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Røen, Irene, Øyvind Kirkevold, Ingelin Testad, Geir Selbæk, Knut Engedal, and Sverre Bergh. "Person-centered care in Norwegian nursing homes and its relation to organizational factors and staff characteristics: a cross-sectional survey." International Psychogeriatrics 30, no. 9 (2017): 1279–90. http://dx.doi.org/10.1017/s1041610217002708.
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ABSTRACTBackground:Person-centered care (PCC) is regarded as good quality care for persons with dementia. This study aimed to explore and understand the association between PCC and organizational, staff and unit characteristics in nursing homes (NHs).Methods:Staff from 175 NH units in Norway (n = 1,161) completed a survey, including measures of PCC and questions about staff characteristics and work-related psychosocial factors. In addition, data about organizational and structural factors and assessment of the physical environment in the units were obtained. The distribution of these factors in regular units (RUs) and special care units (SCUs) is described, and the differences between the two types of units are analyzed. Furthermore, multilevel linear regression analyses explored the extent to which variables were associated with PCC.Results:Higher levels of PCC were associated with a greater job satisfaction, three years or more of health-related education, a lower level of quantitative demands and role conflict, a higher level of perception of mastery, empowering leadership, innovative climate and perception of group work, in addition to the type of unit and the physical environment in the NH unit designed for people with dementia. SCU and staff job satisfaction explained most of the variation in PCC.Conclusion:This study shows an association between PCC and organizational, staff and unit characteristics in NH. These findings indicate that providing PCC in NH care is closely linked to how the staff experiences their job situation in addition to both organizational and structural factors and the physical environment. Attention needs to be given to such factors when planning NH care.
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Syropoulos, Apostolos. "Artificial intelligence in education." Journal of Teacher Development and Education 1, no. 1 (2023): 19–25. https://doi.org/10.5281/zenodo.10257891.
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After a brief historical account of artificial intelligence (AI), I provide an overview of the ideas behind AI and the types of AI. Next, I present general ideas regarding the use of AI in education. In addition, I discuss how the problem-solving methods of AI can be used in education. In addition, I discuss the use of modern chatbots in education and I present its pros and its cons. This position paper concludes with some thoughts on Human-Centered Artificial Intelligence, a relatively new trend in artificial intelligence.
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Sivalingam, Disne, and H. M. C. Attanayake N. "Effective Delivery of Student-Centered E-Learning in Higher Education." International Journal of Innovative Science and Research Technology 7, no. 10 (2022): 230–46. https://doi.org/10.5281/zenodo.7238223.
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Different types of challenging activities should be given to the student by the teacher through technology and the learner should be engaged in thinking. Learners of modern computer-based technologies have significant potential to provide meaningful learning experiences for knowledge building. The purpose of this study is to suggest and develop an effective e - learning framework for strengthening the online learning environment with an e-learning model to enhance online connectivity and learning. Here the individual student engages with a part of an e-learning system and engages in his / her learning through a userfriendly interface. Different parts of the succession model of e-learning and the working process in each section can take into account all types of students in higher education. The e-learning model facilitates selflearning through the student-centered learning process. Teachers can also perform any operation through this method. Using this type of system, they can also learn computer skills and improve their interactive skills. As online education expands, more data is needed on how to optimize its effectiveness in higher education settings. Another objective of this study is to examine the impact of student-centered online learning and student learning in higher education on student-centered learning structures in the online learning process.
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Kochnev, Roman L. "Types of Identity and Coordinates of Person." Epistemology & Philosophy of Science 60, no. 2 (2023): 114–32. http://dx.doi.org/10.5840/eps202360228.
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Modern analytical metaphysics contains many theories and approaches regarding the problem of personal identity. This diversity inevitably leads to the emergence of various classifications, the authors of which are trying to develop a compact way of typologizing existing views. Most of the classifications involve a significant simplification of the theories and approaches under consideration, and some of them are not taken into account at all. As such global classifications, one can single out an approach based on the identity criterion used in the theory (psychological, biological, narrative views). However, numerous local classifications allow one to point out potential differences in theories, even if formally they use a common criterion of identity. Other possible classifications are the division into endurantism and perdurantism, as well as simple (non-reductionist) and complex (reductionist) theories of identity. Special attention is paid to M. Shechtman‘s approach, which offers a local classification of narrative theories. Its main classification is the presentation of the views of researchers in the form of a possible spectrum. The place of a particular philosopher on this spectrum characterizes his views in relation to other supporters of the narrative approach. The purpose of this article is, based on the classification of narrative theories proposed by Shechtman, to propose a classification option for all theories and approaches to the problem of personal identity, which would be sensitive to conceptual details and differences that are important to them.
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Dr., I. C. Licyamma. "Summum Bonum of Higher Education and its Ever Expanding Horizon." International Journal of Case Studies in Business, IT, and Education (IJCSBE) 1, no. 1 (2017): 35–45. https://doi.org/10.5281/zenodo.582287.
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The individuality and personality of the learner must be known before he is taught or subjected to behaviour modification. The teacher should have a thorough knowledge of the interests, aptitudes, attitudes, intelligence and creativity of a learner in order to play a key role in pushing the student to higher achievement. For the proper and effective communication between the teacher and the taught we have to have a proper and unique method. We have to think when and where the learning experience has to be provided. Education cannot be static and fixed or unchanging. It has to be planned according to the changing circumstances and needs of a particular society or nation (Mangal S.K., 2004).Education is not pumping in but pumping out the knowledge potentialities in an individual. This dynamic process is an inevitable thing without which there is no education. Through many years of experience many things are crystallised into the knowledge bank of a person. This cranial accumulation is digested and stored in every person. Different types of experiences are accumulated and formed in the brain-mathematical knowledge, literary knowledge, logical knowledge, philosophical knowledge etc. Argumentative ability is another important ability in education. Vedas are the best example of this. Vedas and Upanishads are formed in the wide jungles from great rishis - means one who ignites Agni - the Agni of knowledge in a person. Veda means to analyse a thing in different angles and reach a conclusion (Bhagavan, 1993). This type of method ignites and cherishes the branches of all types of knowledge. Vedic mathematics is an example of this. More than the speed of a computer it calculates everything in a lightning speed. Mere analytical knowledge is nothing. But it must be mingled with correct and proper intuition. Shree chakra is an example of this. Without this nobody in this world can think about digital system which is transforming the physical world into a marvellous area of development.
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Yu, Ji-Eun. "Exploration of Educational Possibilities by Four Metaverse Types in Physical Education." Technologies 10, no. 5 (2022): 104. http://dx.doi.org/10.3390/technologies10050104.
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The metaverse has been evolving the internet-based education represented by e-learning. Metaverse technology is currently being developed as a platform centered on content-based information industries. It can be classified into four categories: augmented reality, lifelogging, mirror worlds, and virtual worlds. Although current research finds that the potential of the metaverse is not small in the education world, and metaverse technology is already being used in the sports world, concrete applications have not been investigated. The main aims of this study, which started with this purpose, can be summarized as follows. The metaverse environment is still in its rudimentary stage, and its use related to physical education subjects is only at the game level. In the future, the utilization of the metaverse by physical education subjects will be possible in universities only when more specialized technology is grafted into various sports. Ultimately, this study contributes to expanding the scope and depth of follow-up research by offering basic data showing the direction of metaverse-based physical education.
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Yang, Fan, and Jing Lin. "A Chinese Tai Chi Model: An Integrative Model beyond the Dichotomy of Student-Centered Learning and Teacher-Centered Learning." Asian Education Studies 1, no. 2 (2016): 44. http://dx.doi.org/10.20849/aes.v1i2.61.
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There are two types of educational approaches: one is student-centered learning and the other is teacher-centered learning. Each approach has its strengths and challenges. Hence debate arises as to which one is more appropriate and this makes some educators confused. In the background of globalization and internationalization of education, the influence of student-centered theory is very profound and far-reaching. Rethinking the student-centered or teacher centered education is important for the development of modern education. We argue that the ancient Chinese Tai Chi philosophy may be an alternative approach to mediate this controversy by helping people to understand the dynamic balance of teaching and learning. According to Tai Chi philosophy, student may be considered as yin, while teacher as yang. A Tai Chi model of education focuses on the dynamic interaction of the teacher and the student. Moreover, based on the vision of the Tai Chi philosophy, a number of classical western education theories may be brought to a new perspective. The combination of the traditional Chinese philosophies and related western educational theories might open another window for modern educational theories development. In short, through the perspective of Tai Chi, education is a combination of interactive factors and approaches rather than a dichotomy of teaching and learning, and it requires wisdom for dynamic complementary exploration rather than learning as static events in the class.
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qizi, Ashurova Dilrabo Isroil. "Types of education in the works of Abdukadir Shakuri and their significance today." European International Journal of Pedagogics 5, no. 3 (2025): 34–37. https://doi.org/10.55640/eijp-05-03-10.
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This paper explores the educational philosophy of Abdukadir Shakuri, a prominent figure of the Jadid reform movement in Central Asia. Shakuri advocated a holistic model of education that integrates moral and spiritual development with academic breadth, practical skills, and cultural consciousness. He emphasized the importance of character formation rooted in Islamic ethics, yet open to universal human values and modern knowledge. Recognizing the need for updated pedagogical methods, Shakuri championed interactive instruction and student-centered learning, a departure from the rote memorization typical of traditional maktab and madrasa systems of his time. He also insisted on connecting education to real-world challenges, promoting vocational training and the inclusion of global subjects like science, foreign languages, and history. This approach remains relevant today for its balanced synthesis of faith and progress, advocacy of hands-on skills, affirmation of cultural identity, and dynamic methods of instruction. By reviewing Shakuri’s works and highlighting their contemporary significance, the study illustrates how his ideals can inform modern debates over the place of moral instruction, the practical utility of schooling, and the interplay of tradition and innovation in curriculum design.
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Grekhnev, Vadim. "INTERPOLICULTURAL SPACE OF MODERN EDUCATION AND ITS DEVELOPMENT." EurasianUnionScientists 7, no. 6(75) (2020): 65–69. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.75.880.
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This article examines the interpolicultural space of the existence of modern education and proves that its position and processes of change are largely due to their contradictory nature. The author shows that this space in the unity of its essential sides – the active and informational bases – acts as a determinant of the development of education. The culture of education as an inherited and created system of values - ideas, knowledge and real actions of people. They determine the content and forms of any public education, as well as the choice of a person, his following of the dominant culture, which may not always coincide with one or another of his types of relations. This is always the basis of certain contradictions of consciousness and behavior, education and personal experience, the practice of one's own life activity, and the common cause of various conflicts in the system of relations between society and the individual.
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Ermatov, Gayrat Okmirzaevich. "Criminological Description of the Person Dealing With Forged Documents." Psychology and Education Journal 58, no. 1 (2021): 1116–22. http://dx.doi.org/10.17762/pae.v58i1.861.
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Crime is a very complex social phenomenon. In reality, it consists of a set of different acts of individual criminal behavior. These acts are performed by living people, and each has its own unique meaning. However, it is possible and necessary to scientifically study and analyze various crimes and the individual subjects who committed them. The means of such scientific analysis and generalization is the study of the offender's personality as a “social type” [1]. The study of the identity of offenders not only deepens our knowledge of the perpetrators of a particular type of crime, but is also important in our practical work in preventing those types of crimes.
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Gorichanaz, Tim. "Identifying the Barriers to Human-Centered Design in the Workplace: Perspectives from UX Professionals." Proceedings of the ACM on Human-Computer Interaction 9, no. 2 (2025): 1–25. https://doi.org/10.1145/3711008.
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Human-centered design, a theoretical ideal, is sometimes compromised in industry practice. Technology firms juggle competing priorities, such as adopting new technologies and generating shareholder returns, which may conflict with human-centered design values. This study sought to identify the types of workplace situations that present barriers for human-centered design, going beyond the views and behaviors of individual professionals. Q methodology was used to analyze the experiences of 14 UX professionals based in the United States. Five factors were identified, representing workplace situations in which human-centered design is inhibited, despite the involvement of UX professionals: Single-Minded Arrogance, Competing Visions, Moving Fast and Breaking Things, Pragmatically Getting By, and Sidestepping Responsibility. Underpinning these five factors are the dimensions of speed and clarity of vision. This paper demonstrates connections between the literature on UX ethics and human-centered design practice, and its findings point toward opportunities for education and intervention to better enable human-centered and ethical design in practice.
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Kunjumon, Satheesh K. P. "Curriculum Design for Christian Higher Education: Towards Transforming the Whole Person in Theological Education in India." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 426–37. https://doi.org/10.47772/ijriss.2025.903sedu0026.
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The curriculum serves as a foundational element in achieving the mission and vision of Christian higher education institutions, providing a structured framework for equipping individuals for life and ministry. This paper explores the significance of curriculum design in theological education, with a particular focus on the Master of Divinity program. It examines the distinction between curriculum and syllabus, surveys the historical development of curriculum design, and evaluates different types and criteria for effective curriculum construction. Highlighting the practical purpose of education, as emphasized by scholars like Fant (2018) and Young (2014), the paper underscores the broader role of curriculum in advancing the objectives of theological education. Furthermore, it addresses the complexities and debates surrounding curriculum theory and design, emphasizing its critical role in shaping the effectiveness and impact of Christian higher education.
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Povaryonkov, Yuri P. "Definition and types of age of a professional." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 150–61. http://dx.doi.org/10.20323/1813-145x-2022-1-124-150-161.
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The article is devoted to the problem of the formation and implementation of a professional at different stages of life, professional and work path, which is relevant in practical and theoretical terms. The purpose of the article is to define and substantiate the tiered structure of individual professionalization. The formal basis for identifying the levels of professionalization of a person was various types of age: the age of the life path, the age of the labor path and the age of the professional path. The substantive basis is the specific patterns and neoplasms characteristic of each age of the professional. The article analyzes the specificity of a person's professional path, which is considered as a process and result of the development of the subject of a specific professional activity. The stages of the professional path and the tasks solved by a person at this level have been identified. It has been established that the professional path is a polycyclic education and is implemented in accordance with the principles of specialization and efficiency. The article defines the specifics of the work path, as a process and result of the development of the subject of labor. It was revealed that the work way is a non-professional education. It is realized through specific types of professional activity, but is not limited to them. The labor path is a monocyclic education, but it consists of cycles of the professional path corresponding to the types of professions and specialties that a person owns. The article analyzes the psychological content of a person's life path, the components of which are the labor and professional path. It has been determined that the path of life acts as a psychological context for solving problems of the labor and professional path. It is the basis for the formation of an attitude towards professionalization and influences the definition of its life meaning. It is shown that the successful implementation of the labor and professional path has a positive effect on the content of the path of life, expands the repertoire of the types of his life, increases his vitality and resilience.
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Chicoș, Lucia. "Filmmaking as ‘Meaning-Making’ Activity: Robert Kegan’s Developmental Theory and Its Implications for Training Film Directing Students." CONCEPT 28, no. 1 (2024): 120–38. http://dx.doi.org/10.37130/ywzkn622.
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Robert Kegan’s The Evolving Self: Problem and Process in Human Development (1982) is a psychological theory on personality development that is centered around the idea of meaning-making as the primordial activity of existence, and which proposes an understanding of the ways we conceptualize our self and other according to our current stage of development, with relevant implications for many types of care work, including education. This theory is presented here in the context of film education for film-directing university students, for which it hopes to inspire a more student-centered approach, which values process over outcome. As many of the professional abilities that are sought after in the training of film-directing students can be seen as intra- and interpersonal abilities, the conceptualization of self and other becomes especially relevant in this particular educational setup, where working with the students involves a close encounter, insufficiently recognized, with their meaning-making activity. This also brings into discussion the way we model ideals for teachers in terms of their own personal development and the role that the film school as an institution could play in this matter.
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Karakaya, Ozyer Kubra. "Navigating Feedback in Higher Education: Insights from University Students in Turkiye." Education Reform Journal 9, no. 2 (2024): 19–40. https://doi.org/10.5281/zenodo.14554571.
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This study aims to explore university students' experiences and preferences of feedback (types and delivery methods) during their higher education. The research design incorporates a survey combining quantitative and qualitative data to examine university students' feedback experiences and satisfaction. Conducted on 105 students at a state university in Eskisehir, Turkiye, the study employs descriptive statistics and a descriptive analysis to analyze the data, ensuring an authentic representation of feedback practices in higher education. Findings reveal varied feedback delivery methods and types experienced by university students, with written and verbal feedback being prevalent. Despite the commonality of written feedback, a significant preference exists for verbal feedback, highlighting its effectiveness in personal, immediate communication. Video feedback, while innovative, is least received, indicating potential technological and faculty expertise barriers. Learning Management Systems (LMS) feedback, despite its prevalence, is not preferred by students, suggesting a need for more personalized feedback methods. Peer and self-feedback are moderately preferred, reflecting the value of diverse feedback types. However, the established presence of peer feedback does not necessarily translate to a strong preference, possibly due to concerns over peer evaluation pressure or credibility. The study also uncovers a strong preference for timely and immediate feedback, underscoring the importance of prompt responses in the educational experience. The study's implications suggest a need for educational strategies to prioritize student-centered approaches, integrating various feedback types to meet students' diverse needs and preferences effectively. The research underscores feedback's critical role in educational outcomes, advocating for ongoing adaptation in feedback strategies to ensure they are conducive to student growth and learning.
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S, Srimathi, and Anitha D. "Tailoring Themes and Elements Based on Learning Styles and Player Types in Adaptive Gamification in Education." Journal of Engineering Education Transformations 38, IS2 (2025): 559–66. https://doi.org/10.16920/jeet/2025/v38is2/25069.
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Gamification has become a powerful tool for enhancing student engagement in educational settings However, the effectiveness of a gamified system depends on its alignment with individual student characteristics. This has led to the rise of adaptive gamification, where game elements are tailored to meet the unique needs of each learner. This research aims to bridge the gap between adaptive gamification and student-centered learning by designing a personalized gamification platform based on the Felder-Silverman Learning Style Model (FSLSM) and Bartle's Four Player Types. However, traditional questionnaires can be overwhelming and potentially affect student engagement. This study aims to reduce lengthy versions of these questionnaires that retain diagnostic power while being more manageable for students, with the help of factor analysis and comparative analysis, FSLSM and Bartle’s player type questionnaires were reduced. Then a questionnaire is developed with reduced version of FSLSM and Bartle’s player type with some more questions to capture learners’ preferences for gamification element, themes, and suggestions for improving the gamified platform for education. This developed questionnaire has been floated among college students. Out of 218 valid responses, fuzzy c-means clustering revealed four distinct clusters, with two major clusters showing strong preferences for specific gamification themes. These themes were integrated into the platform to create a more engaging and personalized experience. By reducing and validating the FSLSM and Bartle’s questionnaires, this research offers a streamlined approach for educators to implement personalized gamification strategies in the classroom. The findings provide insights for developing effective, student-centered adaptive gamification systems in education.
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Allo, swandy Janetputra Turu’, Ardi Findyartini, Anwar Santoso, and Mohammad Iqbal. "Cardiology residents’ attitudes towards clinical supervision: a multi-centered study." Korean Journal of Medical Education 35, no. 4 (2023): 407–16. http://dx.doi.org/10.3946/kjme.2023.276.
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Purpose: Residents’ gender, residency level, and hospital types might influence their attitudes towards clinical supervision (CS); however, reports of its impact on cardiology residency are nonexistent. We explore the effect of gender, residency level, and hospital location’s effect on Indonesian cardiology trainees’ attitudes towards CS.Methods: A multi-centered, cross-sectional study was conducted. We invited 490 Indonesian cardiology residents in September– October 2019 to complete the Cardiology CS Scale. Residents’ attitudes, gender, university, and residency year were expressed using descriptive statistics. A Mann-Whitney test analyzed the gender and university location effect on residents’ attitudes. Training year and university’s impact were subjected to the Kruskal-Wallis test; a p-value of <0.05 reflected a significant result.Results: A total of 388 residents agreed to participate (response rate=79.18%). Most of them were male (n=229 [59,02%]), attended universities in Java Island (n=262 [67,52%]), and were in their 2nd–3rd year of training (n=95 [24.48%], each). There were no significant differences in residents’ attitudes between genders (U [Nmale=229, Nfemale=159]=17,908.50, z=-0.27, p=0.78). Generally, their attitudes were significantly affected by the university (H(7)=47.38, p<0.01). However, the university location (located in Java Island or outside Java Island) does not affect residents’ attitude towards CS (U [NJava=262, Nnon-Java=126]=15,237.00, z=-1.23, p=0.22). In addition, the residents’ training year also affected the residents’ response (H(2)=14.278, p<0.01).Conclusion: Cardiology residents’ attitudes towards CS are significantly influenced by training year and university but not gender or university location. The results might provide insightful information for further improvement of CS in cardiology training and guide further evaluation.
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Palkevych, Olena. "INNOVATIONS IN THE MODERN UKRAINIAN UNIVERSITY IN THE CONDITIONS OF REFORM OF HIGHER EDUCATION IN UKRAINE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 16(84) (2022): 106–11. http://dx.doi.org/10.25264/2519-2558-2022-16(84)-106-111.
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The article explores the concept of innovation in modern education of Ukraine, which is going through reforms and is referred to by the Ministry of Education and Science of Ukraine as one of the key characteristics of the country’s educational process in terms of integration into academic and educational framework of the European Union. Educational innovation is seen by the author as an upgrade of the entire system, which was made possible with the introduction of an appropriate action plan (new approaches, teaching methods), which improved the system’s performance. The dichotomous nature of innovation is studied as a combination of its static (the statement of the changes that have occurred) and dynamic (the upgrading process as such) aspects. Educational innovations in Ukraine were enabled by the democratization of society and the creation of an overall innovative environment, which laid the intellectual foundation for implementing innovations in national higher education institutions. Based on the analysis of fundamental changes suggested by the Ministry (eliminating education monopoly) and the use of innovative technologies intrinsic to the European education system (credit-module system, interactive learning, project-based learning, person-oriented approach to professional training, distance and blended learning), the author has testified to a more flexible operation system for Oles Honchar Dnipro National University and its subdivisions (the possibility of subdivision-bound management and independence in content development, choice of learning aims and methods, planning research work) as well as to a more student-centered and student-motivating approach (the possibility of choosing activities and tasks, types of educational information leaning on the lesson stages and student’s cognitive profiles). Therefore, educational innovations are forward-looking, yet they require financial support and in-depth understanding.
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Timothy, Olusegun EEBO PhD, and ADEMILUYI PhD L.F. "Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World." International Journal of Management and Economics Invention 08, no. 01 (2022): 2374–80. https://doi.org/10.47191/ijmei/v8i1.01.
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Abstract This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.
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Baba, Sidek Bin, Mohamad Johdi Salleh, Tareq M. Zayed, and Ridwan Harris. "A Qur’anic Methodology for Integrating Knowledge and Education." American Journal of Islamic Social Sciences 32, no. 2 (2016): 1–30. http://dx.doi.org/10.35632/ajiss.v32i2.262.
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Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.
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Baba, Sidek Bin, Mohamad Johdi Salleh, Tareq M. Zayed, and Ridwan Harris. "A Qur’anic Methodology for Integrating Knowledge and Education." American Journal of Islam and Society 32, no. 2 (2015): 1–30. http://dx.doi.org/10.35632/ajis.v32i2.262.
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Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.
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Nosirov, Oktam. "The library is one of the main social areas of information services." Infolib 29, no. 1 (2022): 42–45. http://dx.doi.org/10.47267/2181-8207/2022/1-102.
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The concept of continuous education covers the progress of science and technology, the widespread use of advanced production technologies in practice, the mastery of knowledge by a person, the method of fruitful activity and personal qualities that will serve him all his life in the future. Continuing education is the basis of the competitive personnel training system, covers all types of education, state educational standards, and personnel training systems, and create conditions for its activities. Continuous education makes it possible to create the necessary conditions for the formation of a creative, socially active, spiritually rich and highly educated person. In the provision of library and information services, it is necessary to take into account the leading importance of education, the democratization of education, the humanity of education, the social significance of education, the national orientation of education, the close relationship between education and upbringing, the identification of talented youth, and the creation of conditions for obtaining fundamental and specialized knowledge.
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Desiatov, Tymofii. "Methodology of Projecting Pedagogical Education Oriented Toward Quality and Trends in Its Development in the EU Countries." Comparative Professional Pedagogy 7, no. 3 (2017): 35–41. http://dx.doi.org/10.1515/rpp-2017-0033.
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Abstract The main directions of evolution and trends in pedagogical education development in European countries have been analyzed. It has been found that modernization of pedagogical education in Ukraine is practically impossible without analyzing the development of pedagogical education in the EU countries. It has been proved that in order to study trends in the development of pedagogical education in the EU countries in terms of their diversity and community, it is also necessary to identify and specify the integration factors of this social phenomenon. It has been emphasized that careful attention to the quality of education is explained by the transition of most of the national education systems in Europe to the methodology of projecting education focused on learning outcomes and their monitoring. It has been clarified that with the development of the EHEA there is a gradual shift in emphasis from external assessment of higher education quality to the institutional level, from the learning process to competency-based approach with a predominant orientation towards professional and personal preparedness and, first of all, graduates employment as a criterion of learning outcomes. Special attention has been drawn to the fact that, despite the processes of internationalization and globalization of social life, covering social relations, science, culture, education, at the same time, many centuries-old traditions of various cultural-historical types of society, various civilizations that influence the character of pedagogical education are kept. It has been investigated that in most EU countries education is dominated by the ideas of humanization and continuity, aimed at meeting the growing needs of the individual, “focus on personality”, which involves a variety of types and kinds of modern higher education, its multivariant character and multimodality, orientation towards result-centered criteria of definition of curricula content.
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Burkhanov, Rafael A., and Anatoly S. Gagarin. "Max Scheler’s education concept in the light of his philosophical anthropology." Perspectives of Science and Education 48, no. 6 (2020): 10–21. http://dx.doi.org/10.32744/pse.2020.6.1.
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In modern pedagogy, the educational ideal of knowledge is gradually being established as a special property of a person included in the existence of the world. The formation of a person comes to the fore here, not just the process of transferring a certain amount of knowledge. One of the founders of this approach is Max Scheler. Materials and methods. The general foundations for the study of his concept of education were the method of philosophical and anthropological reconstruction and the method of meaningful and semantic interpretation, as well as dialectical, hermeneutic, comparative, ascent from the abstract to the concrete, systemic and other methods. The main results of the study. The German thinker developed his theory of education on the basis of philosophical anthropology and the sociology of knowledge, the component parts of which are phenomenology and axiology. The main task of philosophical anthropology is to analyze the essence and essential structure of man, the sources of his being, which combines a powerful but blind energetic-vital “impulse” and a seeing, but weak content-semantic “spirit” axiologically striving towards the Divine. First of all, a person is a loving creature, and then – a knowing and willing. Scheler identified three types of knowledge – practical, positive, aimed at achieving pragmatic goals; essential, educational, aimed at the formation and development of the individual, and metaphysical, salvific, striving to comprehend the higher basis of being, which can be used in the process of education and spiritual development of a person, where the second type of knowledge plays the main role. Education is the process of self-creation of a person through love for other people, God and the whole world, the philosopher emphasizes. The metaphysical prerequisite for the self-formation of a personality is freedom as the spontaneity of its spiritual center. The goal of education is the realization of the ideal of the whole human as a comprehensively and spiritually developed personality, consistently revealing all its essential capabilities. In the absolute sense, the “whole human” is the “guiding idea” of a person who, in infinite form and finite variety, consistently reveals all his essential capabilities. In a relative sense, this ideal is embodied in the idea of a “well-formed human” striving for self-development in specific historical conditions and life circumstances. The comprehensive and holistic worldview of the individual, the philosopher comes to the conclusion, is possible through the acquisition and assimilation of essential, educational and other types of knowledge that determine the structure of ordering and understanding the facts of the possible experience of people.
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Sabri, Ahmad. "Soft Skill: Its Urgency and Development at Islamic Higher Education." Al-Ta lim Journal 21, no. 3 (2014): 239–51. http://dx.doi.org/10.15548/jt.v21i3.109.
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The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called ‘soft-skills’. It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community’s life indicate that many Islamic university graduates suffered from lack of ability to build harmonious relationship with the environment. Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students. The current study shares the urgent needs for developing students’ soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students’ minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. Copyright © 2014 by Al-Ta'lim All right reserved
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Wen, Jinxin. "Study on the application of Task-based Language Teaching in English Class." Scientific Journal of Technology 6, no. 7 (2024): 26–34. http://dx.doi.org/10.54691/x25s1240.
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In the late 1980s, the Ministry of Education advocated “designing certain language activities aimed at completing tasks” in professional English teaching. The revised outline in 2000 also stipulated that “more task centered and diverse teaching activities should be carried out”. In 2001, the Ministry of Education emphasized that middle school English instruction should advocate a “task-based teaching method”. As a task-centered approach to English teaching, Task-based Language Teaching has been studied and implemented by many Chinese and foreign researchers and teachers. While it is acknowledged that Task-based Language Teaching brings benefits to students and instruction, especially compared to traditional language teaching, its application to different types of real-world classroom lessons has exposed some problems. The purpose of this paper is to investigate the theoretical basis, relevant information about tasks, previous research, advantages, problems, procedures and suggestions for the implementation of Task-based Language teaching, and to express some of personal opinions to some extent.
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Tang, Kuok Ho Daniel. "Implications of Artificial Intelligence for Teaching and Learning." Acta Pedagogia Asiana 3, no. 2 (2024): 65–79. http://dx.doi.org/10.53623/apga.v3i2.404.
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Artificial Intelligence (AI) has significantly transformed teaching and learning, facilitating a shift from teacher-centered to student-centered education. This review outlines the broad implications of AI for education and synthesizes both the opportunities and challenges associated with its implementation. Examining over 55 papers related to the impacts of AI on education, the review encompasses various educational contexts, avoiding a singular focus on specific types of education or the teaching of AI alone. According to the review, AI introduces new opportunities for creating intelligent content that enhances learning experiences, fostering interactivity and a student-centered approach. Smart content enables instructors to integrate multimedia, interactive tools, AI-related wearables, and information technologies, diversifying learning modes and engaging students more effectively. The creation of smart content aligns with smart education frameworks to ensure efficient content development. AI also contributes to the development of intelligent tutoring systems, which simulate human tutors to deliver personalized and adaptive educational experiences. These systems can host smart content, enabling independent learning. Additionally, AI improves virtual learning environments by analyzing student data to tailor content and delivery methods based on individual needs. It automates tasks such as grading and feedback, allowing teachers to concentrate on other essential responsibilities. While AI brings significant benefits, it is not without limitations. Challenges include infrastructure requirements, considerations of inclusion and equity, teacher readiness and preparation, data quality and inclusivity, profit orientation, data privacy and ethical concerns, and the potential for unequal access. Addressing these limitations is crucial for maximizing the positive impacts of AI in the realm of education.
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Khudyakova, Tatyana L., Yulia V. Klepach, and Mariam R. Arpentieva. "COMPONENTS AND CRITERIA FOR THE PSYCHOLOGICAL SAFETY OF EDUCATION." Society and Security Insights 5, no. 4 (2023): 155–70. http://dx.doi.org/10.14258/ssi(2022)4-09.
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The problem of the psychological safety of education in the last decades of the life of Russia is becoming more and more practically and theoretically relevant: qualitative and quantitative transformations of situations and types of violations of the psychological safety of education require systematic, generalizing research and practical developments in the field of its preservation and restoration. Our research is an attempt at a systematic understanding of the problems of the psychological safety of education – a step towards the creation of an integrative theory of this phenomenon. The aim of the research is to analyze the problems of psychological safety of education. The research method is an integrative theoretical analysis of the problems of the psychological safety of education. The work contributes to the creation of a systemic model of the psychological safety of education. The problem of psychological safety of education includes the problems of personal, interpersonal, educational, professional and organizational safety, it is closely related to the issues of innovations and reforms in higher, secondary and primary education, including the problems of resistance to innovations and changes in the educational environment, the problems of innovation stress, and also issues of prevention and correction of pediogeny and mathetogeny. The indicators of the psychological safety of a person in the conditions of an educational institution of education are: 1) the safety of a person as a person; 2) the safety of a person as a partner; 3) the safety of a person as a student and a professional. The research contributes to the development of an integrative model of the psychological safety of education and the search for new, integrative ways to achieve, maintain and restore it.
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Kuznetsov, N. V., and A. M. Sokolov. "Civilizational Narrative and Philosophy at Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (2021): 112–21. http://dx.doi.org/10.31992/0869-3617-2021-30-2-112-121.
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The authors proceed from the postulate that philosophical thinking is the highest form of human activity, integrating all other types of human activity as its elements. Hence, any occupation of a person can be understood in the authenticity of its content only in the horizon of philosophical thought. This is what the philosophical education of specialists should be focused on, regardless of the direction of their activities. The article analyzes the decisive role of philosophical thought in the formation of self-consciousness of bourgeois society. The authors argue that its success was predetermined by the development of new forms of communication that contributed to the discovery of a new dimension of human existence, involving new types of its development. The displacement of philosophy to the periphery of spiritual production indicates the extinction of creative initiative among the bourgeoisie. In conclusion, the authors turn to the experience of Soviet education as an attempt to further develop the civilizational narrative of European civilization, considering the reasons for its successes and failures. According to the authors, on the one hand, the presence of philosophy as a mandatory element of the higher education system in the USSR testified to the creative potential of the new civilizational initiative; on the other hand, this philosophy has not reached a sufficient degree of maturity to correspond to the level of Soviet society development.
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Rassudina, Kateryna. "Physician’s Code of Ethics: Education of Dignity." Filosofiya osvity. Philosophy of Education 26, no. 2 (2021): 121–29. http://dx.doi.org/10.31874/2309-1606-2020-26-2-9.
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Education is a part of the educational process that forms a person’s ability to feel dignity in himself and in others. Such a skill is of particular importance to the healthcare professional, whose vocation requires sensitivity to the patient. In a state of disease, a person acutely experiences a “loss of dignity”. So, one of the tasks of a physician is to see the dignity of his patient, to recognize its regions that are injured, and to pay proper respect to the inviolable core of the dignity. The author of the article provides guidelines for such a distinction. She researches the types of dignity, identifies the most important of them, and demonstrates situations in medical practice in which this distinction is relevant.
 The author understands dignity as a multifaceted phenomenon which corresponds to the inviolable value of the human person, virtue, the status of a moral subject. Such multifacetedness is reflected in attempts to typologize dignity. The article presents the concepts of distinguishing types of dignity proposed by L. R. Kass (basic dignity of human being and full dignity of being human), V. Kniazevich (ontological and existential aspects), A. Rodziński (dignity of personality, personal dignity and dignity of the person), D. P. Sulmasy (attributed, inflorescent and intrinsic dignity).
 The disease, especially the serious one, is a test of dignity. The author, however, argues, that the basic layer of dignity remains inviolable even in states that do not correspond to the status of a rational being. It is claimed that the disease injures less significant layers of dignity. The physician’s vocation, therefore, is to recognize these injured aspects and to demonstrate to the patient the fact that his basic, intrinsic, ontological dignity cannot be lost under any circumstances. Educating future physicians to be able to distinguish between all aspects of dignity should be an important part of the educational process in medical schools.
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Rozin, Vadim Markovich. "Education and self-education in the optics of tutoring approach." Педагогика и просвещение, no. 3 (March 2021): 76–85. http://dx.doi.org/10.7256/2454-0676.2021.3.35437.
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This article discusses the problem of comprehension of self-education and education in tutoring pedagogy. The matter is that if student's personality and different development trajectories of different personality types are recognized in education, it is difficult to imagine education without self-education. As empirical material, the author cites two cases from his personal experience; analyzes the establishment and development of personality in culture, claiming that the problematic situations are the source of its development. Description is given to the key problematic situations that determine the evolution of a modern individual in phylogenies and ontogenesis. The author distinguishes between spontaneous development, evolution of personality, and conscious work, the goal of which is education or self-education. The article discusses the peculiarities of tutoring perspective on education and self-education, emphasizing that tutoring efforts are aimed at formation of favorable environment for person&rsquo;s self-development and evolution, rather than designing an individual based on the pedagogical patterns.&nbsp; At the same time, the tutor strives to create a culturally congruent and humanistic environment. The paper reviews a complicated problem of where a tutor as a pedagogue should lead his student and what does &ldquo;lead&rdquo; means in educational practice. The conclusion is made that tutoring approach is quite unusual in the aspect the it does not set particular pedagogical contents and goals, but rather points at the principles that should be jointly implemented by the tutor and his students. The author considers the three hypostases of a person for the tutor to focus on.
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Tarasova, N. V. "Relationship Between Types of Family Education and Emotional-volitional Sphere in Student Age." Proceedings of the Southwest State University. Series: Linguistics and Pedagogy 13, no. 3 (2023): 197–208. http://dx.doi.org/10.21869/2223-151x-2023-13-3-197-208.
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Intra-family relations are the main component of the educational potential of the family. In our society, they are conditioned by state and domestic relations. Their significance in the formation and development of the individual is due to the fact that they are the central link in social relations in which the individual enters into the process of his personal growth.The family is the main phenomenon that accompanies a person throughout his life. Its influence on the personality, its complexity and versatility give rise to many approaches to the study of the family and definitions that can be found in the scientific literature. The object of study is the family as a social institution, a small group or a system of relationships.The purpose of the presented pilot psychological study was to study the influence of types of family education on the formation and development of the emotional-volitional component in student age.The paper studies such characteristics as student age, emotional-volitional sphere, types of family education, family, emotions and will.In the work, a bibliometric analysis of the research problem was carried out, an experiment was carried out. Thanks to the psychological experiment, the types of family education and their influence on the development of the emotional-volitional sphere of such a category as students were determined.The results of the study are based on a systemic, axiological, humanistically oriented methodological component. The methods of pilot psychological research were experiment, observation, survey, method of statistical processing of results.
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Scoular, Sarah, Ashley Huntsberry, Toral Patel, Sara Wettergreen, and Jason M. Brunner. "Transitioning Competency-Based Communication Assessments to the Online Platform: Examples and Student Outcomes." Pharmacy 9, no. 1 (2021): 52. http://dx.doi.org/10.3390/pharmacy9010052.
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In light of the COVID-19 pandemic, pharmacy education has shifted from in-person teaching and assessments to the virtual environment. Many education programs had previously adopted objective structured clinical examinations (OSCEs) to assess communication abilities in-person with standardized patients (SPs). However, comparative student outcome data between virtual and in-person methods as well as guidance on how to conduct communication-based OSCEs in the virtual environment is lacking. The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) describes its methods of conducting two types of communication-based OSCEs (patient counseling and gathering a medical history). Student performance data from the two virtual OSCEs in 2020 was compared to results from two 2019 in-person OSCEs using Mann Whitney U Tests. The 2020 cohort scored significantly higher than the 2019 cohort in all variables (i.e., using effective verbal and non-verbal communication, using patient friendly education, organizing the encounter, demonstrating empathy, establishing trust, professionalism) and in overall score. However, the effect size for these findings indicate the differences between performances are generally small and more likely due to changes in grading patterns due to the pandemic.
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Safarik, Lynn. "Theorizing Feminist Transformation in Higher Education." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (2002): 1718–59. http://dx.doi.org/10.1177/016146810210400802.
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Over the past several decades, academic feminisms, like other emancipatory knowledges (Bensimon, 1994) that have gained legitimacy in the academy have contributed to a transformation on American campuses that is challenging traditional norms, values, and assumptions across the disciplines in an effort to build communities centered on differences. As a new paradigm for inquiry, feminist scholarship has addressed the relationship between knowledge and its social uses and how patriarchal values have shaped the content and structure of knowledge. Through an in-depth exploration of nine feminists’ worldviews and approaches to teaching and research, this study examined the meaning of transformation for diverse feminists in the setting of a large, urban research institution. Three types of feminism were identified: liberal, critical, and dialogic. Beyond providing rich descriptions of how these different feminists enact a feminist culture, insights about the process of institutional transformation are revealed. The transformative role of internal differentiation and the dialogic process in this feminist community and the significance of an emerging dialogic, feminist discourse have important theoretical implications for understanding how the transformation of an institution is sustained over time.
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Goodman, Barbara E. "An evolution in student-centered teaching." Advances in Physiology Education 40, no. 3 (2016): 278–82. http://dx.doi.org/10.1152/advan.00056.2016.
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The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was “nothing in education makes sense except in the light of student learning.” My presentation began with a video of my “And, But, Therefore” description of my educational scholarship (see Randy Olson Great Challenges Day at TEDMED 2013, Ref. 10). “Physiology is the basic foundation of all the health professions AND physiology can be hard for students to figure out BUT many physiology courses expect students to memorize a large number of facts; THEREFORE, my scholarship is to help students learn physiology better for the long-term with various types of student-centered learning opportunities.” To stress the goal of student-centered learning, my brief video was followed by a 2-min video of one of my students describing her experiences with student-centered learning in one of my two-semester Advanced Human Physiology classes. Since I have been convinced that Randy Olson is an expert on science communication (11), the rest of my presentation was the story about how I have evolved from a sage-on-the-stage lecturer into a student-centered learning facilitator. I have chosen Olson's “And, But, Therefore” approach to narrative for this written version of key aspects of the presentation.
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Durborow, Michelle, Kathrena Aljallad, Jerry Call, Mildred Menos, and Norman J. Scherzer. "The benefits of patient-centered patient registries." Journal of Clinical Oncology 35, no. 15_suppl (2017): e21625-e21625. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.e21625.
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e21625 Background: Created in 2001, The Lift Raft Group GIST Patient Registry has always put the patient at the heart of its work. Those contributing data are not merely study participants but people in need of help. In 2017, the newest evolution of the Registry debuts- GIST/PRIME, an interactive desktop/mobile application that serves both the patient and doctor to track treatment efficacy and disease progression over time rather than the traditional single survey input. Methods: The Registry operates on an SQL cloud based platform under an IRB informed consent process. Incoming members provide their full disease history. Examples of data collected include: Demographic, primary tumor site, date(s) of diagnosis, initiation of treatment, dosage, and response to treatment. Outcomes are based upon response to drug therapy. Research analysis is supported by the platform’s filterable, queryable and auto-calculating fields as well as unique features such as treatment lines which chart therapy history to investigate potential correlation between mutational status, drug treatment and order of drug taken. Results: The traditional registry structure only provides a one-way benefit- from patient to registry. GIST/PRIME seeks to remedy this by providing a clear set of benefits and user-friendly features back to patients: The Dashboard displays Registry demographics and how the patient relates others within the system. Based on entered data, this dashboard can also calculate Risk of Recurrence and provide education on treatment and mutational types; Input and editing of Diagnosis, Evaluation and Treatment; push notifications; The GISTORY- An exportable, printable document that provides a comprehensive summary of a patient’s GIST medical history, helping facilitate efficient communication between patient and doctor. Conclusions: The idea of reframing a patient registry as a tool which can provide as much benefit to its members as it does to the researchers who analyze its data is overdue. By committing to a patient-centered structure and style, registry members are more deeply engaged over time, providing richer data that is not limited to a single drug or place of treatment.
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Mann, Dale. "Serious Play." Teachers College Record: The Voice of Scholarship in Education 97, no. 3 (1996): 446–69. http://dx.doi.org/10.1177/016146819609700304.
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Reformers are stuck on interventions centered on the schooling institution and the act of formal instruction. The meager results should prompt us to look elsewhere. Play is an active learning method far more powerful than its passive cousin. entertainment. Children play for the experience of control, for curiosity, for (he intrinsic motivation of fun, and to learn. The types of play—sensory motor, dramatic symbolic, games with rules—are nicely intertwined with developmental stages. The activity grows the brain, lubricates action, and previews later life. Among the more important gams is a facilitation of symbolic manipulation. Play is underutilized as a learning strategy and nearly completely ignored by reformers despite the hundreds of empirical citations documenting its power in cognitive development, language development, the growth of imagination and creativity, and the development of social competence. With the benefits of play so firmly established, we should find ways to overcome the economic and political obstacles to harnessing play to reform.
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Ermolova, Elena Anatolyevna Korablina Anastasia Mikhailovna Kataeva Marina Alekseevna Zizemskaya Nadezhda Ivanovna Doronkin Aleksey Vyacheslavovich. "SPORTS AND RECREATION ACTIVITIES AS AN IMPORTANT FACTOR IN THE EDUCATION OF YOUNG PEOPLE IN RUSSIA." Journal «Bulletin Social-Economic and Humanitarian Research» 6 (8), 2020, (April 3, 2020): 3–9. https://doi.org/10.5281/zenodo.3707169.
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The article deals with physical education of young people in Russia in the context of negative trends in modern society. The multidimensional and multi-level study of the phenomenon of physical culture made it possible to generalize particular approaches to understanding the essence of physical culture on the basis of cultural and pedagogical methodology, to clarify the interaction of physical culture with other types of culture and determine its place in the system of cultural values of a person and society, to reveal the systemic nature and interrelation of its value-normative, institutional and activity aspects.
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Chaudhary, Shivani. "Challenges in Student Centered Learning." International Journal for Research in Applied Science and Engineering Technology 12, no. 7 (2024): 983–86. http://dx.doi.org/10.22214/ijraset.2024.63702.
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Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mentioned in the article. It also shows how it is different from traditional ways of teaching and its changes are beneficiary for student and teacher. Therefore, NEP 2020 emphasizes education for all children but on the needs of the student rather than the teacher. The scaffolding means teacher helps students through their guidance, but the completion of activity is done by students. in student learning approach the student not only enhances the confidence but also use the cognitive and abstract thinking. This approach also develops the leadership skills of students and brings harmony among peer groups. The challenge teachers are facing is to use individualized plans for every diverse need of students. There is an enormous difference between student centered and traditional ways of teaching. The students are given opportunities to explore more and focus on practical work. Students become more responsible for their future course of action. In student centered learning, the students do abstarct thinking and teachers take them to field work for real life experiences. Many different commissions are developed by government of India to engage every student in practical world and give them opportunities to become a successful citizen. E- learning is the best example for student involvement in online mode with their peer group. Some of the tasks are given online by a teacher like making PPT whitehanded the computer skills and confidence of student in giving presentation.
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Aligholipour, Mahtab, Hossein Feizollahzadeh, Mozaffar Ghaffari, and Faranak Jabbarzadeh. "Comparison of In-Person and MMS -Based Education in Telegram on Self-care and Fasting Blood Sugar of Patients with Diabetes Mellitus: A Randomized Clinical Trials." Journal of Caring Sciences 8, no. 3 (2019): 157–64. http://dx.doi.org/10.15171/jcs.2019.023.
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Introduction: Diabetes is a disease whose control requires effective self-care and patient education. Multimedia Messaging Service-based (MMS) education is one of the new methods for education. The purpose of this study was to investigate the effect of two types of in-person and MMS-based education in the Telegram application on self-care and weekly fasting blood sugar levels in patients with insulin-dependent diabetes. Methods: In this clinical trial, a sample of 66 patients with diabetes who referred to the Sina hospital in Tabriz, were randomly assigned into two groups: in person and MMSM-based education. Data gathering tools included a demographic form, Toobert’s self-care activities questionnaire (as primary outcome), and a checklist to record fasting blood sugar weekly measured by a glucometer. Data were analyzed using independent and paired sample t-tests, chi-square, and repeated measures ANOVA. Results: After the education the mean scores of self-care in terms of diet, exercise, foot care, and blood sugar testing activity significantly increased in both groups (P<0.05) and results of ANCOVA of the scores for all dimensions revealed no significant difference between two groups (P>0.05). Reduction in the fasting weekly blood sugar levels over a 12-week period were statistically significant in both groups (P<0.05). But there was no significant difference between the two groups (P> 0.05). Conclusion: MMS-based education same as in-person, improves self-care in patients with diabetes. Given the disadvantages of in-person education, this new educational strategy can be used to facilitate the patient education process and improve its quality.
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Rybak, Oksana, and Olga Vasylkivska. "SUBJECTIVE FEELING OF LONELINESS OF STUDENTS DURING DISTANCE EDUCATION." PSYCHOLOGICAL JOURNAL 8, no. 5 (2022): 18–30. http://dx.doi.org/10.31108/1.2022.8.5.2.
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The article is dedicated to the generalization of the most relevant scientific approaches to the study of the concept of loneliness, the subjective feeling of loneliness, the disclosure of the meaning and influence of the experience of loneliness in the development of personality. The levels of the subjective feeling of loneliness are empirically identified and described. The article highlights both the scientific and applied significance of research of the subjective feeling of loneliness of students during distance learning. Further prospects for research on this issue are indicated. Loneliness is a complicated socio-psychological phenomenon. Being a personal experience, it is difficult to describe, since its manifestations are always subjective. The ambivalence of loneliness lies in its ambiguous impact on a person - it is often perceived by people as a difficult and painful experience, but it cannot be denied that for personality development it is necessary to be alone from time to time. In the course of the study, an analysis of the phenomenon of loneliness as a socio-psychological phenomenon was carried out. The understanding of this phenomenon from the point of view of various researchers was considered, a number of definitions of the concept of loneliness were given. The analysis of the differences between such concepts as loneliness, isolation and seclusion was carried out and the classifications of types of loneliness were given. A theoretical analysis of such a concept as achievement motivation was also conducted, and the concept of affiliation motivation was briefly analyzed. In the world, the problem of loneliness of students during distance learning is particularly relevant. The development of technology has allowed a person to be in constant contact with a huge amount of information, to contact other people via Internet. But such limitless possibilities have a negative side. Dependence on information, characteristic of a modern person, distances it, plunging into its continuous consumption, depriving time of solitude, contact with one's feelings and thoughts.
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Boyko, G., and T. Kozlova. "Shaping and its importance in the system of physical education of students of higher education institutions." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 21–23. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).03.
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The article analyzes the importance of shaping in the system of physical education of female students of higher education institutions. It is revealed that at present, there are not enough scientific developments, material base, not enough special computer programs with the method of assessment and correction of the figure. The solution to these problems is facilitated by shaping classes, which help to improve the physical perfection of female students. It is determined that shaping is one of the types of health gymnastics. The main feature of the method of shaping is that it is the most effective way to rebuild the human body through exercise, as well as improving the overall physical fitness of students in higher education. Preservation and strengthening of public health in the current state of society with its inherent socio-economic characteristics and significant demand for values is interdisciplinary and is the subject of medical, biological, pedagogical, psychological, social and a number of other basic sciences.
 The solution to these problems is facilitated by shaping classes, which help to improve the physical perfection of female students. Today, shaping belongs to health systems that use gymnastic exercises and adhere to the principle of their strict regulation. Harmonious physique is one of the main signs of human health, because it is known that the shortcomings of the physique complicate the work of internal organs. The method of shaping is largely determined by the direction of the program, an individual approach to each person depending on age, body type, their functional and physical condition. Individualization should be aimed at correcting the physique in eliminating inconsistencies with the model level within a genetically determined somatotype.
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Gouvias, Dionysios, Marianthi Oikonomakou, and Vasilia Kourtis-Kazoullis. "Limits and spaces: Types of learning in the context of non-formal educational settings for refugees in the Greek islands." F1000Research 14 (February 25, 2025): 231. https://doi.org/10.12688/f1000research.161392.1.
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Background This study investigates the implementation of non-formal educational programs for refugees, which have been implemented in the last seven years in Greek islands in the North and South Aegean Sea. Its main aim is to examine the types of the learning that take place in these educational environments, according to a certain strand of Adult Education (AE) theories, which classifies learning according to whether it is focused on: a) the learner, b) knowledge, c) assessment, or d) the learning community. Methods The study’s methodology is based on the implementation of semi-structured individual interviews, and, through this effort, an attempt is made to develop a broader reflection in relation to the objectives of language education for adult refugees in Greece and to assess the validity of the above framework for the case of AE for refugees in Greece. The research is based on reflections by volunteer educators, who have extensive teaching experience in non-formal educational environments. Results The study showed that the composition of classes characterized by linguistic diversity favors the design of teaching interventions that give meaning to the learning needs of refugees (learner-centered learning) and the creation of a learning community (community-centered learning), and that these interventions utilize the principles of inclusion, differentiated teaching, as well as experiential and work-based learning. Conclusions The findings of the present study reveal that the field of language learning for adults—especially refugees—is increasingly connected not only to communication and survival needs, but also to identity construction, a process involving significant “border crossing” in geographical, legal, social, and psychological terms.
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Timbu, Maria Elisabeth Ina, Lusiana Mariyeta Balik, and Maria Kartini. "THE USE OF DEIXIS IN EFL CLASSROOM INTERACTION: A PRAGMATIC STUDY OF SIXTH-SEMESTER STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT NUSA NIPA UNIVERISTY." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 8, no. 2 (2024): 14–23. https://doi.org/10.33479/klausa.v8i2.1079.
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Research has shown that EFL learners often face challenges with deictic expressions, leading to communication errors. The author wanted to examine whether similar problems exist among sixth-semester English Education students at Nusa Nipa University by analyzing the types and dominant deixis in classroom interactions. Applying Levinson's (1983) theory, this research uses Creswell's (2009) method for in-depth analysis. Data were collected through audio recordings and field notes during eight class meetings, then transcribed and coded for thematic analysis. Miles & Huberman's (1994) technique and Walizer's (1990) formula were used to measure the types of deixis and the dominant deixis used. This analysis reveals that five types of deixis are used: person deixis, time deixis, place deixis, discourse deixis, and social deixis. A total of 979 deixis were identified, with person deixis being the most dominant with 70.48%, accounting for 690 occurrences. “We” was used 194 times, reflecting the collaborative nature of group work, while ‘you’ appeared 132 times, indicating direct engagement with the audience. The findings highlight the role of deixis in shaping academic communication and interaction, emphasizing its importance in effective classrooms.
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POPOVA, O., and A. LESYK. "FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONDITIONS OF THE MASTER'S DEGREE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 356–64. http://dx.doi.org/10.31494/2412-9208-2022-1-2-356-364.
Full textAbstract:
Modern society is focused on the growth of various types of interpersonal interaction, including speech communication, which leads to increased requirements for the quality of appropriate training of future primary school teachers, i.e. improvement of communicative competence, which will ensure their active professional activity in the future. The need to update the content of this process is related to various aspects of primary school modernization: the transition to the implementation of the Concept of a new Ukrainian school, support for its humanization, child-centered ideas; implementation of the principles of competency-based and person-oriented approaches in the education of younger schoolchildren, etc. In the social aspect, the importance of researching the communicative competence of primary school teachers is determined by the lack of speech and especially rhetorical culture, both professional and general (culture of thinking, speech, communication). In the pedagogical aspect, its development is aimed at the formation of productive, creative thinking and is based on the ethical principles of morality, and therefore is an important component of the formation of a harmonious personality as the greatest value in a democratic society. In the pedagogical activity of a teacher, communication is professionally significant, as it accompanies all types of work, and therefore the communicative skills of students of the second (master's) level of higher education are determined by the educational and professional program «Initial Education» of the Berdyansk State Pedagogical University: «To communicate in academic Ukrainian in oral and written forms, use communicative strategies, form students' ability for mutual understanding, interpersonal interaction». As evidenced by the results of the initial survey (according to M. Schneider) to identify professional and personal needs in the formation of communicative competence of future primary school teachers, in general, they respond favorably to the methods and techniques that were used in the classes on «Fundamentals of scientific communication and academic culture». At the same time, it was noted that the greatest difficulties for the master's students were caused by exercises of a practice-oriented nature regarding the prediction of the effectiveness of one's own communicative activity and the analysis of pedagogical speech, as well as the determination of ways of its continuous improvement. Key words: communicative competence, future primary school teachers, communicative competence of primary school teachers, communicative activity of primary school teachers.
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Ibragimova, Liliya A., and Alexandra E. Sarapulova. "Development of Active Listening Skills of Future Foreign-Language Teachers." Bulletin of Nizhnevartovsk State University, no. 4 (December 21, 2023): 27–37. http://dx.doi.org/10.36906/2311-4444/23-4/03.
Full textAbstract:
Listening skills are an inherent part of a foreign-language teacher’s communicative competency. Effective listening involves the use of special techniques, one of which is active listening technique. A teacher using active listening creates trusting atmosphere in the classroom and motivates students to communicate actively in the target language. As a result, the effectiveness of the educational process increases significantly. In order for the students of pedagogical university to master this technique, it is necessary to pay special attention to its development during their professional training at the university. At the same time, the methodological features of the skill development have not been sufficiently covered in the scientific literature, which calls for scientific research on the field. The study aims to explore the methods of teaching the active listening technique to future foreign-language teachers during their university training. The research is based on methods of observation and analysis of scientific literature and builds on the following approaches characteristic of modern education, including language education and pedagogical education: competence approach, communicative approach, integrative approach, reflexive approach, person-centered approach. As a result of the study, the main types of active listening techniques were highlighted and the steps of teaching active listening were revealed. In addition, some examples of tasks were provided. The described method involves both theoretical and practical training and is designed to qualify future foreign-language teachers to apply the active listening technique in their classes. This, in turn, will provide a higher level of the pedagogical listening competence, which is part of the teacher's communicative competence. As a result, the teacher's performance will significantly improve. In this regard, the development of reliable scientific and methodological support is an urgent problem, which opens up a promising line of further research.
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Bіlous, Iryna, Antonina Demianiuk, and Oksana Krychkivska. "Innovative Learning Technologies in the Context of Modern Education." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 136–46. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-136-146.
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The article highlights the application of innovative learning technologies in the context of modern education, considering the dominance of human-centered approach and information society development, as well as the impact of the COVID-19 pandemic on the implementation of the educational process. Research and systematization of scientific approaches to the theoretical foundations of innovative learning technologies allowed to formulate a definition of innovative learning technologies, which should be interpreted as purposeful support of the educational process with new techniques, methods and means of organizing educational activities to increase its efficiency and quantitatively and qualitatively new educational outcomes. Such types of innovative learning technologies as technologies of personality-oriented educational process, interactive learning technologies, technologies of creative personality formation, distance learning technologies are systematized and analyzed. The advantages and threats of influencing their application in the modern educational process are determined. Prospects for further research in the context of studying the factors of interdependence of the processes of development of all spheres of life in society and the development of innovative learning technologies using best educational practices are outlined.
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Barbashina, E. V. "Critical thinking and its necessity for the system of higher education." Professional education in the modern world 12, no. 1 (2022): 20–28. http://dx.doi.org/10.20913/2618-7515-2022-1-3.
Full textAbstract:
Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.
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Nobari, Hossein Jalali. "Types of Punishment for the Offenders and How to Punish and Its Etiquette in the Life of Imam Ali (A.S)." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (2021): 36. http://dx.doi.org/10.18415/ijmmu.v8i8.2713.
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One of the principles of education is to use the method of encouragement and punishment. Punishment has methods, types and etiquettes. The main question of this research is what are the types of punishment of offenders by Amir al-Mu'minin Ali (AS) and how did he punish the offenders and what etiquettes did he observe in punishing? The method of collecting data in this research was library and the processing method is descriptive-analytical. After investigations, it was found that Imam Ali (A.S) used different method. After investigations, it was found that the types of punishment for offenders by Amir al-Momenin are 1- warning, 2- threatening, 3- dismissal, and 4- punishment. He also observed etiquette in punishment, including that the punishment was carried out in proportion to the person, and the punishment was commensurate with the offense, and they avoided excesses and negligence in this regard. He never punished with personal intentions and explained the reason for the punishment to the offender and his encouragement and punishment was in an appropriate manner.
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Deniz, Afet, and Şebnem Güldal Kan. "Teachers’ Perspectives on Bullying Behaviors in Value-Based School Culture." Journal of Posthumanism 5, no. 5 (2025): 1637–50. https://doi.org/10.63332/joph.v5i5.1537.
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Bullying is defined as the situation in which an individual is exposed to negative behaviors that are repeated over time by another person or group. This situation is an important problem that negatively affects not only peer relationships but also teacher-student relationships. Bullying can occur in different types. These are classified as physical, verbal, social and psychological bullying. School culture can be defined as a dynamic structure created by school stakeholders (such as teachers, administrators and parents) within the framework of common values and rules. This culture directly affects students' social development and behaviors in the school environment. In this context, Values Education is of great importance for children to develop positive behaviors and to adapt to their environment in a healthy way. Values Education contributes to both the individual development of students and ensures their integration with social values. In particular, the acquisition of social values plays an important role in reducing bullying behaviors. This study aimed to examine teachers' views on bullying behaviors in a value-centered school culture. A case study, one of the qualitative research designs, was used in the study. Data were collected through a semi-structured interview form and a personal information form. The case study design is a method that aims to examine a specific event, phenomenon or social group in depth within its own context. The study group of the research consists of a total of 22 class and branch teachers working in primary schools and preschool education institutions affiliated with the Ministry of National Education of the Turkish Republic of Northern Cyprus. The participants were determined using the purposive sampling method. The obtained data were analyzed using the content analysis method. According to the research findings, it was determined that the value that teachers care most about instilling in their students in the school environment is respect. Love is second. In the light of this data, the scope of Values Education can be further expanded by including parental opinions in future studies.