Literatura académica sobre el tema "Educational policy, educational reform process, science curriculum"

Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum. Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc. Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated. Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.

This essay, Educational science, institution, and epistemic objects, includes comments on two themes: “Educational science from university discipline to field of knowledge”, and “Searching for the epistemic objects of educational science”. The approach is partly autobiographic. Taking 1968 as starting point, the institutional conditions and transformations of educational science as a university discipline in Sweden are outlined, primarily using one of the larger departments of education as a case. The analysis highlights the substantial expansion and differentiation that characterize the development and places it within a university reform context. The second theme goes further back in time and highlights the historical roots of education as a university discipline. Epistemic objects of the Herbartian tradition are discussed, as well as of the expanding experimental psychology at the time of the first chair of educational science in Sweden. The great expectations after the Second World War for a new school are outlined together with growing research traditions, highlighting classroom language and the teaching process. In the diversified research landscape of the last decades, studies of curriculum theory, education policy, and history of education are emphasized and a plea is made for critical studies of history and education based on broad theoretical perspectives.

The review article highlights some problems and tasks related to national education, its social significance for the prospects of current and future development of Ukraine and the world. It is noted that the state currently lacks a holistic and systematic vision of quality reform of this priority sector, which is the main component for progress in all segments of life, the basis for increasing human capital. Emphasis is placed on some essential areas of the educational process, the characteristics of the social environment, which significantly affects the content of education, civic development of the individual. In the context of events, tasks, and challenges that arose on the eve of the new school year, several issues that directly and indirectly affect education are considered.It is proved that the urgency of the problem of "culturality" does not concern only the content of education, curricula, and textbooks. It concerns many other areas and processes of education of Man and Society, namely: socio-cultural environment; accessibility of the people to quality education and cultural heritage, spiritual and material values; cultural and educational state policy; protection of the informational national space from the primitive "masculinity" that distorts human souls by aggression, cruelty, alienation from the native culture and native language.Modern realities are such that culture, education, science should become an essential component of the national security of Ukraine, given their human-nation-state-building mission. But for this, we must be convinced of the correctness of landmarks and values on the way to truth, freedom, justice, spirituality.

Madrasah in the Middle East has known eight or nine centuries before madrasah in Indonesia, which emerged as a reaction to the reform movement as well as a response to the policy of Dutch colonizers secular education. Madrasah got a decent place in Indonesia after rising SKB 3 minister (Minister of Interior, Minister of Education and Culture, and the Minister of Religious Affairs) in 1975, where madrasas equated with other schools in terms of the status of the diploma, graduates continuing education opportunities and changing schools. In a further development, the school as disoriented. It is caused by two things: first, a paradigm shift towards sekularistik. Education implementation has marred even be interpreted as a partial instead of a holistic paradigm as desired by Islam. Supposedly, the madrasa education as a whole should make Islam as a principle in the determination of educational objectives, the formulation of the curriculum and standard of value of science and the learning process, including determining the qualifications of teachers and school culture that will be developed in the madrasas. Second, the functional institutional weakness as a result of shifting the orientation and function of the family and their influence and societal demands materialistic-hedonistic.The weakness seen in a mess madrasa curriculum, not optimal role of teachers as well as school culture that is not in line with the will of Islam.

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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The occupation of the Crimean peninsula, conduction an anti-terrorist operation and the Joint Forces Operation in the East of Ukraine, the functioning of government authorities, institutions, enterprises and organizations in a special period have significantly affected to the distribution of social roles. For almost eight years of the bilateral conflict in Donbass women’s contribution in warfare hasn’t become the exception but the norm for society. Women are represented in all areas of direct contribution in warfare, providing the settle differences of the conflict and establishing peace in Ukraine, namely: political, volunteer and military. At the beginning of the conflict in East of Ukraine, a woman in the Armed Forces had no guarantees from the country and has no access to so-called “combat” positions and career opportunities. The aim of the article is to investigate the changes that have taken place in the Armed Forces of Ukraine in the direction of gender policy and the affect of the experience of the North Atlantic Alliance on this process. Gender issues are included in the process of restructuring the Armed Forces of Ukraine. Whereas the Ukraine’s direction towards European and Euro-Atlantic integration it’s clear that NATO has chosen as a model for implementing a gender approach. This is a boon to co-operate partnership Ukraine-NATO G00013 “Gender issues” in the Armed Forces of Ukraine – the impound of resources for the effective performance of assigned tasks in accordance with NATO standards. Implementation of UN Security Council Resolution 1325 “Women, Peace, Security” changes and additions to the legal framework to provide and guarantee gender equality. As well as control and adjustment the problems that exist in the Ukrainian army on the way to achieving real progress in gender issues. According to the activity in the past of eight years, Ukrainian legislation on gender issues in the field of security and defense has been significantly improved. The list of positions that servicewoman can hold has significantly expanded. Resolved the issue of equal opportunities for career advancement of men and women but also the responsibility for one’s own activity or inactivity. It were given the opportunity for servicewomen to perform contract military service as officers with the exception of positions where they have to work with explosives and diving. The legal framework for the implementation of the policy of equal rights and opportunities in the Armed Forces of Ukraine is constantly updated and supplemented, that proves immediacy of the problem of gender issue. An educational component is another area of implementation of strategy of the gender equality. Gender issues must be included in all curricula of all courses, according to NATO requirements. There are some problems with training servicewomen, in particular, they are shortly insufficiently in the courses of science, technology, engineering and mathematics at the university level, but now we have some steps to negotiation them. Thus, to dealing with a problem with education of girls in “male” specialties, the government input additional quotas. Girls received the right to be admitted into the military lyceums. The introduction of positions of gender advisers in the structural units of the Armed Forces of Ukraine is an important element in the implementation of gender equality. Thus, NATO’s experience identifies key directions for reform and improvement of gender approach in Armed Forces of Ukaine.

This article summarizes the issue of Indonesian curriculum reform in policy and local wisdom. The perspectives on science education influence the analysis and discussions. This paper is part of a position paper (PP) in which the writers tailored their ideas based on their experiences and literature review. The views regarding curriculum policy, science local wisdom, and ethnoscience were developed based on theoretical and empirical literature regarding these issues. The discussion is divided into five parts: curriculum policy and policy borrowing, philosophy of Indonesian local wisdom, cultural-based learning, science local wisdom and ethnoscience, and policy borrowing versus local wisdom. The significance of the results gives a view to the government, academicians, policymakers, and educational communities.

The educational reform document of May 1985 has set the policy framework for a transformation of the structure and organization of knowledge in the Chinese higher curriculum that may have far-reaching consequences. It has been the tradition in research on Chinese education to interpret educational reform movements in relation to broad political changes, policy debates among factions within the communist leadership and changing economic strategies represented in successive Five-Year Plans. More sociologically oriented studies have focused on issues such as access to higher education and changes in the composition of those who found their way into the upper echelons of the formal educational system in terms of social class background. These approaches have shed considerable light on aspects of China's modern educational development and their conclusions are of primary importance in seeking an understanding of the wide-ranging reforms announced in the document of May 1985.

Teachers’ beliefs shape their practice. Beliefs, conceptions held with enough personal conviction to be considered true, serve as helpful heuristics for teachers embedded in the complex, ever-changing contexts of classrooms and schools. Three sets of beliefs appear essential to teaching practice, namely, beliefs about teaching, knowledge (epistemic beliefs), and students’ ability. Empirical research about these beliefs is reviewed in light of current U.S. policy documents of curriculum standards, the Common Core State Standards initiative and the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Teachers’ beliefs filter, frame, and guide their perceptions and implementation of the new curriculum standards. Recommendations to policy makers, educational leaders, and teacher educators include allowing teachers to examine and reflect on their beliefs in light of reforms.

<p class="apa">This article documents an ongoing study of educational policy enactment in a Chinese university. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations, this paper argues that the enactment of China’s systemic College English curriculum reform is not a matter of simple implementation but the result of a more complex process which may change the original reform intention. It suggests that the enactment of centralised reform is mediated through an interplay of forces and challenges and that the major impetus for how teachers make sense of and enact reform relates more to the strength of their current values and practices and students’ feedback, rather than the power of external initiatives. Without localised management, curriculum reform itself is, therefore, insufficient to ensure change in practice.</p>

The research reported in this thesis is an in-depth study of science education reform in a transitional society. The society in transition is Rwanda - one of the world's poorest countries - a tiny central African nation adversely affected by major social, political, economic, and ethnic upheaval. Rwanda is faced with the challenge of ensuring rehabilitation after the genocide of 1994 and has adopted the following national goals: implementation of a durable educational policy, eradication of illiteracy, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences.The objective of this research is to describe, discuss and analyse information on the status of science education in Rwanda, from the perspective of primary and secondary science teachers, students, education personnel and my personal in-field observations and analysis. This research analyses the constraints in the implementation of educational policies and a relevant science education in a climate of social, political, cultural, ethnic and economic uncertainty.The research used a case study methodology and utilised quantitative and qualitative methods to examine how teachers' and students' knowledge, perceptions and experiences impact on the school learning environment. The study made use of a questionnaire that was administered to teachers and students in Rwanda. English and French versions of a modified School Level Environment Questionnaire (SLEQ) and a modified Teacher Beliefs Instrument (STEBI) were administered to teachers. Two scales derived from the Test of Science Related Attitudes (TOSRA) were adapted for use in Rwandan classes.The qualitative component of the research made use of interviews, classroom observations, personal reflexivity, historical and curriculum document analysis and vignettes.To enable an interpretation of the quantitative data from questionnaires in a meaningful manner, the socio-cultural, gender and ethnic perspectives of policy makers, teachers and students were examined through interviews and classroom observations of science lessons. My personal experiences and reflections also were used to understand science education reform in Rwanda.The qualitative and quantitative findings of the research identified factors that influence the science education reform process and make meaningful interpretations of background, culture and the situation in Rwanda. Document analysis indicated that there is a need for greater access to secondary education. Interviews and science lesson observations indicated that it is necessary to develop a curriculum that is contextually relevant and to redefine science teacher training programmes. The findings of the research identified the constraints, dilemmas and tensions in the implementation of the educational reform process as young and inexperienced teachers, most of whom do not have university degrees and have difficulties in implementing the curriculum effectively. Further constraints included work pressures due to the examination system, an acute, as well as a lack of material resources and finances required to reconstruct and improve educational institutions.The research investigates the impact of the transition on science education in Rwanda. The research designed to examine the science education reform process in the transitional Rwandan society and economy studied the complex cultural, historical and educational factors that influence science education.Using multiple research methods, this study is an analysis of my understanding of the changes that have taken place in science education, the impediments to these changes and the identification of aspects that may enhance the prospect for future science education reform, especially in the areas of the science curriculum reform, assessment procedures and teacher professional development.

The research reported in this thesis is an in-depth study of science education reform in a transitional society. The society in transition is Rwanda - one of the world's poorest countries - a tiny central African nation adversely affected by major social, political, economic, and ethnic upheaval. Rwanda is faced with the challenge of ensuring rehabilitation after the genocide of 1994 and has adopted the following national goals: implementation of a durable educational policy, eradication of illiteracy, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences.The objective of this research is to describe, discuss and analyse information on the status of science education in Rwanda, from the perspective of primary and secondary science teachers, students, education personnel and my personal in-field observations and analysis. This research analyses the constraints in the implementation of educational policies and a relevant science education in a climate of social, political, cultural, ethnic and economic uncertainty.The research used a case study methodology and utilised quantitative and qualitative methods to examine how teachers' and students' knowledge, perceptions and experiences impact on the school learning environment. The study made use of a questionnaire that was administered to teachers and students in Rwanda. English and French versions of a modified School Level Environment Questionnaire (SLEQ) and a modified Teacher Beliefs Instrument (STEBI) were administered to teachers. Two scales derived from the Test of Science Related Attitudes (TOSRA) were adapted for use in Rwandan classes.The qualitative component of the research made use of interviews, classroom observations, personal reflexivity, historical and curriculum document analysis and vignettes.
To enable an interpretation of the quantitative data from questionnaires in a meaningful manner, the socio-cultural, gender and ethnic perspectives of policy makers, teachers and students were examined through interviews and classroom observations of science lessons. My personal experiences and reflections also were used to understand science education reform in Rwanda.The qualitative and quantitative findings of the research identified factors that influence the science education reform process and make meaningful interpretations of background, culture and the situation in Rwanda. Document analysis indicated that there is a need for greater access to secondary education. Interviews and science lesson observations indicated that it is necessary to develop a curriculum that is contextually relevant and to redefine science teacher training programmes. The findings of the research identified the constraints, dilemmas and tensions in the implementation of the educational reform process as young and inexperienced teachers, most of whom do not have university degrees and have difficulties in implementing the curriculum effectively. Further constraints included work pressures due to the examination system, an acute, as well as a lack of material resources and finances required to reconstruct and improve educational institutions.The research investigates the impact of the transition on science education in Rwanda. The research designed to examine the science education reform process in the transitional Rwandan society and economy studied the complex cultural, historical and educational factors that influence science education.
Using multiple research methods, this study is an analysis of my understanding of the changes that have taken place in science education, the impediments to these changes and the identification of aspects that may enhance the prospect for future science education reform, especially in the areas of the science curriculum reform, assessment procedures and teacher professional development.

Chapter 5 examines the impact of mid-century penal and educational reform on the provision of education in prisons. By the 1860s, widespread disillusionment with spiritual reformism and concerns about the replacement of transportation with penal servitude (long-term imprisonment) had encouraged a greater focus on deterrence and punishment in penal policy. Although some reformative technologies were curtailed, prison schools survived, in large part because of the pressure which continued to be exerted by the educational reform movement. Prison education continued to be part of a single process of educational change in English society. However, the competing demands of penal and educational reform, and the survival of some reformatory ambitions in the penal sector, rendered educational provision in prisons incoherent, while the desire to make prisons as punitive as possible undermined provision and limited its rehabilitative potential. This chapter shows how curriculum in prisons continued to reflect that in mainstream elementary schools; how perceptions of prisoner learners were influenced by new definitions of criminality; how education was incorporated into a new system of rewards and punishments for convicts; and how additional opportunities to learn were created through self-instruction outside the prison school.

This chapter begins with an experiential account of the selection process and everyday life at the Napolas, drawing on a mixture of contemporary accounts and eyewitness testimonies. It explores pupils’ and parents’ varied motivations for submitting to the schools’ gruelling week-long entrance exam (Aufnahmeprüfung), the nature of the examination itself, and the subsequent process of settling into school life, including pupils’ relationships with support staff and teaching staff. The chapter then goes on to explore the Napolas’ academic and physical education programme in detail, investigating both the content and indoctrinatory effects of teaching—especially the explicitly ideological lessons in ‘national-political instruction’—and the role of sport and pre-military training, which formed a core part of the NPEA curriculum. It also describes the school leaving exam and the ensuing graduation ceremony. In conclusion, the chapter compares the Napolas’ programme with that of other Nazi educational institutions such as the Reich Labour Service (RAD) and the Hitler Youth, analysing the extent to which the Napolas betrayed continuities with pre-National Socialist thinking in their adaptation of principles from reform pedagogy. Ultimately, educational practice at the schools reflected broader trends in Nazi political and pedagogical policy, but the NPEA were far more effective than most Nazi educational institutions in their ability to provide their pupils both with a broad academic curriculum, fully saturated with ideological indoctrination, and with a comprehensive and highly effective programme of physical and pre-military training.

ABSTRACT William Maclure, Father of North American Geology, partnered with Robert Owen in 1825 to establish an experimental socialistic community focusing on equitable reform in New Harmony, Indiana, USA. Artists, educators, and natural scientists recruited from Philadelphia arrived on a keel boat named Philanthropist in January 1826. Upon their arrival, Maclure established the New Harmony schools using a modified Pestalozzian educational approach under the guidance of Madame Fretageot. The New Harmony schools focused on practical education through direct observation of nature as well as a curriculum involving drawing, music, science, writing, and trade skills such as carpentry, engraving, and printing. Furthermore, the integration of arts and sciences with hands-on experiences led to a productive community of natural scientists who published significant works on the conchology, geology, ichthyology, and paleontology of North America. In the mid-nineteenth century, hand-drawn illustrations were reproduced through engravings, etchings, or lithography prior to the invention of the daguerreotype process in 1839, collodion wet plate process in 1851, and flexible celluloid film in 1888. In particular, the published works of David Dale Owen demonstrate the increasing importance of evolving reproduction techniques to paleontological illustration as well as the significance of hand-drawn artistic renderings. Interestingly, the modified Pestalozzian educational approach introduced by Maclure in New Harmony has several implications for the modern classroom. For instance, recent studies suggest that drawing improves spatial reasoning skills and increases comprehension of complex scientific principles. Likewise, engaging students in the drawing of fossils delivers a meaningful learning experience in the paleontology classroom.

The majority of school reforms’ efforts are often realized without any contribution from technology in the main content of school “production" process. Technological solution is not necessarily related to the reform’s activities. Categories of educational technology implementation are designed to highlight differences in the learning activities and related (technological) applications. The “educational technology" includes different tools for learning, student/teacher collaboration possibilities, as well as a range of curriculum development, and incorporation of “collaborative" activities in the school organization. Reform-oriented ways of implementing (collaborative, engaged) learning include importance of connections to curricular goals and policy frameworks. The purpose is very clear: incorporating new directions in the mostly traditional learning process. Studies of classroom implementations of technology have demonstrated that we can use “technology effectiveness framework" to measure the extent to which individual technologies and technology-enhanced programs are effective. This paper briefs this issue with indicators for measuring the effectiveness of technologies used in education.

The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.

The paper examines worldwide patterns of operations of IT education using 31 countries’ data on IT education focusing on contexts, inputs, processes and outcomes of IT education with the end-in-view of deriving sets of national policies for IT education in the Philippines. In all, 13 variables were used as multivariate inputs to a cluster analysis algorithm which aim to cluster countries in terms of a 13 x 13 similarity matrix utilizing a hierarchical cluster method. Data per variable needed in the cluster analysis were obtained from the internet in most of the countries identified. Results revealed that developing countries’ IT education differed from the IT education of developed and less developed countries in terms of: Contexts (Level of Development, Economic Basis, Educational System), Input (Percent of IT Professionals, National Literacy Rate, Percentage of Universities offering IT Courses), Process (Nature of Tertiary level Curriculum, Number of Years of exposure to IT, Provision of OJT in the curriculum, Instructional system, Admission status of IT courses), Output (Level of IT specialization), and Outcome (Employment status). On the basis of the hierarchical cluster analysis performed, policy recommendations are given to enhance the delivery of IT education in the Philippines and to sharpen its contribution to national development.

While it is easy to recognize that mechanical engineers can lend their expertise to public policy makers as they create public policy related to science and technology, it is not as clear as to how to introduce mechanical engineering students to public policy activities. The undergraduate curricula in most mechanical engineering programs are considered full, and there are always additional topics that people wish to add. Educators are likely to hesitate before removing material from their programs in order to add material on public policy. Yet, there are techniques that can be used to incorporate aspects of public policy into a standard mechanical engineering curriculum without the removal of much, if any, current content. In this paper, several techniques for introducing mechanical engineering students to the process of public policy creation will be discussed. While these methods will not make the students experts in policy, they can introduce students to the tools that they need to influence the public policy creation process. These techniques include a comprehensive semester-long project in a technical elective course, a short policy analysis paper for development in a required or elective course, incorporation of public policy considerations in a capstone design project, policy discussions or debates in relevant courses, and a focus on public policy development in extracurricular activities. In their education, students should not only become technically proficient, but also learn how to track current events and trends, communicate their knowledge effectively, gain knowledge on applying proper engineering ethics, and be aware of the environmental and social context of their work. Through these knowledge areas and skills, students will gain the fundamental working knowledge that they need to influence public policy creation. It may be noted that these are also desirable outcomes for a student’s educational program as defined by ABET. Therefore, finding opportunities in a mechanical engineering program’s curriculum to address public policy creation activities also benefits the program by helping it more completely fulfill ABET accreditation requirements.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.