Journal articles: 'Higher education; teacher's evaluation; multicultural'

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Julio, E. Crespo, Heinz Pedro, and Vega Gutiérrez Oscar. "Docencia en Educación Superior: Una mirada multicultural de estudiantes extranjeros de pregrado." Revista de Filosofía, Centro de Estudios Filosóficos, Universidad del Zulia. Maracaibo - Venezuela 38, no. 99 (2021): 811–17. https://doi.org/10.5281/zenodo.5701616.

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Se evaluó la docencia recibida por estudiantes extranjeros de pregrado en el trienio 2016-2018. Una mayor valoración fue obtenida para la dimensión de ‘competencias de contenido’ (4,53 ± 0,742), mientras que la dimensión de ‘competencias didácticas’ mostró la menor valoración (4,25 ± 0,984). El Alfa de Cronbach (0,897 a 0,946) mostró una alta consistencia interna del instrumento. La educación multicultural es un proceso que requiere retroalimentación no solo de las prácticas docentes, sino también del cambio de actitudes, acciones y actividades en las funciones sustantivas de una universidad para avanzar más allá de las fronteras institucionales.

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Yefremtseva, Tatyana Nikolaevna, Ryskul Ekinovna Musagulova, Olga Vladimirovna Takanova, Aleksei Analolievich Zaitsev, and Natalya Anatolievna Sergeeva. "Rethinking the intercultural communicative competence evaluation in higher education." SHS Web of Conferences 127 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202112702001.

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The information and digitalization age, the current phase of globalization are changing the way we think about cultures and communities and, as language teachers and cultural trainers, potentially about what and how we teach. Intercultural communicative competence is as needed as ever in today’s world of geo-economic changes, migration, and rising ethnic and national tensions. To prepare future professionals, there have been different efforts in education including the intercultural and communicative components. The essential contradictions in the language and professional training of students, associated with insufficient attention to the issues of interaction of cultures in the content of university curricula, are highlighted. The Map of Intercultural Communicative Competence Formation in Higher Education is developed considering the contents of bachelor and master programmes for Russian and foreign students. The main emphasis is paid to the separate subjects in intercultural communication study. New approaches to the evaluation of the intercultural communicative competence of students in a multicultural environment are proposed, among which a special focus is placed on the need to organize international projects and conduct events in narrow professional fields. Some examples of tasks to assess the competence in cross-cultural communication show practical application and significance of those disciplines for university students in their future career.

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Aarts, Rian, and Peter Broeder. "Een Taalportfolio Voor Docenten In Het Basisonderwijs." Kijk op schrijven in T1 en T2 72 (January 1, 2004): 75–88. http://dx.doi.org/10.1075/ttwia.72.08aar.

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This article focuses on the development of a language portfolio for teachers in primaty education. Portfolios are being used more and more in education, particularly in higher education. But also in primary education, a language portfolio for pupils (which has been accredited by the European Council) has been introduced and turned out to be useful, especially in schools with a multicultural population. Following the same guidelines as in the pupil's portfolio, a language portfolio for teachers has been developed. The first version of this portfolio has been used in a small-scale evaluation. It turned out that the language portfolio for teachers can function as an instrument for the evaluation and documentation of the language, didactic and cultural knowledge, and skills of teachers. Teachers can use the portfolio to assess their own proficiencies and to collect and store documentation of their proficiencies. Major differences were foundin the views of language teachers in primary schools (teachers of Turkish and Arabic) and those of general teachers. The latter group expressed their doubts about the usefulness of the language portfolio in their teaching situation, as teaching language (meaning: teaching English) is only a small part of their task. Recent developments in primary education, however, seem to point to a growing importance of languages in this type of education. In this case, language portfolios could prove to be useful instruments.

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AlAhmad, Hussein. "The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education." International Journal of Research in Education and Science 7, no. 3 (2021): 838–51. http://dx.doi.org/10.46328/ijres.2374.

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This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching–learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centred, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers’ awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers’ efforts in employing the educational goals of HE, and recognize their societal impact.

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В., В. Дьоміна. "КОНЦЕПУАЛЬНІ ОСНОВИ ВИХОВАННЯ БІЛІНГВАЛЬНОЇ КУЛЬТУРИ У МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ". Теорія та методика навчання та виховання, № 43 (8 травня 2018): 90–101. https://doi.org/10.5281/zenodo.1243559.

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In the article theoretical and methodological bases of education of bilingual culture are reflected for the future teachers of foreign language, that predetermine conceptual bases of research, : major philosophical positions about integrity of the world, general acts of development of nature, society, human consciousness and activity; about a man as the integral natural and social phenomenon, about activity and creative to essence of personality; about the independent, self-organizing role of consciousness of subject. The scientific approaches to the process of formation of the bilingual personality of the foreign language teacher are rationalized: systemic-synergistic, cross-cultural, personality-oriented, axiological, activity-reflective, which allowed revealing the essential characteristics, patterns and principles and developing a multicultural concept of education of bilingual culture in future teachers of foreign language; levels of its functioning; project and justify a theoretical model; to develop an evaluation-criteria tool for pedagogical monitoring; to determine the methodological basis for the education of students' bilingual culture in the process of foreign-language education in the whole educational and upbringing process of a pedagogical educational institution. The complex of pedagogical conditions that contribute to the efficiency of the educational process in higher pedagogical educational institutions is substantiated and defined: the creation of a cultural and educational bilingual environment; modular design of the content of foreign language education in the process of vocational training of teachers of a foreign language and its socio-cultural content; attraction of students to active interaction in the integrated multicultural environment of a pedagogical university; dialogical interaction between subjects of the educational process, pedagogical stimulation of pedagogical reflection of students.

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Asroni, Ahmad. "Reconstruction of Islamic Religious Education to Encountering Terrorism and Islamic Radicalism." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 8, no. 1 (2023): 374–84. http://dx.doi.org/10.31851/jmksp.v8i1.12022.

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The aim of this research is to explain the importance of reconstructing Islamic Religious Education (hereafter IRE) by creating tolerant and inclusive teachers. Besides that, this research also describes some steps which can be done by teachers in fighting terrorism and radicalism. This is literature research. The data was collected through the documentation method. These research findings revealed that the reconstruction of IRE is important and urgent to do. Recently, IRE is not effective enough to produce a tolerant and inclusive person. It can be seen that many terrorism perpetrators and Islamic radicalism are from both senior high school and university students. Besides that, the failure can be also observed from the result of the institution’s survey showing the low level of tolerance among students. Reconstruction of IRE covers some aspects such as curriculum, teacher, material, method, media, and evaluation. Without ignoring other aspects, IRE teachers have an important role in fighting terrorism and radicalism. It is to those who have tolerant and inclusive character. To yield a tolerant and inclusive person, it needs contribution from some parties such as higher education institutions, government, and society. There are some steps that can be taken by IRE teachers in fighting terrorism and radicalism, namely: (1) IRE teachers must be able to create a multicultural atmosphere; (2) IRE teachers must become good figures for their student’s concerning tolerance. The significant role of IRE teachers is expected to eradicate terrorism and radicalism at the educational institution level. If IRE teachers are not inclusive, IRE will be a good place to rise terrorism and Islamic radicalism.

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Raesfeld, Lydia, Rosa Elena Durán González, and Irma Quintero López. "Renewal of the Teaching-Learning Process in the Bachelor of Sciences of Education UAEH." International Journal for Innovation Education and Research 6, no. 11 (2018): 63–73. http://dx.doi.org/10.31686/ijier.vol6.iss11.1229.

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The Network of Communities for the Renewal of Teaching - Learning in Higher Education (RECREA) began in 2017 in Mexico with a collaboration between public universities and higher normal schools as a strategy to interact with teachers of both institutions to renew jointly their teaching practices in order to achieve better learning outcomes in students. The project supported by the Secretariat of Public Education of Mexico seeks to promote a culture of collaboration among academics for innovation and improvement of their teaching practices. Taking as a theoretical basis the complex thinking, coined by Edgar Morin, the formation of communities and networks of academics oriented to the innovation of the teaching practices, centered in the learning of the students and in the collective construction of knowledge, is fostered. Following a methodological framework of action research, a monitoring and evaluation plan of the teaching-learning process and its results is established, which allows to relate innovations and the use of ICTs with learning outcomes, to subsequently document and analyze teaching innovation experiences. and its results. Working from tasks or projects that reflect real situations and problems with a complex thinking approach, linking the work of the student with the advances, methodologies and results of research in the disciplinary and professional fields and incorporating the use of ICTs as support tools for academic work and for interaction with and among students, it is possible to form communities of academics to design and share experiences on teaching transformation and innovation, documenting the teaching experience based on a research methodology in the action.The paper documents the experiences and first results of the research process in a subject, called “Multicultural Mexico” in the case of a Mexican public university participating in the project and analyzes the active and collaborative participation in a community of teachers for the generation of teaching and learning proposals and methodologies for innovative learning.

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Mirza, Munawar Sultana, and Sehar Rashid. "Effect of Online Cooperative Learning on Students’ Academic Achievement at Higher Education Level." Inverge Journal of Social Sciences 3, no. 2 (2024): 1–10. https://doi.org/10.63544/ijss.v3i2.77.

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This study investigated how cooperative learning affected students' academic performance in an online higher education environment. Its specific goal was to find out whether, in comparison to conventional online learning techniques, including cooperative learning activities could improve academic achievement. An experimental control group with a pre-test and post-test design was used. All students enrolled in the Virtual University of Pakistan's Fall semester undergraduate course "Test Development and Evaluation" were included in the population. A sample of seventy-three students was chosen and split into two groups: a control group consisting of 38 participants and an experimental group consisting of 35 individuals. In order to incorporate cooperative learning into the online learning environment, email-based activities were carried out. The purpose of these activities was to promote cooperation and knowledge exchange among the students in the experimental group. Contrarily, the control group followed the typical online learning protocol, finishing the pre- and post-tests but forgoing the cooperative learning exercises. The achievement exam functioned as the pre-test and post-test tool, enabling researchers to evaluate modifications in students' comprehension and knowledge. To compare the gain scores (the difference between pre- and post-test scores) between the experimental and control groups, parametric statistical analysis was used, most especially t-tests. A specified significance criterion of p < 0.05 was established. The outcomes were striking. The results of statistical analysis showed that there was a highly significant difference in the gain scores between the two groups, with a p-value of 0.002. When compared to the conventional online learning strategy used in the control group, this indicates that the cooperative learning activities conducted in the experimental group had a favourable and statistically significant impact on student academic achievement. To sum up, this study offers compelling evidence that using cooperative learning techniques in online learning settings can greatly improve students' academic performance. These results support the use of cooperative learning strategies by teachers in online learning environments in order to provide their students with a more engaging and productive learning environment. References Adeyemi, A. & Babatunde, O. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708, https://eric.ed.gov/?id=EJ825273 Alghani, Y. M. A & Alhaija, Y. F. A. (2021) The Effect of the Cooperative Learning Method on Students’ Academic Achievement in Mathematics. Multicultural Education, 7(3), 331-339, doi:10.5281/zenodo.4647901 Amita Rena Hall, MA. Ed. (2006). Families, Children and Communities in a Multicultural and Diverse Society. Research Paper on Curricular Models. Nova Southeastern University. Asif, D. M., & Sandhu, M. S. (2023). Social Media Marketing Revolution in Pakistan: A Study of its Adoption and Impact on Business Performance. Journal of Business Insight and Innovation, 2(2), 67–77. Retrieved from https://insightfuljournals.com/index.php/JBII/article/view/23 Atashian, S. & Zamini, S. (2013). The Effects of cooperative language learning on Iranian EFL learners’ strategy use. Global Journal of Foreign Language Teaching, 1, 09-14, doi:10.1016/j.sbspro.2014.01.834 Aziz, Z. (2010). A comparison of CL and conventional teaching on student achievement in secondary Mathematics. Journal of Social and Behavioral Sciences, 9, 53-62, doi: 10.1016/j.sbspro.2010.12.115 Bashir, M., Ajmal, M., Rubab, I., & Bhatti, A. (2020). Increasing teachers’ use of positive reinforcement: Effects of performance feedback to improve a learners’ behavior. Journal of Critical Reviews, 7(13), 2091-2104. Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13, 25-39. Bouroumi, A. & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. iJET . 9(1). doi: 10.3991/ijet.v9i1.3065 Brady, M. & Tsay, M., (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78 –89. https://files.eric.ed.gov/fulltext/EJ890724.pdf Brown, H., & Ciuffetelli, D.C. (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education. Chwo, S-M. G., Marek, M. W., & Wu, W. C. V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology & Society, 19(2), 340– 354. Clark, R. E., & Sugrue, B. M. (1991). Research on instructional media. In G. Anglin (Ed.), Instructional technology: Past, present and future. Englewood, Colorado, U.S.A.: Libraries Unlimited, pp. 327-343. Cox, B. & Cox, B. (2008). Developing interpersonal and group dynamics through asynchronous threaded discussions: The use of discussion board in collaborative learning. Education, 4, 553-565. Gaith, G. (2003). Effects of learning together model of cooperative learning on English as a foreign language: Reading achievements, academic self-esteem and feeling of school alienation. Bilingual Research Journal, 27(3), 459-461. doi: 10.1080/15235882.2003.10162603 Jbeili, I.M.I. (2003). The Effects of Metacognitive Scaffolding and Cooperative Learning on Mathematics Performance and Mathematical Reasoning Among Fifth-Grade Students In Jordan. PhD Dissertation. University Sains Malaysia. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. doi: 10.1080/00405849909543834 Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis, http://www.co-operation.org/pages/cl-methods.html. Kaymak, S., Zh.Kassymbek, Kalamkas A., Saydenov (2021). Effect of Cooperative Learning on Students Academic Achievement. Management studies, 9(6), 495-503, doi: 10.17265/2328-2185/2021.06.009 Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method. (Doctoral dissertation), International Islamic University Islamabad, Pakistan. Kupczynski, L., Marie Anne Mundy, M.A., Goswami, J. & Meling,V. (2012). Cooperative learning in distance learning: A mix methods study. International Journal of Instruction. 5(2), 81-90. Retrieved from https://files.eric.ed.gov/fulltext/ED533785.pdf McNeil, S. G., Robin, B. R., Miller, R. M. (2000). Facilitating interaction, communication and collaboration in online courses. Computers & Geosciences, 26(6), 699-708. doi: 10.1016/S0098-3004(99)00106-5 Negangard & Sue. (1992). The Effect of Cooperative Learning Versus Lecture-Discussion on Student attitudes and Achievement in a Mathematics MethodsCourse for Preservice Elementary School Teachers. DAIA 53/02, pg.470. Dissertation, Ohio University , USA. Slaughter, T. (2009). Creating a successful academic climate for urban students. Techniques, 8(1), 16-19, Retrieved from https://files.eric.ed.gov/fulltext/EJ829500.pdf Teed, R., McDaris, J., & Roseth, C. (2021). Assessment of Cooperative Learning. Starting Point. Retrieved from https://serc.carleton.edu/introgeo/cooperative/assess.html Tran, V.D. (2014). The Effect of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140, doi:10.5430/ijhe.v3n2p131 Webb, J. (2002). Benefits of Cooperative Learning in Multimedia Environment. (Dissertation), Southern Illinois University Woolfolk, A. (2004). Education psychology. (9th ed.). New Delhi: Dorling Kinders.

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Oktam, Majidova Gozal, Nishonov Dilshodbek Rustam, Toliboyeva Nafisa Bakhtiyo, and Ismailov Fazliddin Husniddin. "Enhancing Professional-Pedagogical Readiness of Higher Education Students: Mechanisms for Effective Teacher Preparation." Indonesian Journal of Multidiciplinary Research 5, no. 1 (2025): 213–22. https://doi.org/10.17509/ijomr.v5i1.82708.

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This study explores the mechanisms necessary for the effective preparation of higher education students for professional-pedagogical activity within a rapidly changing educational landscape. Emphasizing the multicultural context of Uzbek society, the research identifies key challenges in fostering teacher creativity, autonomy, and responsibility. The article highlights the integration of innovative pedagogical methods, person-oriented education, diagnostic tools, and active learning strategies to enhance students’ readiness for teaching roles. A quasi-experimental design compares traditional and experiential learning methods, with results indicating higher preparedness and practical performance among students engaged in project-based and simulation learning. The findings suggest that implementing advanced pedagogical experiences, structured innovation dissemination, and diagnostic evaluations contribute significantly to professional competence, thereby equipping future teachers to meet the evolving demands of education.

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Rodliyatun, Mushbihah, Puspo Nugroho, and Zakiyuddin Baidhawy. "Model for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Higher Education." Edukasia : Jurnal Penelitian Pendidikan Islam 17, no. 2 (2022): 319. http://dx.doi.org/10.21043/edukasia.v17i2.14043.

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This study aims to determine the importance of implementing multicultural education and strategies in developing multicultural-based Islamic religious education (PAI) curriculum in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga. This qualitative research used observation, interview, and documentation methods. The results uncovered that multicultural education is crucial for students. The lecturer's strategy in implementing the learning process was adjusted to the curriculum. Also, there is a curriculum evaluation by opening up students' thinking insights and developing student potential through expanding Islamic knowledge insights on contemporary issues. The strategies used in instilling multicultural education include (1) fostering noble morals and developing inter-religious harmony; (2) multicultural education was carried out comprehensively; (3) lecturers implemented multicultural values both in lectures and off-campus activities; (4) building teamwork involving stakeholders; (5) the curriculum development model was conducted through subject matter curriculum; (6) institutional support for multicultural-based Islamic religious education curriculum development. Implementing multicultural education in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga, can be a real solution to heterogeneous or plural conflicts as a preventive effort in undergoing socio-cultural problems.

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Volynkina, Natalia. "Future Teachers' Intellectual and Creative Skills Development in the Multicultural Educational Sphere." ARPHA Proceedings 1 (November 5, 2019): 765–74. https://doi.org/10.3897/ap.1.e0726.

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The relevance of the present issue is caused by a strong need of higher education practice in scientific and methodological provision of a future teacher's intellectual and creative skills development in the multicultural educational sphere. The aim of the article is to justify scientifically the procedural essence of pedagogical technology of learners' skills development in a higher pedagogical school. The main method of the research is conceptual and terminological analysis, as it helps to define key terms "intellectual and creative skills" and "system and prognostic thinking". On this basis the author reveals the essence of future teacher's intellectual and creative skills development, presents a pedagogical technology including theoretical, empirical and reflexive phases which are carried out through the mechanisms of goal-setting, practical exercising and reflection. The author works out motivation and cognitive, activity and reflexive criteria and indicators which are objective, universal and sufficient for correct fixation of qualitative changes in the level of future teachers' intellectual and creative skills development. The technology created by the author helps future teachers create and carry out new ways of influence on their pupils, perceive the educational process as a dynamic sphere of open tasks. The research materials can be used during future teachers' studying in a higher pedagogical school and advanced training.

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Baral, Madan Prasad. "Multiculturalism in English Education Curriculum of Higher Education in Nepal." English Language Teaching Perspectives 8, no. 1-2 (2023): 97–109. http://dx.doi.org/10.3126/eltp.v8i1-2.57863.

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Multicultural education is transformative, emancipatory, and justice-oriented. As multiculturalism is the defining characteristic of Nepali society and the basic identity of Nepal, the relevancy of multicultural education can hardly be exaggerated. The Constitution of Nepal, 2015 has also acknowledged unity in diversity as the basic feature of the country. So, multiculturalism needs to be incorporated into Nepal’s educational system and teacher education programme. In this context, this study aims to explore multiculturalism in teacher education curriculum of Tribhuvan University and outlines the basic features of multiculturalism and assesses the present teacher education curriculum of English Education in B. Ed under Tribhuvan University in terms of multiculturalism. Analysing the different components of English Education Courses of B. Ed in English Education, it is concluded that multiculturalism is adequately addressed in objectives and content of reading courses while other English education courses address multiculturalism in terms of evaluation and teaching strategies not in content and objectives.

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Reid, Robin, and Kyra Garson. "Rethinking Multicultural Group Work as Intercultural Learning." Journal of Studies in International Education 21, no. 3 (2016): 195–212. http://dx.doi.org/10.1177/1028315316662981.

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This article presents our findings of an exploration of students’ perceptions of multicultural group work when specific changes in pedagogy and methods of evaluation were made to include the processes students navigate, instead of merely the end product of their collaboration. Shifting demographics and increasing cultural diversity in higher education classrooms have presented the need for educators to rethink the formation, preparation, and evaluation of group work. This paper argues for learning to include the process of working with others rather than merely the product of group work. The findings from this study support previous literature advocating for more intentional approaches by providing evidence that changes to the preparation of groups, the formation of groups, and the evaluation of group work enhanced intercultural learning and improved the experience of working in a multicultural group for the majority of the participants.

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Sutrisno, Firdaus Zar'in, and Siti Salehcah. "Local Content Curriculum Model for Early Childhood Scientific Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 81–100. http://dx.doi.org/10.21009/jpud.151.05.

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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. English Language Teaching Educational Journal, 2(1), 22. https://doi.org/10.12928/eltej.v2i1.1043 Altinyelken, H.K. (2015). Evolution of Curriculum Systems to Improve Learning Outcomes and Reduce Disparities in School Achievement, in Background paper prepared for the Education for All Global Monitoring Report 2015. Andrian, D. (2018). International Journal of Instruction. 11(4), 921–934. Andrian, D., Kartowagiran, B., & Hadi, S. (2018). The instrument development to evaluate local curriculum in Indonesia. International Journal of Instruction, 11(4), 921–934. https://doi.org/10.12973/iji.2018.11458a Aslan, Ö. M. (2018). From an Academician’ s Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool. 7(1), 97–110. https://doi.org/10.5430/jct.v7n1p97 Bakhtiar, A. M., & Nugroho, A. S. (2016). Curriculum Development of Environmental Education Based on Local Wisdom at Elementary School. International Journal of Learning, Teaching and Educational Research, 3(3), 20–28. Barbarin, O. A., & Wasik, B. H. (2009). Handbook of child development and early education. Guilford Press. Baron-gutty, A. (2018). Provision in Thai basic education”. March. Bodrova, E. (2008). Make-believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777 Bohling-philippi, V., Crim, C., Cutter-mackenzie, A., Edwards, C., Desjean-perrotta, B., Finch, K., Brien, L. O., & Wilson, R. (2015). International Journal of Early Childhood. 3(1), 1–103. Brooker, L., Blaise, M., & Edwards, s. (2014). The SAGE handbook of play and learning in early childhood. Sage. Broström, S. (2015). Science in Early Childhood Education. Journal of Education and Human Development, 4(2(1)). https://doi.org/10.15640/jehd.v4n2_1a12 Childhood, E., Needs, T., & Han, H. S. (2017). Implementing Multicultural Education for Young Children in South Korea: Implementing Multicultural Education for Young Children in South Korea: Early Childhood Teachers’ Needs 1 ). March. Dabbagh, N & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Pearson Education, Inc. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Daryanto. (2014). Pendekatan Pembelajaran Saintifik. Gava Media. Dick, C. & C. (2009). The Sistematic Design of Instruction. Upper Saddle River. Elde Mølstad, C., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344. https://doi.org/10.1177/1474904116639311 Eurydice. (2018). 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(2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Science, 1(14), 263–271. Maryono. (2016). The implementation of schools’ policy in the development of the local content curriculum in primary schools in Pacitan , Indonesia. Education Research and Reviews, 11(8), 891–906. https://doi.org/10.5897/ERR2016.2660 Masithoh, D. (2018). Teachers’ Scientific Approach Implementation in Inculcating the Students ’ Scientific Attitudes. 6(1), 32–43. Mayfield, B. J. (1995). Educational curriculum. Journal of Nutrition Education, 27(4), 214. https://doi.org/10.1016/s0022-3182(12)80438-9 Muharom Albantani, A., & Madkur, A. (2018). Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia. International Journal of Applied Linguistics and English Literature, 7(2), 1. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.1 Nasir, M. (2013). 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In Economic and Geopolitical Perspectives of the Commonwealth of Independent States and Eurasia (Issue July 2019, pp. 225–251). https://doi.org/10.4018/978-1-5225-3264-4.ch010 Organization for Economic and Co-Operation and Development. (2019). Change Management: Facilitating and Hindering Factors of Curriculum Implementation. 8th Informal Working Group (IWG) Meeting, 1–25. Poedjiastutie, D., Akhyar, F., Hidayati, D., & Nurul Gasmi, F. (2018). Does Curriculum Help Students to Develop Their English Competence? A Case in Indonesia. Arab World English Journal, 9(2), 175–185. https://doi.org/10.24093/awej/vol9no2.12 Prasetyo, A. (2015). Curriculum Development of Early Childhood Education through Society Empowerment as Potential Transformation of Local Wisdom in Learning. Indonesian Journal of Early Childhood Education Studies, 4(1), 30–34. https://doi.org/10.15294/ijeces.v4i1.9450 Ramdhani, S. (2019). Integrative Thematic Learning Model Based on Local Wisdom For Early Childhood Character. Indonesian Journal of Early Childhood Education Studies, 8(1), 38–45. Reifel, S. (2014). Developmental play in the classroom. In & S. E. L. Brooker, M. Blaise (Ed.), The SAGE handbook of play and learning in early childhood (pp. 157–168). Sage. Reunamo, J., & Suomela, L. (2013). Education for sustainable development in early childhood education in finland. Journal of Teacher Education for Sustainability, 15(2), 91–102. https://doi.org/10.2478/jtes-2013-0014 Saefuddin, A., & Berdiati, I. (2014). Pembelajaran efektif. Remaja Rosda Karya. Sagita, N. I., Deliarnoor, N. A., & Afifah, D. (2019). Local content curriculum implementation in the framework of nationalism and national security. Central European Journal of International and Security Studies, 13(4), 91–103. Saracho, O. (2012). An integrated play-based curriculum for young children. Routledge. Schumacher, D. H. (1995). 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White, Christopher J. "On the evaluation of teaching and learning in higher education: a multicultural inquiry." Assessment & Evaluation in Higher Education 36, no. 6 (2011): 643–56. http://dx.doi.org/10.1080/02602931003632407.

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Jovanka, Della Raymena. "The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents." JPUD - Jurnal Pendidikan Usia Dini 18, no. 1 (2024): 1–17. http://dx.doi.org/10.21009/jpud.181.01.

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ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning References: Abbas, H. (2015). Straightening the Direction of Education. PT PP Mardi Mulyo. Abbas, H. (2020). Contemporary Issues on Indonesian Education: Expedient Truths. PT PP Mardi Mulyo. Abdallah, A. K. (2018). Parents Perception of E-Learning in Abu Dhabi Schools in United Arab Emirates. International Journal of Advances in Social Sciences, 4(10). http://ijasos.ocerintjournals.org/en/download/article-file/458240 Advocates, E. (2015). Every Student Succeeds Act: Comparison of the No Child Left Behind Act to the Every Student Succeeds Act. www.acsd.org Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. Institute for Prospective Technological Studies. Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptance in The Developing Countries. Multicultural Education, 6(2). https://doi.org/10.5281/zenodo.4060121 Alkaabi, S. A. R., Alkaabi, W., &; Vyver, G. (2017). Researching Student Motivation. Contemporary Issues in Education Research, 10(3). https://clutejournals.com/index.php/CIER/article/view/9985/10086 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning. 12(3). Aparicio, M., Bacao, F., &; Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/J.CHB.2016.10.009 Best, S. J., & Harrison, C. H. (2009). Internet Survey Methods. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed.). SAGE Publications, Inc. https://books.google.co.id/books?hl=id&lr=&id=m4_MAwAAQBAJ&oi=fnd&pg=PA375&dq=fowler+2009+survey&ots=ZVUJUrEXyq&sig=ULNAWcDriqjKfOWg9FasuNS39ns&redir_esc=y#v=onepage&q&f=false Billingham, K. A., & Billingham, K. A. (2019). Early Childhood Development. In Developmental Psychology for the Health Care Professions. https://doi.org/10.4324/9780429045141-3 Cheok, M. L., Wong, S. L., Ayub, A. F., &; Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2). www.mojet.net Cole, A. W., Anderson, C., Bunton, T., Cherney, M. R., Cronin Fisher, V., Draeger, Jr., R., Featherston, M., Motel, L., Nicolini, K. M., Peck, B., & Allen, M. (2017). Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses. Online Learning, 21(4). https://doi.org/10.24059/olj.v21i4.966 Cresswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research Design (Fifth). SAGE. https://edge.sagepub.com/creswellrd5e/student-resources-0 Cresswell, J. W., &; Cresswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publications, Inc. Creswell, J. W. (2016). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (fourth). Student Library. Crompton, H., Burke, D., Gregory, K. H., &; Gräbe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education and Technology 2016 25:2, 25(2), 149–160. https://doi.org/10.1007/S10956-015-9597-X Daniels, M. M., Sarte, E., & Cruz, J. Dela. (2019). Students' perception of e-learning: a basis for the development of e-learning framework in higher education institutions Recent citations. The International Conference on Information Technology and Digital Applications. https://doi.org/10.1088/1757-899X/482/1/012008 Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966 Ghomi, M., &; Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers' digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548 Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12326 Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Mayoral, A. M., &; Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability (Switzerland), 12(22), 1–16. https://doi.org/10.3390/su12229473 Kontos, G. (2015). Practical teaching aids for online classes. Journal of Educational Technology Systems, 44(1), 36-52 Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273 Lestiyanawati, R. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting E-learning During COVID-19 Outbreak. CLLiENT (Culture et al.), 2(1). https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 Lin, M.-H., Chen, H., &; Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasian Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564. Lubis, A. H., &; Lubis, Z. (2020). Parent's Perceptions on E-Learning During Covid-19 Pandemic in Indonesia. Journal of Critical Reviews, 7(18). McGarr, O., & McDonagh, A. (2020). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education program in Ireland. Irish Educational Studies, 40(1), 115–128. https://doi.org/10.1080/03323315.2020.1800501 McKnight, K., O'Malley, K., Ruzic, R., Horsley, M., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2016.1175856 Røkenes, F. M., &; Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014 Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition. IAP. Tudor, S., Stan, M., & Paisi-Lazarescu, M. (2015). Integration of e-learning in teaching/learning courses at preschool and primary pedagogical teachers. eLearning & Software for Education, 2, 340-345 Vitoria, L., Mislinawati, M., &; Nurmasyitah, N. (2018). Students' perceptions on the implementation of e-learning: Helpful or unhelpful? The 6th South East Asia Design Research International Conference (6th SEA-DR IC).https://doi.org/10.1088/1742-6596/1088/1/012058 Wasserman, E., &; Migdal, R. (2019). Professional development: Teachers' attitudes in online and traditional training courses. Online Learning Journal. https://doi.org/10.24059/olj.v23i1.1299

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Badzińska, Ewa. "Evaluation of a Multicultural Approach to Teaching Entrepreneurship: Selected Research Results Within the Framework of the ECMT+ International Project." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 320. http://dx.doi.org/10.26417/ejser.v11i2.p320-327.

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One of the most important challenges in the field of higher education is to educate students about entrepreneurial attitudes and professional competences necessary for working in a multicultural environment in collaboration with a real business environment. Streamlining this process is one of the aims of the Erasmus+ Strategic Partnership Project titled Entrepreneurship and Communication in Multicultural Teams (ECMT+). The cognitive purpose of this paper is to explore and evaluate students’ reflections on entrepreneurship teaching in an international and multicultural team. The applied research methods include a pilot quantitative survey using questionnaires and a qualitative research method of a reflective essay among students participating in the two-week Intensive Programme that took place in March 2017 at Karelia University in Finland. Respondents were chosen purposeful and included 48 participants from 14 countries worldwide. They represented seven high education institutions from seven different European countries. The study has been conducted anonymously via the Claroline Connect platform. The purpose of the empirical research was to diagnose the opinions of program participants, among others about new methods of business education they have experienced, diversity of multicultural context and relationships with other team members, their entrepreneurial attitude, and ability to solve problems at designing business solutions in the multicultural team.. Preliminary results appear to present interesting data and may provide a starting point for an in-depth empirical research associated with entrepreneurship in multicultural teams. The study reveals positive effects of applied methods of business education, significant involvement of participants in achieving the goal and gaining new knowledge within the analyzed area.

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Jalil, Abdul, and Achmad Abdul Munif. "Strategi Pembelajaran PAI Dalam Penerapan Pendidikan Multikultural Di SMP Negeri 1 Gudo." Irsyaduna: Jurnal Studi Kemahasiswaaan 2, no. 2 (2022): 140–49. http://dx.doi.org/10.54437/irsyaduna.v2i2.571.

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Islam is a religion that we adhere to and adhere to by hundreds of millions of Muslims in all corners of the world, which is a source of aspects of life that guarantee the happiness of its adherents both in this world and in the hereafter. The PAI teacher's strategy in PAI learning is to start with determining the right PAI learning material involving Muslim students such as muamalah (social relations) material by choosing the right method such as lectures, discussions, and questions and answers so that no debate has an impact on disputes between Muslim students and non-Muslim students. non-muslim. Then also the use of appropriate and efficient media so that the audio-visual media used by the teacher can accommodate a short time, namely three hours of lessons for one week. The reasons for PAI learning in the application of multicultural education are applied by PAI teachers at SMPN 1 Gudo, among others: students at the school have various ethnic, racial, and religious backgrounds; there are no other religious teachers in the school except PAI teachers; some non-Muslim students have a desire to participate in PAI learning, especially in muamalah (social relations), because the author is interested in researching PAI learning strategies in the application of multicultural education and evaluation steps in PAI learning at SMPN 1 Gudo. The purpose of this study is the application of multicultural education because it has diverse ethnic, racial, and religious backgrounds and the absence of non-Muslim religious teachers has an impact on the non-participation of students in learning when PAI learning takes place

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Alex, Pavié, Martínez Claudio, and Lagomarsino Montoya Mario. "Educación Superior y prácticas evaluativas, una relación dinámica en contextos multiculturales: el caso de la formación inicial docente." Revista de Filosofía, Centro de Estudios Filosóficos, Universidad del Zulia. Maracaibo - Venezuela 38, no. 99 (2021): 855–73. https://doi.org/10.5281/zenodo.5703608.

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Se considera a la evaluación como uno de los factores más relevantes del proceso de enseñanza y aprendizaje, parte fundamental de la formación en Educación Superior y factor clave en el momento de re-diseñar carreras Universitarias, instancia que aparece también como una debilidad, sobre todo en un enfoque curricular basado en competencias. De acuerdo a lo anterior, el propósito es mostrar y discutir las opciones y limitaciones de la evaluación en un contexto de Educación Superior que se destaca hoy además por lo multicultural y de acuerdo a tres dimensiones: a) propósitos, b) momentos y usos, c) quienes la ejecutan. Las principales conclusiones de este trabajo se vinculan a que aún se observa un tránsito parcial desde las prácticas evaluativas tradicionales orientadas al rendimiento académico - centrado en el conocimiento - a una práctica evaluativa más formativa y democrática, resaltando en algunos casos la tendencia a incorporar la participación de las estudiantes en el diseño de  instrumentos y técnicas evaluativas, la posibilidad efectiva de retroalimentación (feedback) que suponga cambio o mejora, utilización de estrategias evaluativas de autoevaluación y co-evaluación, implementación de algunos métodos activos de aprendizaje y su evaluación, acción que tiende a ser más transversal y centrada en el estudiante.

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Ekawati, Ekawati, M. Suparta, Khaeron Sirin, Maftuhah Maftuhah, and Ade Pifianti. "Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia." TARBIYA: Journal of Education in Muslim Society 6, no. 2 (2019): 169–78. http://dx.doi.org/10.15408/tjems.v6i2.14886.

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AbstractThis paper aims to know and analyze the forms of moderation of Islamic Higher Education curriculum. This moderate map of the curriculum is useful for policymaking in order to build an inclusive-multicultural awareness to minimize religious radicalism. This research is qualitative research with the historical approach. The method is used to examine the processes that take place in the life of the community under study. The results conclude that the forms of moderation of Islamic university curriculum in Indonesia are: first, integration and internalization of science. The Second, strengthening the theology of Rahmatanlil-'Alamin. Third, the deradicalization of religion through the strengthening of the local wisdom of Java. The Fourth, build an anti-radicalism curriculum. Fifth, the evaluation of multicultural-oriented learning. Sixth, Integral Muslim Personality Development Assistance Program (P3KMI). Seventh, Value Integration Plurality in the curriculum.Eighth, multicultural learning methods.AbstrakArtikel ini bertujuan untuk mengetahui dan menganalisis bentuk-bentuk moderasi kurikulum Pendidikan Tinggi Islam. Peta kurikulum yang moderat ini berguna untuk pembuatan kebijakan dalam rangka membangun kesadaran inklusif-multikultural untuk meminimalkan radikalisme agama. Penelitian ini adalah penelitian kualitatif dengan pendekatan historis. Metode ini digunakan untuk memeriksa proses yang terjadi dalam kehidupan masyarakat yang diteliti. Hasilnya menyimpulkan bahwa bentuk moderasi kurikulum universitas Islam di Indonesia adalah: pertama, integrasi dan internalisasi sains. Yang Kedua, memperkuat teologi Rahmatan lil-'Alamin. Ketiga, deradikalisasi agama melalui penguatan kearifan lokal Jawa. Keempat, bangun kurikulum anti-radikalisme. Kelima, evaluasi pembelajaran yang berorientasi multikultural. Keenam, Program Bantuan Pengembangan Kepribadian Muslim Integral (P3KMI). Ketujuh, Pluralitas Integrasi Nilai dalam kurikulum. Kedelapan, metode pembelajaran multikultural.How to Cite: Ekawati., Suparta, M., Sirin, K., Maftuhah, Pifianti, A. (2019). Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia. TARBIYA: Journal of Education in Muslim Society, 6(2), 169-178. doi:10.15408/tjems.v6i2. 14886.

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Park, yun joung, and hee soo Im. "The Effects of Play Beliefs and Teaching Creativity of Early Childhood Education Institution Teachers on Play Support Competency." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (2023): 475–89. http://dx.doi.org/10.22251/jlcci.2023.23.1.475.

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Objectives The purpose of this study was to examine the effects of play beliefs and teaching creativity of teachers at early childhood educational institutions on play support competency. Methods The subjects of this study were 287 teachers at day care centers and kindergartens in Busan and Gyeongsangnam-do. The analysis method was Person's product-moment correlation using SPSS 23 program to examine the relationship between teacher's play belief, teaching creativity, and play support competency, and multiple regression analysis was conducted to verify the influence of teacher's play belief and teaching creativity on play support competency. Results As a result of data analysis, first, there was a positive correlation between teachers' play beliefs, teaching creativity, and play support competency. Second, among the sub-variables of play support competency, teacher's teaching creativity showed higher explanatory power in internal motivation, play goal, play design, and play operation, and teacher's play belief showed higher explanatory power in teacher's emotion and attitude, play support improvement effort, knowledge, play environment creation, and infant evaluation. Conclusions The results of this study are significant in that it reminded the importance of teachers' play beliefs, teaching creativity, and play support capabilities in order for play-based education and childcare courses to be well realized in early childhood education institutions, and that teachers' play beliefs and teaching creativity should be promoted in order to enhance teachers' play support capabilities.

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Finkelstein, Idit, Shira Soffer-Vital, Yael Shraga-Roitman, Revital Cohen-Liverant, and Tsfira Grebelsky-Lichtman. "An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century." International Journal of Higher Education 11, no. 1 (2021): 187. http://dx.doi.org/10.5430/ijhe.v11n1p187.

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Due to Covid-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model depicts evaluation as an integrated process of four dimensions: two of them based on the well-established dimensions of learning and curriculum, and two based on the novel dimensions of inclusive multiculturalism and technology. We consider evaluation in its broad context in higher education, and we analyze the interrelations between the four dimensions of the evaluation process, discussing their contribution to the enhancement of evaluation in higher education.

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Murdoch, Ian J. "Developments in the Evaluation of Work-Based Learning." Industry and Higher Education 18, no. 2 (2004): 121–24. http://dx.doi.org/10.5367/000000004323051895.

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UK higher education institutions are now expected to be able to demonstrate that they are adhering to the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education in Placement Learning. The responsibility for ensuring that a placement provides an adequate opportunity for its intended learning outcomes rests with the educational institution. This paper draws on the author's experience of the management and evaluation of placements in the construction sector. In recognition of the increasingly global nature of the business, a placement programme has been developed to meet the particular challenges of students operating in multidisciplinary and multicultural environments. Participation in the European Commission's Leonardo da Vinci Vocational Training Programmes and pilot projects has enabled the identification of further criteria for evaluating and disseminating experience gained in work-based learning across the frontiers of language and culture. However, the paper also identifies problems peculiar to the UK market for construction professions and higher education programmes in construction-related disciplines. A study by Northumbria University highlighted challenges for both industry and higher education arising from economic pressures on students and the positioning of construction-related courses in the higher education market. Given the global nature of the construction business, it is clear that there are significant benefits to be gained from taking a global view of relevant issues.

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Madani, SeyedAhmad. "A Longitudinal Study of the Relationship between Students' Final Grade and their Evaluation of Professors' Teaching in the Next Semesters." Quarterly Journal of Research and Planning in Higher Education 29, no. 4 (2023): 83–101. http://dx.doi.org/10.61838/kman.irphe.29.4.5.

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Student evaluation of professors is one of the common tools of universities to improve the quality of teaching in classrooms. Since in Iran's higher education system, student evaluations are used for annual promotion, contract extension or change of status, and the promotion of professors' scientific rank, the correct analysis and interpretation of the results of these evaluations is of foremost importance. This longitudinal research, which is a panel study, has analyzed the relationship between students' grades and their teacher's evaluation in the following semesters. The statistical population of the research was made up of more than 200,000 pairs of "Student's Final Grade-Teacher's Evaluation Grade" which were obtained from students in the conditions of face-to-face education before the pandemic. After conditioning and sifting the data, the final analysis has been done on the grades-evaluations of 3098 students during four semesters as a research sample. The regression analysis of the random effects model showed that with a one-unit increase in the final grade of the student, his/her evaluation grade of the teacher's teaching in the next semesters increases by about five percent. Additional analyzes showed that the grade can create a special mental attitude in the student, which can affect the student's evaluation of the professor even three semesters later. It seems that university administrators, educational councils, and university admissions boards should revise the guidelines for calculating and interpreting data from student evaluations, taking into account the various consequences of grade inflation at the university level.

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Alsaedi, Buthaynah. "EFL Teacher's Perceptions of Using Flipped Classrooms in Language Teaching for Higher Education." Advances in Social Sciences Research Journal 11, no. 1 (2024): 244–57. http://dx.doi.org/10.14738/assrj.111.16308.

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The Flipped Classroom in higher education language teaching through the eyes of EFL teachers. The advent of technology in education has led to a change in the way conventional ways of pedagogy have been taught, thus raising questions. The study uses qualitative methods including in-depth interviews, focus group discussions, and reflective narratives, to address different aspects of EFL teachers’ experiences of the flipped classroom approach. Educators are also sampled from different institutions, of different levels of experience, and also with various cultures. The results highlight that EFL instructors’ views and experiences are more contextual. The approach is analyzed with the aim of demonstrating the impact of the approach on the teacher-student relationship, student involvement, as well as the student’s overall experience. In addition, it looks into the implementation issues, showing a way of how an organization or a class may cope with a new teaching philosophy. It also brings out emerging themes such as learner autonomy, technology integration, and a new definition for teachers’ roles in a Flipped Classroom structure. It further examines the cognitive shifts in EFL teachers and the modifications in their teaching methods, evaluation methods, and bespoke learning resources over time. In addition, professional development for teachers and language education programs needs additional support and materials to help them through the complex linguistic environment. The study adds to the literature on innovations in EFL settings, giving policymakers and curriculum developers a basis for improving teaching practice. A detailed examination of the relationship between EFL teachers and the Flipped Classroom model in higher education language teaching is presented in this research. It contributes significantly to the ongoing discussion about the best practices for language education in the digital era by untangling the strands of perceptions, challenges, and adaptations.

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Carvalho, Osvaldo Luis, Danielle Cruz Rocha, Eluane Costa Carvalho, and Eluana Costa Carvalho. "The Teacher's Knowledge/Doing About Active methodologies for meaningful Learning in Higher Education: An Integrative Review." International Journal of Advanced Engineering Research and Science 9, no. 2 (2022): 090–98. http://dx.doi.org/10.22161/ijaers.92.13.

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Objective: Map the scientific evidence about the knowledge and actions of university professors about active methodologies and describe the perception and opinion about the modes of organization, methodological approaches and evaluation systems that define the teaching-learning process. Method: This is an integrative literature review, in which 11 articles were selected from the Google Scholar, SciELO and PubMed databases, by fulfilling the requirements established in the eligibility criteria and answering the research question. Results: The findings were categorized into 1) Benefits of applying active methodologies in higher education; 2) Knowledge of professors working in higher education about active methodologies; 3) Practices of active faculty in higher education on active methodology. Final Considerations: Promoting active learning is not an easy task to be achieved and teachers play a fundamental role in its implementation process.

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Ничкало, Нелля, and Любов Гутор. "REFORMS IN HIGHER EDUCATION OF JAPAN." Education: Modern Discourses, no. 6 (March 10, 2024): 151–60. http://dx.doi.org/10.37472/2617-3107-2023-6-13.

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The paper describes and analyses the content of fundamental reforms in higher education of Japan. The detailed literature analysis confirms that for the past 75 years it has been reformed many times. The key reform, characterized by the development of a completely new structure of higher education, occurred in 1945. Rapid economic development of Japan is associated with a series of factors, including the sequence of performed educational reforms; implementation of democratic approach towards education; autonomy of educational and academic processes; qualitative gradual internal and external audits in universities and evaluation of the higher education quality; sustaining the principles of deontology in education; adaptation of higher education to state and global marketing requirements; internationalization of educational and academic processes; actualizing the necessity of English language competency; improving effectiveness of primary and secondary education, since it affects the level of university applicants and educational outcomes. The research outlined that current educational reforms are directed at training highly professional and competitive specialists, able to participate in global economic processes and lead them in different countries. Internationalization of educational processes ids focused on developing skills of multicultural knowledge and interaction, abilities to understand and consider critically global historical and economic processes. The study states that, in addition to performed reforms, high technological and economic level of Japan is associated with highly developed personal ethical values of the Japanese, namely: self-respect and respect to others, hardworking and self-discipline, punctuality, responsibility and politeness.

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Kondo, Chelda Smith. "Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education." Teachers College Record: The Voice of Scholarship in Education 124, no. 4 (2022): 65–94. http://dx.doi.org/10.1177/01614681221096797.

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Background: Teacher education programs (TEPs) have a mandate to prepare teachers qualified to educate culturally and linguistically diverse student populations. In addition, the demographic imperative compels TEPs to recruit preservice teachers from underrepresented communities; yet, just as youth of color are marginalized in schools, so too are teacher candidates of color (TCCs) marginalized in TEPs. Just as conventional TEP curriculums fail to decenter dominant social groups, so too do many teacher educators fail to enact asset-based pedagogy. A teacher quality gap and culturally rooted disenfranchisement persist. Purpose: I examine how TCCs are prepared to teach critically in demographically pluralistic schools and how one teacher educator of color attempts to close the teacher quality gap with a diverse preservice teacher cohort through the application of culturally relevant pedagogy (CRP). Although asset pedagogies are widely accepted as best practice in P–12 classrooms, there exists a dearth of research on their impact on postsecondary spaces. Moreover, multicultural education scholarship focused on the experiences of TCCs is limited. Research Design: Drawing from a larger critical ethnographic study of two diversity courses in an urban TEP, this article explicates one teacher educator’s application of CRP. I utilize the core tenets of CRP—academic achievement, cultural competence, and sociopolitical consciousness—to bridge the gap between theory and practice through illustrations of intentional critical pedagogy. Data were analyzed from field notes, interviews of students and faculty, course assignments, readings, syllabi, evaluations, and other relevant artifacts. Results: Findings indicate that modeling CRP is paramount to developing culturally relevant pedagogues and that making known the interdependence of CRP’s three fundamental pillars is central to transformative learning experiences for preservice teachers. Although challenging, CRP at the postsecondary level is an achievable endeavor that requires increased faculty innovation, reflexivity, and humility. Conclusion: The project offers practical applications of CRP that are adaptable to most teacher preparation courses. Recommendations include a call for more studies that examine the use of asset-based pedagogies in higher education, especially in TEPs.

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JIN, YU FANG, CHAN YIN FAH BENJAMIN, and FAZWAN KHARUDDIN AZRUL. "GUANGDONG PRIVATE VOCATIONAL COLLEGE TEACHER'S DECISIONS TO UNDERTAKE POSTGRADUATE STUDY IN MALAYSIA." Jilin Daxue Xuebao (Gongxueban)/Journal of Jilin University (Engineering and Technology Edition) 42, no. 09 (2023): 335–45. https://doi.org/10.5281/zenodo.8375659.

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Abstract This study article's main goal is to look at the many elements that Guangdong private vocational college instructors consider when deciding whether to pursue postgraduate studies in Malaysia, with a focus on the management discipline. Given the worldwide nature of education and the rising allure of pursuing studies overseas, it is crucial for academic institutions and governments to understand the motives and variables considered by Guangdong private vocational college professors. This study makes use of a detailed examination of current data spans and a thorough evaluation of pertinent scholarly literature. The goal is to identify the key factors that drive Guangdong private college instructors' choices when they contemplate attending postgraduate school in Malaysia. In this work, push-pull theory and the consumer decision-making model are combined to create a complete model using structural equation modeling (SEM). The goal is to identify and investigate the important factors that influence Guangdong private vocational college instructors' decision-making when they choose private higher education schools in Malaysia. The results of this poll show that the belief that overseas education is of a higher caliber than that in their home countries is what drives most international students to pursue their education abroad. Guangdong private vocational college professors place great importance on a host nation that has a positive reputation as a study destination and presents a friendly image. When studying abroad in a nation with a good reputation, international students often feel more secure and accepted. International students are more likely to choose a nation if it has a variety of desirable characteristics, including political stability and safety, social and cultural diversity, quick processing of visas, and an adaptable immigration system. The findings of this research will significantly enhance tactics for luring and keeping Guangdong private vocational college instructors in Malaysian higher education institutions.

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Assagaf, Muhammad Ridha. "Arabic Curriculum Planning Management." Golden Ratio of Data in Summary 4, no. 2 (2024): 496–504. http://dx.doi.org/10.52970/grdis.v4i2.561.

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This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary between institutions. The study identifies that while the integration of technology into the curriculum has begun, the level of implementation differs. Multicultural aspects and labor market orientation are also focal points, with results showing that while some institutions have integrated modules for business and diplomatic Arabic, multicultural aspects remain limited. These findings underscore the need for a more holistic curriculum planning approach that is responsive to digital advancements and sensitive to cultural diversity and labor market needs. The study recommends developing a comprehensive curriculum management model to enhance the relevance and effectiveness of Arabic language learning in Indonesia.

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СМОЛІКЕВИЧ, Надія. "The teacher’s main competencies in modern higher education." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. I (2019): 30–42. http://dx.doi.org/10.38014/ehs-ss.2019.3-i.03.

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The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

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Khokhar, Ashar Johnson. "GRADUATE ATTRIBUTES IN HIGHER EDUCATION: A COMPARATIVE STUDY OF BANGLADESH, INDONESIA, MALAYSIA, AND PAKISTAN." Gomal University Journal of Research 40, no. 4 (2024): 477–91. https://doi.org/10.51380/gujr-40-04-07.

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This study explores evolving landscape of higher education in Bangladesh, Indonesia, Malaysia & Pakistan, emphasizing graduate attributes necessary for the success in the 21st-century workforce. The higher education policy documents were analyzed using the qualitative content analysis method and the themes were derived from developed countries’ higher education documents. The analysis of documents analyzed in this study revealed that all the skills identified in higher education policy document of developed world were also the focus of higher education plans and these plans asked the universities to offer the programmes that prepare graduates who can thrive in multicultural, technology-driven environments while addressing local and global challenges, creating and strengthening the indigenous knowledge, employable & lifelong learning skills, intercultural adaptability, critical thinking, communication skills, ethical awareness, and adaptability. The analysis offered significant indormation in reaching the conclusion and making the suitable decesions about the phenomena under consideration. Moreover, this study recommends continuous evaluation of educational programmes to ensure the alignment with emerging trends as well as the development of the comprehensive frameworks for assessing the policy implementation.

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Ma, Cunli. "Research on the Application Risks and Countermeasures of ChatGPT in the Field of Higher Education." Yixin Publisher 1, no. 3 (2023): 123–29. http://dx.doi.org/10.59825/jet.2023.1.3.123.

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ChatGPT technology, based on deep learning and natural language processing, excels in generating fluid, coherent, and meaningful text dialogues. Its integration into higher education has ushered in transformative changes with positive impacts. The widespread adoption of ChatGPT in education empowers college students to pursue autonomous learning, while at the teaching level, it enables collaborative human-machine interactions, potentially creating exceptional educators. Additionally, ChatGPT enhances teaching management and evaluation, significantly boosting their efficiency. However, its application also introduces inherent risks, including challenges in ensuring the legality of its data sources, potential student information leaks, risks of academic misconduct due to ChatGPT misuse, and the potential diminishment of the teacher's role through excessive interaction. This article offers response suggestions to address these concerns: firstly, ensuring the legality of ChatGPT data sources in compliance with the law; secondly, establishing legal frameworks to define ChatGPT product copyrights; thirdly, fostering a balanced and ethical human-computer interaction; fourthly, reinforcing ethical standards governing ChatGPT's integration into higher education.

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Mohamed, Basil K. "Internationalization Modules Of The Higher Education System In Iraq." Journal of International Education Research (JIER) 8, no. 3 (2012): 245–54. http://dx.doi.org/10.19030/jier.v8i3.7106.

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The internationalization of higher education is a natural result of the internationalization of the worlds material and intellectual development, which means the modern types of organizations that could maintain worldwide cooperation and competition of commerce, industry and education. The education institutions in developing countries like Iraq are controlled primarily by national authorities, while internationalization could accept education objectives which are not defined by national views, but by international scope of scientific developments and multicultural enhancement. This research reviews the various aspects of the higher education system in Iraq and highlights the internationalization modules that enhance vital connections between Iraqi educational institutions and international organizations. In order to address the academic viewpoints toward internationalization in Iraq, a field survey was conducted using a questionnaire list. The research sample selected for the survey included high-level professional personnel to identify key problems and how the higher education system practically implemented the internationalization modulus in different activities, such as international curricula, international students, admission standards, international scholarships, collaborative student programs, intercultural communications, languages, textbooks, conferences, and workshops. The data collected were analyzed and the results were shown diagrammatically. It focuses on the evaluation of the internationalization contents in higher education and in teaching practices. It also discusses the challenges and opportunities to identify the promising teaching practices that could be achieved.

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García Gómez, Blanca, Juan R. Coca, and Cristina Mesquita. "Teacher’s perspective in a challenging pandemic scenario." Aula Abierta 51, no. 2 (2022): 181–90. http://dx.doi.org/10.17811/rifie.51.2.2022.181-190.

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This paper aims to understand the higher education teachers’ perspectives facing the necessity to adopt a full online learning methodology brought by COVID-19 pandemic situation. For this, we carried out a quantitative study by means of an online survey of teachers at the University of Valladolid, belonging to different categories and areas of knowledge. The aspects dealt with were, a) the tools used for teaching and evaluation, b) the perception of the teacher's previous preparation, c) the personal assessment of the work carried out, and d) the limitations observed in the development of teaching activity. The main conclusions include the high number of teachers who had never taught online, the feeling of unease when faced with an unknown scenario, the excessive stress derived from the need to transfer teaching to an unknown scenario, the excessive use of transmission of contents via virtual campus, the perception of ICT as mere assistants of the teaching-learning process or the excessive concern for plagiarism linked to the evaluation via exam.

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Zavalevskyi, Yurii, Olena Khokhlina, Svitlana Gorbenko, Olha Fliarkovska, and Olga Chupryna. "Project based STEM activities as an effective educational technology in the context of blended learning." Revista Amazonia Investiga 12, no. 67 (2023): 152–61. http://dx.doi.org/10.34069/ai/2023.67.07.14.

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The study aims to investigate the implementation of project-based STEM activities within a blended learning framework in higher education. This approach encourages students' independent creativity and prepares them for contemporary work environments. STEM education is positioned as a tool to develop key competencies like multicultural understanding, linguistic skills, and adaptability. This innovative educational method emphasizes the real-world application of scientific, mathematical, technical, and engineering knowledge. The research methodology combines theoretical analysis with practical evaluation. Key findings underscore the significance of independent research, interdisciplinary integration, and skill development in a blended learning environment. A notable outcome emphasizes empowering students to craft scalable business models, such as startups, vital for success in today's world.

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Vishnikina, L., and L. Halushka. "THE USAGE OF COMPETENCE-ORIENTED TASKS IN THE PROCESS OF FUTURE GEOGRAPHY TEACHER TRAINING." Ukrainian professional education, no. 11 (December 29, 2022): 74–82. http://dx.doi.org/10.33989/2519-8254.2022.11.275542.

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The article examines the content and structure of competence-oriented tasks (COT), which are used in the process of training future geography teachers in higher education institutions (HEI); an own definition of the term COT is proposed and its conceptual basis is characterized. The leading features of geographical disciplines COT, their structural components, in particular motivation, providing the question with the COT form, explaining the evaluation criteria, and, if necessary, an answer sheet, searching for information sources, correcting the geographic competence of the higher education seeker are highlighted. Five structural components of the COT are singled out, and the requirements for their design are defined. The study provides methodological recommendations for monitoring the state of formation of higher education students' subject competencies with the help of COT and the construction of appropriate training sessions; attention is focused on the algorithm of the teacher's actions when creating a COT in class; there are examples of COT that can be used in the process of studying the discipline «Physical Geography of Ukraine» in HEI. The results of higher education students' education, which depend on the solution of the COT, have been clarified; developed a scheme of the mechanism of the influence of the application of the COT on the formation of the self-esteem of each future teacher of geography and proved that the use of the COT with the subsequent analysis and self-analysis of the correct answers forms the objective self-evaluation of the applicant. Attention is focused on the didactic purposes of the use of COT by teachers of higher education institutions.

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Kozak, Alla, Lyudmyla Blyznyuk, Tetiana Knysh, Oksana Ivanashko, and Kateryna Honchar. "Online Learning As a Tool for the Education System in the Context of Digitalisation." Journal of Curriculum and Teaching 12, no. 2 (2023): 132. http://dx.doi.org/10.5430/jct.v12n2p132.

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Online learning has tended to increase its use in the education system since the beginning of the pandemic. The article aims to empirically investigate the effectiveness of online learning as a tool for the education system in the context of digitalization. The study is based on the use of a structured interview technique and an analysis of the results of a survey of Ukrainian university students. To ensure organization and self-discipline, comprehension, learning, and assimilation of learning material, it is important to ensure a sufficient level of interactivity and teacher-student interaction, feedback, and guidance to students in an adequate time frame. A well-functioning feedback system is a supportive and essential element for student learning. Classical deadlines set by the teacher for assignments are also a valid method in online learning. Students noted the importance of creativity in the teacher's presentation of the task and the importance of the limitations of the methods by which the task can be solved. Timely revision, and evaluation by the teacher of the work, the task also encourage students to put a higher level of effort into their online learning. Online synchronous seminars in ZOOM are more impactful and motivating than recorded video lectures, and presentations which are available to students in asynchronous mode. An essential method of online learning was noted by the students to complete individual written assignments on the studied topic immediately after its presentation. The teacher's explanations and live synchronous conversation were also effective in online learning. Continuous, systematic educator monitoring of the progress and attendance at the online classes encouraged students to attend lectures but was not a major method for ensuring synchronous attendance.

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Gorbyk, T. M., O. O. Kalytyuk, V. G. Ivanitska, and L. P. Shcherbak. "Application of knowledge test control in external independent evaluation format at chemistry." Chernivtsi University Scientific Herald. Chemistry, no. 818 (2019): 20–28. http://dx.doi.org/10.31861/chem-2019-818-03.

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Pedagogical control is one of the components of the teacher's practical activity, which reveals the advantages and disadvantages of new teaching methods. It allows you to match the planned and achieved level of knowledge, to evaluate student achievement, to identify gaps in his knowledge and skills. The forms and methods of pedagogical control are quite diverse. Currently, testing is increasingly used in the practice of school assessment. Testing process has more advantages than classical methods of knowledge control because it is the most objective way of knowledge assessing. Objectivity of testing achieves by standardizing the process and by minimizing the subjective component of student knowledges assessment. The mentioned advantages of the testing control form became the basis for the test system of the External Independent Еvaluation while entering higher education institutions. It is advisable to introduce such a method of knowledge control as testing in the form of External Independent Еvaluation into the practice of school education for the gradual adaptation of the student to the form of testing that they will expect while entering the higher education institutions, as well as to reduce the negative psychological impact of the testing procedure on the student. To achieve this goal, eight sets of test assignments have been created on different topics of the program for 11th grade students who study chemistry at the profile level. The test tasks are designed in the format of External Independent Еvaluation. The methodological materials that have been created can be used for the current and final control of the knowledges in the practice of General Secondary Education, like any other instruments of student knowledges control. As a result of the pedagogical experiment, it was found that testing in the External Independent Evaluation format, was more successful and effective to students with higher levels of education, since the total percentage of good and excellent grades obtained by students at testing was higher than in writing classic control work. The main disadvantages and advantages of using the test system for monitoring the quality and success of knowledge acquisition by students of the institution of general secondary education are presented.

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Heria Budi Handayani, Sajidan, Rini Soemarwoto, Sunardi. "Higher-Order Thinking Skills (HOTS) in Environmental Learning at Indonesian High School." Tuijin Jishu/Journal of Propulsion Technology 44, no. 3 (2023): 3440–53. http://dx.doi.org/10.52783/tjjpt.v44.i3.2054.

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This study aims to determine teachers' competence in implementing HOTS in environmental learning in SMA/SMK with environmental care status (adiwiyata). This study will emphasize the teachers' competencies in implementing HOTS in classroom learning. This research uses a combination method. The quantitative method used a questionnaire to collect data on the extent to which teachers have understood and implemented HOTS in learning. The qualitative method was conducted by interviewing to obtain more detailed information about the phenomena behind the quantitative data and the obstacles encountered by teachers in implementing HOTS. The sample in this study was taken with purposive sampling to obtain 120 teachers spread over ten high and vocational high schools in Metro. The study results indicate that some teachers implement HOTS in environmental learning. At the planning, implementation, and evaluation stages of learning, several obstacles related to teacher competence, including the teacher's ability to integrate environmental education into the subjects taught, the ability to manage to learn, and the strategies applied in learning. The government can use the results of this study to map teacher competencies and determine the best strategies to improve the quality of learning in terms of HOTS and Environmental Education.

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Herawati, Herawati, Akmaluddin Akmaluddin, Syarfuni Syarfuni, Mhd Syafii, Siti Mayang Sari, and Nurul Fatehah Binti Norhazaruddin. "Development of Teaching Materials for the Concept of Pancasila and Citizenship Education Based on Higher Order Thinking Skills." Jurnal Pendidikan Humaniora 13, no. 1 (2025): 10. https://doi.org/10.17977/um011v13i12025p10-17.

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This study aims to develop teaching materials for the concept of Pancasila and Citizenship Education based on Higher Order Thinking Skills to improve the learning outcomes of fifth grade students. This study is a development research with a descriptive quantitative research method through the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Based on the results of the analysis, data was obtained that the average student score before the action with a total percentage of completion scores of 70% with a minimum completion score of 75 was categorized as not having increased with the average percentage of the value obtained. Through the development of HOTS-based PPKN textbooks with an average validity value of 98%, it was declared very feasible to implement. Based on the results of the teacher's response, the score was 90% with a very feasible category, and the student's response was 93% stated as very feasible. After carrying out HOTS-based research activities, student learning outcomes increased from the posttest results, obtaining an average score of 91% with very good criteria with details of 24 students completing.

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Anwar Ul Haq, Sadaf Mahmood, Muhammad Shabbir, and Zahira Batool. "Assessing the Academic integrity among University Students in Pakistan." Journal of Business and Social Review in Emerging Economies 6, no. 3 (2020): 1025–32. http://dx.doi.org/10.26710/jbsee.v6i3.1359.

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The principal objective of this research was to assess the academic integrity among Pakistani university students. Qualitative data were obtained from 3 Focus Group Discussions (FGDs) with students from different universities. Mixed Methods Research was applied at the individual and group level and data were analyzed with the help of content analysis. The analysis unveiled four key themes including teacher's behavior in the classroom, teacher’s evaluation method in Examinations, the influence of peer pressure, and the popularity of the memorization method among students. Students' level of satisfaction with teachers’ behavior in the classroom and at the time of assessment of examination remained low and they considered it as the main reason behind their low level of academic integrity. Rote learning, inconsistencies in the examination evaluation method, and the effect of peer pressure were also identified as the central reasons behind their academic misconduct behavior. It is concluded that in the coming few years, academic misconduct is going to become a popular culture in Pakistani universities and it is a dire need to stop this behavior. Suggestions to overcome this problem are to trained students as well as teachers. The teacher's professional and moral training can directly effect on the training and moral values of students. This study was conducted in Pakistan, but the findings can be observed and replicated in higher education systems in many developing nations.

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Amin, Md Shoheilul, Ismail Khan, Md Humayun Kabir Talukder, and Jamil Ahsan Ansary. "Teacher’s Opinion Regarding Potential use and Misuse of Teachers’ Evaluation in Undergraduate Dental Education." Bangladesh Journal of Medical Education 9, no. 2 (2018): 24–26. http://dx.doi.org/10.3329/bjme.v9i2.39002.

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Teachers' evaluation in our country is yet to be started. But in many countries of the world it has been adopted a long time ago. It not only affects the teaching process but also motivate teachers for self-development. It is a series of activities and actions that are interconnected and relate to a specific purpose. In the last two decades, the importance of teaching evaluation has been emphasized in higher education. Many medical and dental schools have searched for ways to effectively and constructively evaluate performances of their faculty members. This cross-sectional descriptive study conducted among the teachers of public & private dental colleges adopting convenience sampling. Study revealed that teacher evaluation can improve teacher's teaching ability (94.1%), it can be used to assessing training need of the teacher (94.1%), it can protect students from incompetent teachers (91.2%), it can be used for promoting teachers (91.2%), it can also help to monitor the performances of teacher by administrators (88.2%), The most common sources of evaluation data have been students, peers, and teachers themselves. Teacher evaluation is often designed to serve two purposes- to measure teacher competence and to foster professional development and growth. A teacher evaluation system give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. The goal of any effective evaluation process must be growth of good teacher.Bangladesh Journal of Medical Education Vol.9(2) 2018: 24-26

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Kozhushko, Svitlana, and Liubov Boiko. "PROJECT-BASED LEARNING TECHNOLOGIES AS A MEANS OF FORMATION OF MULTICULTURAL COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS IN THE FIELD OF TOURISM IN THE CONDITIONS OF BLENDED LEARNING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 27 (2024): 104–13. http://dx.doi.org/10.32342/2522-4115-2024-1-27-12.

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The aim of the article is to investigate and theoretically substantiate the role of project-based technologies as a means of developing multicultural communicative competence in future tourism professionals within the context of blended learning. The effectiveness of tourism and hotel business depends on a set of factors. Among them is the professional competence of employees which reflects the ability and willingness of specialists to use their knowledge and practical skills in practice, and thus forming the model of a practitioner capable of solving problems in the chosen field of activity and demonstrating their high efficiency. In addition to professional competence, a future specialist in the field of tourism must have intercultural communication competence which reveals itself through the specific way of carrying out productive activity, and is formed during the period of training at higher education institution as a part of the process of project activity. It is assumed that project activity is treated as the goal and method of learning which creates conditions for the development of skills underlying the competence. Among the skills are: creative thinking, reflection, goal setting, forecasting, choosing effective solutions, creating working teams, achieving results and evaluation of their effectiveness. The article considers the project technology as a means of the formation of multicultural communicative competence of future specialists in the field of tourism. It is stated that expedient and properly organized work on the project during the study of language material will help to form and improve specific language skills, which will lead to the development of multicultural communicative competence. The article focuses on the implementation of principles of project technology into the process of teaching foreign languages to students of speciality 242 “Tourism and Recreation”. The paper presents the analysis of the main features of project-based learning as well as the stages of work project. It also reflects the experience of application of project method in the process of the formation of multicultural communicative competence of future specialists in the field of tourism. It is proved that the use of project method in foreign language classes in the sphere of professional communication contributes to the development of students’ competencies as a set of knowledge, skills and abilities that ensure their readiness to solve specific problems in a multicultural environment. The main advantages of implementation of project technology were defined based on the conceptual analysis of pedagogical literature, own pedagogical experience, systematization of theoretical approaches and methods existing in the educational environment of higher school. It is noted that properly organized work on the project at classes on professionally oriented foreign language not only forms multicultural communicative competence, but also allows forming professional, social competences in parallel. As a result, one more goal of training in higher education institution is achieved, namely the formation of students’ project competence. It has been concluded that project-based activities not only enable students to learn the language, thereby developing multicultural communicative competence, but also contribute to the acquisition of academic skills and the formation of integrative project-based experience in the process of studying a range of academic disciplines.

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Poddubnaya, Tatyana Nikolaevna, Elena Alexandrovna Panina, Alexandra Vladimirovna Leontyeva, Margarita Fedorovna Alieva, and Vasiliy Vladimirovich Shalatov. "An effective contract as an innovative contour for evaluating the results of a teacher's professional activity in higher school." LAPLAGE EM REVISTA 7, no. 3D (2021): 324–35. http://dx.doi.org/10.24115/s2446-6220202173d1724p.324-335.

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The purpose of the research is to reveal the world experience of using the effective contract system as an innovative contour for evaluating the results of the professional activity of a teacher in higher education. Results and discussion. The concept of an effective contract has been disclosed and its functions have been defined. The historical roots of the introduction of the effective contract policy abroad and in Russia have been revealed. The points of view on the evaluation of the results of professional activity of a teacher in a higher school abroad have been shown. The main attention has been paid to the comparative analysis of the foreign and domestic practice of effective contracts. The theoretical approaches underlying the development of an effective contract model have been determined, the advantages and prospects of an effective contract in modern realities have been identified.

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Hinga, Briana M., and Joseph L. Mahoney. "Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program." Journal of Youth Development 5, no. 3 (2010): 27—Nov. http://dx.doi.org/10.5195/jyd.2010.206.

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First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

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LEVYTSKA, Liudmyla. "APPLICATION OF DEVELOPMENTAL LEARNING TECHNOLOGY IN THE PROFESSIONAL TRAINING OF STUDENTS OF HIGHER EDUCATION INSTITUTION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (18) (2023): 38–42. http://dx.doi.org/10.17721/2415-3699.2023.18.08.

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B a c k g r ou nd . National education is going through a stage of critical and at the same time constructive rethinking of reality, which is connected with a deep transformation of all spheres of social life. The cognitive-informational approach to the selection of the content of education is inferior to the socio-cultural one, and the monologic style of the teacher's pedagogical interaction is to the developmental one. In general, education is increasingly organized not according to the principles of acquiring certain knowledge, abilities and skills from the foundations of science (knowledge paradigm), but according to the laws of social-psychological interaction (personally oriented paradigm), the substantive basis of which is a developmental approach. Therefore, the theory and practice of developmental education acquires special importance. Purpose and tasks. The purpose of the article is to substantiate the technology of developmental training in the training of future specialists in institutions of higher education. Task: to reveal the essence of developmental learning technology, categories "developmental learning", "developmental learning technology"; to determine the organizational and pedagogical conditions of developmental education in institutions of higher education. Re su lt s . Pedagogical technology of developmental training of future specialists in higher education is disclosed; the organizational and pedagogical conditions for the implementation of developmental training in the process of educational activity are substantiated; the content of the categories "development", "technology of developmental education", "developmental education" has been specified. C onc lu si on s . Developmental learning technology is defined as a systematic method of planning, implementation and evaluation of the entire learning process in higher education institutions. It was found that under the condition of development and implementation of new pedagogical technologies in the process of professional training in higher education institutions, the student becomes a participant in the process of constructing new knowledge with the help of their assimilation, awareness and application. The essence of the category "developmental training", "development", "technology of developmental training" is revealed. Developmental learning technology is defined as a systematic method of planning, implementation and evaluation of the entire learning process in higher education institutions. The organizational and pedagogical conditions for the development of students' educational activities are substantiated as such, which can determine the course and effectiveness of specially organized work on the development of students' educational activities and determine the technology of developmental education of students of higher education institutions.

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Lukianets, Halyna, and Tetiana Lukianets. "Global Communication Competence: a Framework of Intercultural Skills Development in Sport and Tourism Higher Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (2020): 77–85. http://dx.doi.org/10.17309/tmfv.2020.2.03.

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Purpose. The research aims at multi-faceted study of global communication competence, which is a vital soft skill for professional development of students, acquiring their degrees in sport and tourism. Materials and methods. Qualitative research methods applied in the research include theoretical analysis of relevant scientific findings, synthesis and modelling, pedagogical observation and evaluation. Quantitative analysis relates to questioning and data processing, in particular, 50-question Intercultural Quiz, conducted among 352 students of NUUPES and NUFT. Results. The conducted research of global communication competence of the first and fifth year university sport and tourism students shows clear correlation between the level of education and gained global communication expertise, presented by the communicative skills of critical thinking and cooperation. The analysis of statistic data has proved that along with improved self-awareness, disciplines more than doubled students’ global communication competence within five academic years. In addition to quantitative improvement, the quality of the intercultural communication is enhanced, as essential professional skills are gained in the sphere of students’ future occupation. Professional orientation of global communication competence outlines sportive and medical inclination of NUUPES students’ higher education, and tourism and hospitality focus of NUFT students’ training. Conclusions. The results of the study have proven that contemporary university students who get degrees in the fields of sport and tourism perceive culturally-bound information when attending their on-line and off-line academic courses and participating in various multicultural events in and outside university setting. In this way they acquire attitudes and values of self-awareness and recognition of ethnical diversity. Established values transform into production and result in implementation of culturally aware behaviour, represented by a high level of self-evaluation and persuasion abilities directed to effective, yet tolerant way of problem solving and shared responsibility.

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Doyan, Aris, Susilawati Susilawati, Yayuk Handayani, et al. "Training Learning Model PjBL Based on Science Practicum Tools at the Attohiriyah Alfadiliyah Islamic Boarding School, Bodak, Central Lombok." Unram Journal of Community Service 4, no. 4 (2023): 112–15. http://dx.doi.org/10.29303/ujcs.v4i4.535.

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Community service activities are one of the lecturer's obligations as stated in the tridharma of higher education. The community partner chosen by this service team is the Attohiriyah Bodak High School teacher. This activity is carried out in three stages, namely preparation, implementation and evaluation. The preparation stage was carried out to observe the problems faced by teachers at Attohiriyah Bodak High School, especially the problem of implementing learning and identifying the most effective problem solutions for solving problems. The problem that is resolved is the problem of less varied learning by providing training to teachers to carry out learning using the PjBL model. In the implementation phase, direct training was carried out in the application of the teaching aids-based PjBL learning model. The final stage carried out is the evaluation stage which aims to reflect on the service activities that have been carried out. This evaluation stage is in the form of the teacher's response after the service activity has been carried out, namely that the teacher is very enthusiastic about participating in this activity from start to finish.

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Jennifer, Quiroz Fragoso. "Education and identity: reflections on tutoring at the Metropolitan Polytechnic University of Hidalgo." International Journal of Social Science and Human Research 07, no. 02 (2024): 1248–56. https://doi.org/10.5281/zenodo.10696615.

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The project aims to analyze whether the teacher's profile has any influence during the development of the tutorial action in the educational program of Information Technology Engineering of the Metropolitan Polytechnic University of Hidalgo (UPMH), which emerged in 2008 having as a framework for creation, the implementation of Polytechnic Universities to provide greater coverage to the need for higher education in the State of Hidalgo, offering innovative and high-quality educational programs that respond to the productive demands of today's society. Based on these guidelines, in the month of April 2010, the objective is to know the results of the Tutoring, in accordance with what is established in the institutional program of academic support for students, an evaluation of the program was carried out through the application of two surveys, in which students and tutors participated, obtaining indicators such as 100% of the registered enrollment had an assigned tutor, the students generally stated that they knew what it was and what the objective of tutoring was, however 60% in comments consider it irrelevant, due to the lack of planning and monitoring by the tutor teacher.

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Journal articles on the topic 'Higher education; teacher's evaluation; multicultural'

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