid fuels in Krakow are reported.

Classroom teaching with simulated patients during COVID-19: the communication skills course in the second year of the model medical curriculum HannibaL.

Objective: In the spring of 2020 in response to the COVID-19 pandemic, the question arose at Hannover Medical School as to how simulated patients (SP) could still be utilized in the communication course that is part of the module “Diagnostic methods” taught in the second year of the model medical curriculum known as HannibaL.Methods: This short report summarizes the process of implementing the utilization of SP in analog classroom teaching and describes the relevant results on the concluding Objective Structured Clinical Examination (OSCE) in comparison to the previous year. Results: Overall, the analog SP deployments were practicable under local conditions and in compliance with precautionary measures to curb the risk of infection, whereby the OSCE scores did not deviate significantly from those in the prior year. Conclusion: During the COVID-19 pandemic and perhaps other epidemics as well, it will continue to be important in the future to make locally adapted, purpose-oriented, and preventively effective decisions regarding university didactics in undergraduate studies.

Seminar on sociology in the notions of university didactics and time management

Seminar on sociology in the notions of university didactics and time management

Nowe stronice (nie)znanej historii

The article discusses the book by Diana Ivanova История на новобългарския книжовен език – a new textbook on the history of literary Bulgarian language. Starting from a discussion of terminology related to concepts the Old Bulgarian and New Bulgarian language, first presents the history of the scientific discipline as the history of the New Bulgarian literary language (NBKE), and then the textbooks used so far in the university didactics. It is necessary to indicate a new content of the discussed monograph, in which a significant novum is the different perception of the beginnings of NBKE and chapters on the activities of the literary society from Brasov and biblical translations into a language understandable to the reader in the 19th century.

Innovating the architectures of university didactics

University didactics can be defined as a field of reflection relating to some specific empirical categories of educational events. In this sense, the main aim of the research conducted was to identify, according to a quantitative and qualitative approach, the innovative elements of didactics in an ecosystemic perspective, analysing the way in which the context and the elements characterising it play a decisive role. Particular emphasis has been given to the use of mulitple languages (multimedia perspective), and to the possibility of activating several integrated fields of action (multimodal perspective) in order to elicit the creation of multiple and original viewpoints through activities of comparison and sharing. Specifically, the research was conducted through the testing of different didactic strategies according to a blended learning methodology within the scope of some university courses offered by the Department of Education Sciences of the University of Bologna