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Havlíček, J., J. Hron, and I. Tichá. "Knowledge based higher education." Agricultural Economics (Zemědělská ekonomika) 52, No. 3 (February 17, 2012): 107–16. http://dx.doi.org/10.17221/5002-agricecon.
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While data and/or information based education was built on pedagogic, psychology, philosophy of science and didactic disciplines, the new dimension of knowledge based education will involve new disciplines such as Knowledge Management, Epistemology, Systems Theory, Artificial Knowledge Management Systems, Value Theory and Theory of Measurement. It is often assumed that data, information and knowledge are depicted as a pyramid. The data, the most plentiful type, are at the bottom, information, produced from data, is above it and knowledge, produced from information through the hard work of refining or mining, above it. This schema satisfies specific needs of an organisation of warehouse data systems but it does not explain the role of these objects in the educational process. In education, the distinctions among data, information and knowledge need to be distinguished from the complex pedagogical point of view. Knowledge is the engine asking for more information and more data. Knowledge life cycle produces more information, more information asks for more data – that is: there is “just information”. Data, information and knowledge can be considered as object oriented measures assigned to real objects (entities). The following measures can be assigned to the objects: Measure of the zero order – name. Measure of the first order – data. Measure of the second order – information. Metrics of the third order – knowledge. Knowledge based curriculum involves knowledge into study plans and it considers knowledge as a distinctive part of study. Knowledge becomes the engine starting cycle of new information acquisition, reproduction and integration. The following problems have to be solved in building of knowledge based curriculum: Methodology and organisation of educational process. Technical support for knowledge based education. Evaluation and assessment of the process.
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Moiseyenko, Olena. "Education and Social Cohesion: Higher Education." Peabody Journal of Education 80, no. 4 (October 2005): 89–104. http://dx.doi.org/10.1207/s15327930pje8004_7.
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Pillay, Jace. "Constructing Community Educational Psychology in Higher Education Institutions." International Journal of Learning: Annual Review 15, no. 2 (2008): 245–54. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45608.
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Yilmaz, Ozkan. "Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education." Higher Education Studies 7, no. 3 (August 6, 2017): 93. http://dx.doi.org/10.5539/hes.v7n3p93.
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Usage of technology in educational settings is becoming a standard for 21st century’s learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching.This paper aimed to explore usability of flipped classroom in higher education from the perspective of students’ experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. In study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students’ perceptions. One of the more significant findings to emerge from this study is that students’ attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.
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Simonenkova, V. A., V. S. Simonenkov, and S. R. Gilasieva. "Environmental education of students of higher educational institutions." IOP Conference Series: Earth and Environmental Science 818, no. 1 (July 1, 2021): 012052. http://dx.doi.org/10.1088/1755-1315/818/1/012052.
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Galyna, PIATNYTSKA. "HIGHER EDUCATION BRANDING." Herald of Kyiv National University of Trade and Economics 138, no. 4 (September 10, 2021): 118–36. http://dx.doi.org/10.31617/visnik.knute.2021(138)10.
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Background. The increasing intensity of competition in the international market for higher education services leads to an increase in the importance of brands of higher education institutions (HEIs) and the branding of national higher education in general. The aim of this study is to determine the target setting and the main objectives of the country’s higher education branding in the international market of educational services. Materials and methods. Methods of comparative and critical analysis, analytical processing of the collected data, graphical display of trends and interrelations, synthesis, etc. are used to achieve the purpose and accomplish the assigned tasks. Results. Analysis of the dynamics of appeals to the Google-system with queries to search for such words and phrases as: "Brand"; "Higher education"; "University" showed that after a sharp decline in the number of brand and branding queries in March 2020, the trend of increasing attention to this concept among Internet users began to grow again. At the same time, in the last months of 2021, there is a trend towards a decline in requests for higher education and universities. The risk of such a situation for the development of existing universities lies in the fact that the latter is happening against the background of the periodic introduction of quarantine restrictions and the loss of the opportunity to establish constant offline communications with students and youth audience. On the basis of a critical analysis, comparison and systematization of the existing definitions of the concepts of "branding of higher education" and "brand of higher education", it is proposed to understand the process of "branding of higher education" as a process aimed at implementing the strategy for the development of higher education, strengthening the identity of the higher education system of the country in the international market of educational services, support competitiveness of the higher education sector by establishing effective communications with all stakeholder groups both within the country and abroad. It has been substantiated that the "brand of a higher education institution" should be understood as a specific model of ideas and value characteristics about the HEI and its educational services in the minds of stakeholders. It is emphasized that the process of the higher education branding should be aimed at forming the value of the brand. This requires the following tasks, the implementation of which: 1) will create a strong competitive brand of higher education in the country, which will help solve educational problems and meet the needs of the labor market, especially within the country; 2) provide preconditions for further geographical diversification in the provision of educational services of the country’s HEIs; 3) will increase the volume of foreign and domestic investment in the educational and scientific space of the country. Along with this, the factors that should be paid attention to in the process of higher education branding and which were formed under the influence of Globalization 4.0 and the manifestation of the consequences of the COVID crisis were identified. Considering the level of development of the higher education system in the country, the choice of one of the following branding strategies for higher education is envisaged: internal orientation; internal-external orientation; external-internal orientation. It is established that Ukraine must now implement a strategy of internal-external orientation of higher education branding. It was noted that it would be better to track the results of higher education branding through special assessment and monitoring of changes in the Global Tertiary Education Brand Index and by region. Conclusion. The problem of the higher education branding, as evidenced by the results of the study, is far from simple and requires the setting of specific tasks, the completion of which should contribute to the achievement of the goal of maximizing the value of the country’s higher education brand. In the process of higher education branding and specific HEIs branding the interests of various groups of stakeholders as well as changes that taking place in the international market of educational services (including due to Globalization 4.0 and the effects of the pandemic) should be taken into account. The results of the study can be further used to develop and substantiate methodological approaches to determining the Global Tertiary Education Brand Index and the corresponding country indices, by which it will be possible to track imbalances and competitive advantages in the development of higher education in the regions of the country. Keywords: branding, brand management, higher education, brand of higher education institution, risks, strategies of higher education branding, digitalization, the market of educational services.
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SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.
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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.
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Zikirova, G., and A. Akmatkulov. "New Ways to Assess the Quality of Education in Professional Higher Education Institutions." Bulletin of Science and Practice 6, no. 8 (August 15, 2020): 264–71. http://dx.doi.org/10.33619/2414-2948/57/31.
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In this article, the problem of knowledge quality has become a subject of public attention in recent years. The creation of organizational models for quality control of education and the regulatory framework for the national system for evaluating the quality of education is one of the priorities of the educational policy of our Republic. The creation of such a system, on the one hand, forces the need to ensure state guarantees of education, and on the other-stimulates the legitimate interest of clients in quality education. The quality assessment means the evaluation of educational achievements of students, quality of educational programs, implementation of educational process in a particular educational institution, the educational process in the whole country and its territorial systems. The theoretical basis of these sets of core competencies are the provisions formulated in psychology. It is indicated that the subject of human communication, knowledge, work is manifested in the system of human relations to society, to other people, to themselves, to work; human competence has an axiological vector of development; professional competence includes competence.
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Moriña, Anabel. "Inclusive education in higher education: challenges and opportunities." European Journal of Special Needs Education 32, no. 1 (December 23, 2016): 3–17. http://dx.doi.org/10.1080/08856257.2016.1254964.
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Demyanenko, Natalia. "ARCHITECTONICS OF TUTORING IN HIGHER EDUCATION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 13–17. http://dx.doi.org/10.17721/2415-3699.2018.8.03.
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Modern trends of human civilization development determine the individual educational way of person on the open education basis. A special place in supporting of personality development in the information society belongs to a tutor. A tutor is a central figure while a tutorial is an officially recognized component of the British educational system. Today this profession is actualized in many European countries. Social and personal request for a tutorial support is increasing in Ukraine. A tutorial is developing as a basis for the formation of teacher-student partnership. On the other hand, pedagogically expedient, subject-subjective, moral and aesthetic relations are a condition for the tutorial technology implementation. They form a personally oriented activity of two equal partners - a tutor and tutorant. It should be emphasized on the individual-socializing nature of tutorial. A tutor is not only responsible for the level of knowledge, but also for the formation (upbringing) of the individual. A tutorial accompaniment is a pedagogical education individualizing activity which is directed at the identification and development of educational motives and interests of the person, the search for educational resources for the creation of an individual educational program, the formation of person educational reflection. It involves the educational environment organizing, actual support for the formation and implementation of a tutor`s individual educational program; its methodical support. A tutorial support is carried out in accordance with the peculiarities of the age of the tutorants (from preschool age), provides the pedagogical provision of autonomous formulation and realization of the person's educational goals, stimulation and motivation of independent educational activity. The Department of Pedagogy and Psychology of Higher Education has carried out a tutor professional and pedagogical training at the National Dragomanov Pedagogical University since 2015.
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Kantor, V. Z. "Inclusive Higher Education: Special Environmental Conditions for Teaching Disabled Students." Psychological-Educational Studies 11, no. 3 (2019): 44–56. http://dx.doi.org/10.17759/psyedu.2019110304.
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Taking into account the experimentally recorded nomenclature of the specific educational and social needs of students with disabilities and in the context of the notion that the adapted basic professional educational program at the university involves the adaptation of the conditions for obtaining education rather than its content, the structure of the adapted environment of the university as an ordered set of information and educational institutions is characterized architectural, spatial, socio-psychological and rehabilitation-educational the conditions necessary for the successful development of students with disabilities the normative content of the educational program, specified by the Federal State Educational Standard of Higher Education. Within the framework of the corresponding logic and based on practical experience, the place is determined for special technical educational and social facilities, special formats for organizing and teaching methodological support of the educational process, as well as psychological and social rehabilitation support for students with disabilities, etc. in the system of inherent attributes of the university adapted basic professional educational program.
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Putwain, David William. "Wellbeing and higher education." Educational Psychology 39, no. 3 (March 16, 2019): 291–93. http://dx.doi.org/10.1080/01443410.2019.1594622.
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Janštová, Eva, and Alena Slezáčková. "Positive Education: an Inspiration for Improving the Quality of Education." Lifelong Learning 8, no. 3 (2018): 7–24. http://dx.doi.org/10.11118/lifele201808037.
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Positive Psychology represents a relatively new trend in contemporary psychology, which brings interesting ideas and useful inspiration into the field of education and school practice. Evidence exists that higher levels of subjective well-being, optimism and positive emotions are closely related to academic success. A positive education movement builds on these findings and aims to practically apply the scientific knowledge of Positive Psychology into the educational process. The objective of this research study is to introduce the theoretical background and arguments for the establishment and development of positive education in the world and the Czech Republic. We present an overview of main positive education programs which focus on development of psychological resilience and character strengths and on increasing subjective well-being and life satisfaction among the individuals at all the levels of the educational process. We focus mainly on the description of those positive education programs, for which the effectiveness has been empirically verified. Finally, we briefly describe the situation in the Czech Republic, which opens a large space for the development and implementation of Positive Psychology methods to improve the quality of education.
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S Wargo, Elizabeth. "Intertwined Higher Education Places and Spaces." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 079–84. http://dx.doi.org/10.28945/4535.
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Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts higher education research, policy, and practice. Background: Drawing on the rapid transition to online education in light of the COVID-19 pandemic, dichotomous thinking about education space is problematized by examining how the physical (e.g., the lecture hall) is intertwined with the digital (e.g., an online course shell). Methodology: Conceptual essay Contribution: I illustrate how shifting towards conceptualizing higher education as an intertwined environment, that which is a blended mix of the physical and the digital is a more robust construct that can better assist researchers, policymakers, and practitioners. Findings: Dichotomous— online or on campus—thinking masks issues of equity and justice deserving of higher education leadership research, policy, and practice in need of attention, which COVID-19 has brought to light. Recommendations for Practitioners: By embracing an intertwined educational environment construct, practitioners may be better positioned to see opportunities for increasing equity of higher education access. Recommendation for Researchers: By embracing an intertwined educational environment frame, future research can better examine higher educational equity issues and opportunities. Impact on Society: The larger societal impacts of the COVID-19 pandemic will inevitably change individuals and institutions. By revisiting higher education through an intertwined environmental frame, higher education institutions will be better positioned to assist ALL in society. Future Research: As higher educational institutions grapple with changes in light of the COVID-19 pandemic, future research which problematizes educational space is needed to better understand the shifting, complex, and nuanced environments where learning, marginalization, and opportunities for change exist.
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Eaton, Judith S. "Minorities, transfer, and higher education." Peabody Journal of Education 66, no. 1 (September 1988): 58–70. http://dx.doi.org/10.1080/01619568809538630.
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Jones, Hazel A. "Issues in early childhood education: Implications and directions for higher education." Peabody Journal of Education 70, no. 3 (March 1995): 112–24. http://dx.doi.org/10.1080/01619569509538838.
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Brunold, Andreas. "Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education." Discourse and Communication for Sustainable Education 6, no. 1 (December 1, 2015): 30–49. http://dx.doi.org/10.1515/dcse-2015-0003.
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Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).
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Mahler, Sophia, Ron Hoz, Dita Fischl, Esther Tov-Ly, and Omri Z. Lernau. "Didactic use of concept mapping in higher education: applications in medical education." Instructional Science 20, no. 1 (1991): 25–47. http://dx.doi.org/10.1007/bf00119685.
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Zaredinova, Elvira. "ESSENTIAL CHARACTERISTIC OF THE ENVIRONMENTAL APPROACH TO MODERN HIGHER EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 35–45. http://dx.doi.org/10.33989/2226-4051.2017.16.175948.
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In the given article the phenomenon of a scientific approach is actualized and illuminated. It shows its two-level structure. An environmental approach is revealed in two aspects: 1) as a theoretical concept that determines the strategic direction of modern higher education and is based on certain principles; 2) as a dynamic phenomenon associated with the process of environmental formation. It is proved that the environmental approach is synthetic in its nature, which integrates the ideas of such modern scientific approaches, such as: systemic, personally oriented, competence, culturological. Thus each scientific approach is implemented in a particular environment. The main concepts of the environmental approach are considered, namely: "environment", "educational environment". Principles specifying the position of the environmental approach (expediency of the environment for a person, consistency of personality and environment, personalization of the environment) are presented. The signs of the environment are highlighted: the absence of fixed frameworks in time and space; impact on all feelings at the same time; providing not only the main, but also secondary information; contains more information than we can recycle; perceived in connection with the activity; simultaneous existence in several environments; similarity of reality environment. Different models of the educational environment (ecological-personal, communicative- orientated, anthropological-psychological) are represented. The logic of the process of environmental formation, presented by the phase of adaptation to the educational environment, is revealed. The phase of active reproduction by the student of the educational environment, the phase of influence on the environment, as well as its independent creation are considered. Priorities of the environmental approach to higher education have been proven: 1) it allows to obtain the result by natural means in the process of changing the environment, which becomes not only a condition, but also a means of vocational education; 2) a favorable environment allows to implement other scientific approaches more fully; 3) the environmental approach shifts the emphasis from the interaction between the teacher and the student, on the interaction of the latter with the educational environment. Complexity and multidimensionality of the phenomenon of study are given; further scientific research requires the question of the forms and methods of environmental formation.
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Ganicheva, Alla, Alexander Kaitov, Eleonora Nikitina, Tatiana Dmitrievna Savenkova, and Anne-Mari Riekkinen. "Coworking As Innovative Educational Content in Modern Higher Education." SHS Web of Conferences 79 (2020): 02007. http://dx.doi.org/10.1051/shsconf/20207902007.
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The definition of “coworking” is just beginning to enter the orbit of Russian and foreign scientific research. Coworking spaces as innovative educational content in higher education are being created in Russian universities. The purpose of the study is the justification, development, and testing of a model of electronic coworking environment in the system of higher pedagogical education. At that, coworking environment is considered as an educational virtual cluster at which a basic platform for educational content is created with all educational products attached to it. The following methods of research were used to solve the tasks: design and modeling; the study of coworking environment products, chat conversations, questionnaires; and mathematical methods of result processing (quantitative and qualitative analysis of research results). The results of the study have revealed the advantages of coworking environment: successful socialization, minimization of time and economic resources, expansion of business partnerships, mutual assistance and a comfortable atmosphere. Analysis of studies on the criterion of coworking productivity revealed an increase in student mobility and an increase in the index satisfaction and communication effectiveness. Testing of the electronic coworking model proves its benefits and prospects of its introduction into the system of higher pedagogical education. The results can be used in social psychology, pedagogy, and practice.
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������, Elena Shikhova, �������, Marina Noskova, �������, and Dmitriy Andrega. "Monitoring Educational Process Quality at a Medical Higher Educational Institution." Standards and Monitoring in Education 3, no. 2 (April 17, 2015): 16–21. http://dx.doi.org/10.12737/11208.
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Medical education and training of a future doctor or a medical officer are strongly influenced by changes taking place in society. The reform process
aimed at forming new approaches to teaching methods, monitoring, evaluation of educational activities and the development of corrective actions.
Federal State Educational Standard of Higher Professional Education (FSES of HPE) requires the implementation of competence-based approach in the
training of future health service expert that requires regular monitoring of the learning process.
In higher medical education monitoring of the learning process has a significant role. Monitoring of the education quality includes the complexity of
actions: organization, data collection, processing and information on results of the activities in the educational process to ensure continuous monitoring
of the condition and forecasting its development.
The analysis results of the satisfaction with the quality of the educational process of the department of psychology and pedagogy within the quality
management system in medical university are presented, the concept of "quality", "satisfaction with the quality", "customer satisfaction", "pedagogical
monitoring" is revealed, psychological and pedagogical conditions of educational activities affecting the education quality are described.
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Regier, Kimberly Fayette. "Technology Transforming Higher Education." Mind, Culture, and Activity 20, no. 2 (April 2013): 192–94. http://dx.doi.org/10.1080/10749039.2011.632051.
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Thomas, Matthew. "Environmental Progressivism: A Framework for a Sustainable Higher Education." Australian Journal of Environmental Education 15 (1999): 103–9. http://dx.doi.org/10.1017/s0814062600002664.
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AbstractThe underlying ideologies which support higher education have received only limited attention in relation to our desired goals of social and ecological sustainability. This paper examines the current ideologies which drive higher education, and proposes a different ideological framework which can be used to support a sustainable higher education. Firstly, a criticism of the current convergence of utilitarian and neo-liberal ideologies is presented from the perspective of sustainability. Secondly, building upon the educational theory of John Dewey, an alternative perspective termed “environmental progressivism” is outlined as a possible ideological framework for a sustainable higher education. The paper concludes with some preliminary remarks as to the practical implications of environmental progressivism.
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Zhilysbek, S. N., and ZH Sabiralieva. "THE EFFECTIVE PEDAGOGICAL ORGANIZATION OF ENVIRONMENTAL EDUCATIONIN HIGHER EDUCATION INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 216–22. http://dx.doi.org/10.51889/2020-1.1728-5496.39.
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This article discusses some issues of improving environmental literacy of the population among Republic and questions about an effective organization of environmental education in the training of natural sciences. For this purpose, it is necessary to allocate credits for special educational standards of pedagogical and technical educational institutions. It is noted that the improvement of environmental knowledge is one of the prerequisites for the preservation of human capital. The verified data and arguments about ecological catastrophes in the regions of Kazakhstan are given. In addition, the country's media, especially the television channel, are encouraged to provide weekly environmental information on the environment ecology. It is shown the necessity of higher education institutions' practice to improve environmental education in special environmental centers. There is the scheme of environmental education planning in natural specialties. And it is necessary to update the environmental map of the region annually and create an environmental catalog, monitoring, the results of the media should be monitored regularly
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Rumyantseva, Nataliya L. "Taxonomy of Corruption in Higher Education." Peabody Journal of Education 80, no. 1 (January 2005): 81–92. http://dx.doi.org/10.1207/s15327930pje8001_5.
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Safranov, Tamerlan. "HIGHER ECOLOGICAL EDUCATION OF UKRAINE: HISTORY OF FORMATION AND CURRENT STATE." Educological discourse 32, no. 1 (2021): 39–51. http://dx.doi.org/10.28925/2312-5829.2021.1.3.
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The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.
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Summers, Jessica J., and Marilla D. Svinicki. "Investigating classroom community in higher education." Learning and Individual Differences 17, no. 1 (January 2007): 55–67. http://dx.doi.org/10.1016/j.lindif.2007.01.006.
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Jeffrey, Lynn M. "Learning orientations: Diversity in higher education." Learning and Individual Differences 19, no. 2 (June 2009): 195–208. http://dx.doi.org/10.1016/j.lindif.2008.09.004.
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Prima, Raisa, and Dmytro Prima. "REFORMING HIGHER EDUCATION IN UKRAINE: TRENDS AND STRATEGIES." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 34–37. http://dx.doi.org/10.36550/2415-7988-2020-1-190-34-37.
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The article analyzes some general trends and outlines strategic benchmarks of the domestic dimension for reforming the educational sphere. In the context of modern theoretical paradigms, globalization, innovation, quality of education as trends that actualize and cause reform educational processes in Ukraine are distinguished. Globalization poses a challenge for education in general and for national educational systems, in particular, a number of problems that require a speedy response both at the state level and at the level of civil society institutions. The answer to them should be the leitmutif of further reform of the domestic educational sector, where the key position is not the unification of higher education, but wide access to the diversity of educational, scientific and cultural achievements of other countries, a deep combination of educational and scientific activities. We are talking about a new philosophy of education and science, learning and education, new approaches, goals and priorities, that is, a new paradigm for the development of higher school. In terms of innovation, the education system must change the paradigm of building and functioning, steadily moving into a river ahead of education, when scientific knowledge, changing its orientation from technogenic and economic to humanistic and environmental, outpaces the transformative activities of people. The quality of education is seen as a significant step towards European integration, because, first of all, promoting European cooperation in ensuring the quality of education is a requirement of the Bologna process; secondly, quality assurance of education is one of the leading conditions that promotes mobility, connectivity and attractiveness of the higher education system of any country, the main component of the prestige of higher education institutions; thirdly, the main responsibility for quality assurance lies with the institution of higher education in accordance with the principle of institutional autonomy.
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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.
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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
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Dirks, Dennis H. "Moral Development in Christian Higher Education." Journal of Psychology and Theology 16, no. 4 (December 1988): 324–31. http://dx.doi.org/10.1177/009164718801600403.
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Recent research concerning the mural development of evangelical college and seminary students utilizing Kohlberg's stage theory was examined. Biblical parallels to moral development theory were noted and briefly explored. Various explanations for evangelical students' lower than expected scores on moral development tests were considered including such factors as lack of reflection regarding the content of the faith as well as application of biblical principles, weaknesses in the evangelical educational process including the absence of cognitive disequilibrium, evangelical orientation toward biblical care and concern as well as toward justice, and the manner in which an institution's standards of conduct are communicated to students.
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Сапронов, Ivan Sapronov, Уточкина, Elena Utochkina, Зюкин, and P. Zyukin. "PROBLEMS OF THE PSYCHOLOGY AND PEDAGOGICAL ORGANIZATION EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTION." Voronezh Scientific-Technical Bulletin 4, no. 2 (June 30, 2015): 19–22. http://dx.doi.org/10.12737/14361.
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Alshehri, Saad Zafir. "Health-promoting initiatives in Saudi higher education." Health Education 119, no. 5/6 (July 5, 2019): 366–81. http://dx.doi.org/10.1108/he-12-2018-0067.
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Purpose The purpose of this paper is to understand if effective road safety education is being provided to students by embedding educational programmes within a curriculum framework. Design/methodology/approach A qualitative methodology was used to gain in-depth understanding of the health-promoting initiatives of Saudi Arabian universities and colleges in preventing risky driving behaviour among students. Interviews were used to collect data from 11 faculty members. Findings Results suggest that educational programmes for changing the risky driving behaviour of students are still in their infancy. The findings raise questions about road safety and driving. While initiatives are being taken for promoting awareness within educational institutions on road safety, there is still a lack of awareness of traffic regulations and signs. Originality/value Since there is a paucity of research on health promotions specifically related to aberrant and risky driving in the Kingdom, this paper adds value to educators and policy-makers.
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Chung, Chih-Hung, Chunyi Shen, and Yu-Zhen Qiu. "Students' Acceptance of Gamification in Higher Education." International Journal of Game-Based Learning 9, no. 2 (April 2019): 1–19. http://dx.doi.org/10.4018/ijgbl.2019040101.
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Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.
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Jahedizadeh, Safoura, Behzad Ghonsooly, and Afsaneh Ghanizadeh. "Academic buoyancy in higher education." Journal of Applied Research in Higher Education 11, no. 2 (April 8, 2019): 162–77. http://dx.doi.org/10.1108/jarhe-04-2018-0067.
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Purpose The purpose of this paper is to design a new instrument toward assessing English as foreign language students’ academic buoyancy and to investigate the association between academic buoyancy and three demographic variables of GPA, gender and educational level using the newly-designed questionnaire. Design/methodology/approach To do so, a new questionnaire consisting of 27 items was designed which measures four aspects of L2 buoyancy, namely, sustainability, regularity adaptation, positive personal eligibility and positive acceptance of academic life. The scale was then translated into Persian and its validity (computed via confirmatory factor analysis estimates) and reliability (computed via Cronbach’s α) were substantiated. Findings All the items were found to have accepted factor loading. The results regarding the association between academic buoyancy and demographic variables along with the relevant discussion are presented. Originality/value Though over the years, researchers have used a variety of methods and scales to measure buoyancy, all of the instruments have been consisted of few items (usually four) which do not include the many aspects related to student buoyancy as one of the tenets of individual differences in positive psychology. Moreover, the same materials were used for distinctive settings of school and workplace in which the individuals adapt different goal orientations and perspectives. Consequently, the need for designing a comprehensive and specific instrument which includes all the aspects of academic buoyancy focusing on EFL students in higher education is manifested.
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Wagener, Bastien. "Autogenic training, metacognition and higher education." Educational Psychology 33, no. 7 (May 7, 2013): 849–61. http://dx.doi.org/10.1080/01443410.2013.785051.
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Sheheen, Fred R. "The role of state boards of higher education in influencing access and retention of minorities in higher education." Peabody Journal of Education 66, no. 1 (September 1988): 20–31. http://dx.doi.org/10.1080/01619568809538627.
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Shutaleva, Anna, Zhanna Nikonova, Irina Savchenko, and Nikita Martyushev. "Environmental Education for Sustainable Development in Russia." Sustainability 12, no. 18 (September 18, 2020): 7742. http://dx.doi.org/10.3390/su12187742.
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The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to designate the worldview guideline of ecological thinking. The tasks of the state educational policy of the Russian Federation in the field of environmental education and the implementation of the concept of sustainable development are considered. The article describes the representation of the concept of sustainable development in the state policy of the Russian Federation, in the field of environmental education in the requirements of the Federal State Educational Standard for various subject areas and training courses related to the topic of environmental development in school and university education. The strategic goal of environmental education in Russia is the formation and development of an environmental outlook among students of all ages, which is based on scientific knowledge, environmental culture, and ethics. The continuity, basic principles, and trends of the implementation of environmental education in the Russian Federation are shown.
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Babanazarova Sevara Abdinazarovna, Mamayunus Karshibaevich Pardaev,. "“CONCEPTUAL DIRECTIONS OF HIGHER EDUCATION SYSTEM IMPROVEMENT”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5035–42. http://dx.doi.org/10.17762/pae.v58i1.1726.
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The article discusses the conceptual directions of improving higher education within the framework of the tasks identified in the Address of the President to the Oliy Majlis on January 24, 2020. To implement one of the tasks set by the President for the formation and development of “Higher Education Without Corruption”, the model “Higher Education” was developed without corruption ”and the ways of its formation are shown. A number of conceptual directions of a radical reform of higher education have been developed. They were based on the introduction of strict discipline in higher education institutions (universities), ensuring the compatibility of theory and practice in the educational process in universities, training based on special orders of entrepreneurs, and solving the problem of commercialization of intellectual property. It was also argued that the structure and order of teaching in the higher education system should be changed, that current programs are mainly preparing to become specialists in order to work in some work establishments, in enterprises and in tomorrow's institutions, and not fully meet today's requirements. The issues of gradual transition of universities to academic and financial independence were also considered
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Vlasova, Viktoria. "Organization of Higher Environmental Education in Universities of Ukraine and France: Comparative Pedagogical Analysis." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 116–22. http://dx.doi.org/10.2478/rpp-2014-0029.
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Abstract The article deals with the organization of higher environmental education in France and Ukraine. The main elements of the pedagogical comparison between the two countries have been defined. Scientific and educational literature analysis devoted to the study of specific aspects of environmental education in universities of both countries has been done. Regulatory and legal framework for environmental training in these countries has been researched. The structure of higher education and the ecological system of educational levels both in Ukraine and France have been stipulated. Basic elements of a comparative analysis of higher environmental education in Ukraine and France have been characterized. The main areas of environmental education in universities of France and Ukraine have been determined. Principles of higher environmental education in France, based on the systems of laws and regulations, have been outlined. The importance of design and styling concept of environmental education has been proved. The main reason for increasing trend to expansion of environmental education at various university departments and levels of education has been defined. Milestones of higher environmental education in France and Ukraine have been determined. After the comparative analysis of higher environmental education in France and Ukraine common features of higher education in these countries have been outlined.
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Price, Geraldine A. "Dyslexia‐friendly further & higher education." European Journal of Special Needs Education 25, no. 4 (November 2010): 445–47. http://dx.doi.org/10.1080/08856257.2010.519512.
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Harizan, Siti Haslina Md, Mohd Faiz Hilmi, and Hanafi Atan. "Exploring Acceptance Towards Environmental Sustainability of Distance Education in Malaysia." Management of Sustainable Development 8, no. 2 (December 1, 2016): 17–24. http://dx.doi.org/10.1515/msd-2017-0003.
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Abstract Global warming has been among the important focus in higher educational sector worldwide. However, distance education has not been gaining sufficient attention in environmental sustainability studies of higher educational field. The overlooked dimension of sustainability in delivering courses through distance education mode has triggered a need for further understanding, in the way distance education could be acknowledged as an environmentally sustainable learning option by reducing greenhouse gas emissions. The study attempted to explore the acceptance of distance education as environmentally sustainable option among distance learners who were currently enrolled in distance education programmes in public universities located within the northern region of Malaysia. The results found that the students expressed their acceptance in the favourable manner from cognitive, affective, and conative aspects. The findings are expected to broaden the sustainability attributes of distance education and to benefit higher educational policy makers, universities’ administrators, and public at large by providing evidences for environmental sustainability of distance education.
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Álvarez-Suárez, Pedro, Pedro Vega-Marcote, and Ricardo Garcia Mira. "Sustainable consumption: a teaching intervention in higher education." International Journal of Sustainability in Higher Education 15, no. 1 (December 20, 2013): 3–15. http://dx.doi.org/10.1108/ijshe-06-2011-0044.
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Purpose – The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption. Design/methodology/approach – Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place. Findings – Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption. Research limitations/implications – The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored. Practical implications – A reduction of individual and collective consumption in universities. Originality/value – The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.
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PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.
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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.
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Milla, Joniada, Ernesto San Martín, and Sébastien Van Bellegem. "Higher Education Value Added Using Multiple Outcomes." Journal of Educational Measurement 53, no. 3 (August 2016): 368–400. http://dx.doi.org/10.1111/jedm.12114.
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Turatosheva Sadoqat, Alikarieva Alokxon,. "Sociological Approach to Modeling the Quality of Higher Education." Psychology and Education Journal 58, no. 2 (February 9, 2021): 332–40. http://dx.doi.org/10.17762/pae.v58i2.1846.
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The article analyzes the specificity of sociological modeling of higher education. The article deals with the conceptualization of the sociological model of quality higher education in the context of different methodological approaches. In particular, it points to the relevance of addressing the sociocultural dimension of quality. The article examines the procedural characteristic (the effectiveness of the educational process) as the degree of the ratio of the goal - means - the result of the organization of the educational process, which is evaluated in terms of the activity of the collective subject of the educational process. The sociological model of quality is considered from the standpoint of such indicators as literacy, education or competence obtained on the basis of key competencies. They also consider their method of integration, based on the selection of conditional types of culture in the process of professional formation of the personality, each of which, having its own specifics, presupposes a hierarchically organized interaction.
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Mason, Olivia, and Nick Megoran. "Precarity and dehumanisation in higher education." Learning and Teaching 14, no. 1 (March 1, 2021): 35–59. http://dx.doi.org/10.3167/latiss.2021.140103.
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The increased reliance of universities on a pool of highly skilled but poorly paid casualised academic labour for teaching and research has emerged as a defining feature of higher education provision under neoliberal New Public Management. Based on seventeen visual timeline interviews with academics in the North East of England, this article augments and extends existing studies of precarity through a framing of dehumanisation and humanisation. Specifically, we suggest that casualisation is dehumanising in four ways: it renders individuals invisible; it leaves them vulnerable to exploitation; it denies them academic freedom; and it hampers them in constructing a life narrative projecting into the future. We conclude that casualisation is not simply the product of a reprehensible political economy, but that it is an afront to the very meaning and dignity of being human.
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Bruinsma, Marjon. "Motivation, cognitive processing and achievement in higher education." Learning and Instruction 14, no. 6 (December 2004): 549–68. http://dx.doi.org/10.1016/j.learninstruc.2004.09.001.
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McLendon, Michael K., and Erik C. Ness. "The Politics of State Higher Education Governance Reform." Peabody Journal of Education 78, no. 4 (October 2003): 66–88. http://dx.doi.org/10.1207/s15327930pje7804_05.
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Callan, Patrick M., and Joni E. Finney. "State policy and minority achievement in higher education." Peabody Journal of Education 66, no. 1 (September 1988): 6–19. http://dx.doi.org/10.1080/01619568809538626.
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