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Artykuły w czasopismach na temat „Formal education contexts”

Autor: Grafiati

Data publikacji: 17 lipca 2024

Data aktualizacji: 31 lipca 2025

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Kucukaydin, Ilhan, and Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts." International Journal of Adult Vocational Education and Technology 3, no. 1 (2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.

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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates

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Zepke, Nick, and Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, no. 5 (2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.

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Antić, Slobodanka. "Informal learning seeks its place in formal education contexts." Psiholoska istrazivanja 21, no. 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.

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Castillo-Cárdenas, Patricia, and Luciana Gastaldi. "Report of media education in the school curriculum in Latin America." Comunicar 12, no. 24 (2005): 13–20. http://dx.doi.org/10.3916/c24-2005-03.

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The need for reflection on the incorporation of a media education curriculum has brought about a concern about that has arisen in the new contexts of the information society. The international discussions on this issue demonstrate the obvious need for this kind of curriculum. In this paper, a framework is presented in the context of the discussion about introducing a media education curriculum for formal education in Latin America and the Iberian peninsula, taking into account the socio-cultural diversities involved in this specific context. La necesidad de reflexionar sobre la incorporación d

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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK, and MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS." Comparative Professional Pedagogy 11, no. 2 (2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.

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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of

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Costa, Sebastiano, Francesca Cuzzocrea, and Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education." Comunicar 22, no. 43 (2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.

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Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to sel

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English, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts." Journal for Research in Mathematics Education 29, no. 1 (1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.

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This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in

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STEWART, William H., Patrick R. LOWENTHAL, and David RICHTER. "A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS." Turkish Online Journal of Distance Education 24, no. 2 (2023): 183–201. http://dx.doi.org/10.17718/tojde.1090810.

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Humans have been learning at a distance for millennia. Modern information and communications technology has enabled formal distance education to be conducted online, though significant variation exists in purpose, course format, delivery methods, etc. Under duress of COVID-19, educators and students alike have been forced to engage in their courses remotely. These courses, however, are not equivalent to formal distance education and to date have broadly been referred to as Emergency Remote Teaching (ERT). Nevertheless, ERT courses are no longer unexpected and have become plannable; many are be

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Aurelia, Bețivu. "Formal, Non-formal, and Informal Education in the Shaping of the Adolescent Lifestyle." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 11–14. https://doi.org/10.5281/zenodo.3583232.

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Adolescence is a key age for acquiring and maintaining positive lifestyle habits. Identifying what adolescents perceive as their lifestyle and exploring the factors dictating their decisions to engage in or avoid positive and negative lifestyle behaviors could improve the educators’ ability to influence the adolescents’ choices through formal, non-formal, and informal strategies, and modify negative behaviors. The concept of education in formal, non-formal, and informal contexts in a lifelong learning perspective is crucial for adolescents, because this ought to be one of

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Fenouli, V., C. Rojas, F. Gonzalez, et al. "University outreach, non-formal education and science literacy in challenging contexts." Acta Crystallographica Section A Foundations and Advances 79, a2 (2023): C526. http://dx.doi.org/10.1107/s2053273323090903.

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Zubrickienė, Ilona, and Birutė Anužienė. "EXPERIENCES OF EXPRESSING SOCIAL JUSTICE IN NON-FORMAL ADULT EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 877–90. http://dx.doi.org/10.17770/sie2022vol1.6832.

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Social justice in education is a research area aimed at providing equal opportunities for everybody to participate in the educational system. Research in the field of social justice rather focuses on formal education, in which the perception of the social justice concept depends on the attitude framed by the state – it is inseparable from the form of governance, the set of basic principles prevailing in society, as well as from the historical and cultural context. On the contrary, non-formal adult education, as a relatively convenient and most accessible form of adult education to upgrade or a

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Lonnert, Lia. "Amateur orchestras as a learning environment for music academy students." International Journal of Community Music 13, no. 1 (2020): 49–63. http://dx.doi.org/10.1386/ijcm_00012_1.

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Orchestral playing is a common form of ensemble playing within higher music education. However, students sometimes participate in amateur orchestras outside of their formal education. This study focuses on what students learned by participating and what the educational institutions gained. The study is a case study of a music education institution and four amateur orchestras and consisted of eight interviews with conductors and administrators. The study shows that learning in the amateur orchestra is similar to learning in formal education contexts, such as developing knowledge of repertoire,

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Amores, Anabel, and Carmen De la Calle Maldonado. "Service Learning in non-formal education in a penitentiary center." European Public & Social Innovation Review 9 (August 28, 2024): 1–15. http://dx.doi.org/10.31637/epsir-2024-545.

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Introduction: Prisons should promote educational activities in formal and non-formal settings in accordance with the educational model that is carried out in educational contexts other than prisons. Methodology: The aim of this proposal is to promote social commitment and the development of skills, values and attitudes necessary for social reintegration. To this end, the aim is to develop this activity in the context of non-formal education within the prison environment, through the application of a service-learning methodology. Results and Discussion: Over the course of ten sessions, inmates

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Ogawa, Rodney T., Rhiannon Crain, Molly Loomis, and Tamara Ball. "CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations." Educational Researcher 37, no. 2 (2008): 83–95. http://dx.doi.org/10.3102/0013189x08316207.

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This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist t

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Vorpagel, Fernanda Seidel, and Rosangela Inês Matos Uhmann. "Práticas e Concepções de Educação Ambiental e Meio Ambiente em contexto não formalPractices and Conceptions of Environmental Education and Environment in non-formal contextPrácticas y Concepciones de Educación Ambiental y Medio Ambiente en contexto no formal." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental, no. 1 (November 26, 2018): 63–74. http://dx.doi.org/10.14295/remea.v0i1.8563.

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A Educação Ambiental (EA) é uma temática que por vezes é discutida em diversos contextos formal e não formal. Este trabalho se apresenta no campo da educação não formal e se constitui a partir do objetivo de saber quais as práticas realizadas, como e qual a concepção e percepção que se tem de meio ambiente. O que nos levou a fazer uma revisão bibliográfica na Revista Eletrônica de Mestrado em Educação Ambiental (REMEA), período entre 2010 a 2012 com foco nas práticas desenvolvidas em contexto não formal. O caminho trilhado apontou indícios para práticas ambientais que superam as questões enrai

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Putra, Ari. "Development of Learning Materials for Nonformal Educational Leadership with Gender-Responsive Values." International Journal of Research and Review 10, no. 11 (2023): 281–92. http://dx.doi.org/10.52403/ijrr.20231133.

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This study aims to present the results of a content analysis of gender-responsive values that have been incorporated into non-formal education leadership courses. These courses play a crucial role in preparing prospective non-formal education leaders who are gender-aware and capable of addressing gender-related challenges in educational contexts. The Non-formal Education Leadership course is a vital component in nurturing high-quality leaders in the field of non-formal education. Integrating gender-responsive values into the curriculum of this course is of paramount importance to achieve inclu

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Yang, Yang, and Graham Welch. "Pedagogical challenges in folk music teaching in higher education: a case study of Hua’er music in China." British Journal of Music Education 33, no. 1 (2016): 61–79. http://dx.doi.org/10.1017/s0265051715000248.

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Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particula

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Marzuki, Achmad. "Wisdom in Action: Village Kiai’s Leading the Charge in Non-Formal Education Advancement." Education and Sociedad Journal 1, no. 1 (2023): 42–52. https://doi.org/10.61987/edsojou.v1i1.527.

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This research aims to analyze the process of developing non-formal education through the transformational leadership of village kiai. Non-formal education plays a crucial role in community development, particularly for individuals who lack access to formal education. In this context, village kiai serve as key figures who not only provide religious guidance but also act as agents of change in fostering education and social development. Their leadership style influences community participation and enhances the learning process in non-formal educational settings. This study employs a qualitative

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Hadi, Rizal, Wahidmurni, Ni'matuz Zuhro, and Nur Yanah. "Business Plan for Non-formal Education Services." Airlangga Journal of Innovation Management 6, no. 1 (2025): 86–102. https://doi.org/10.20473/ajim.v6i1.64916.

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Business plan design skills are essential competency for entrepreneurs, as a well-crafted business plan helps stakeholders easily understand and trust the proposed document. This study aims to describe business planning analysis from four key perspectives: (1) marketing, (2) operations, (3) human resources, and (4) finance, and focusing on the case of Gama Private Center, a non-formal educational institution. This study used qualitative case study approach. The findings reveal that Gama Private Center employs a structured business plan that includes: (1) a marketing strategy informed by market

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Ofulue, Christine I. "Literacy at a distance in multilingual contexts: Issues and challenges." International Review of Research in Open and Distributed Learning 12, no. 6 (2011): 84. http://dx.doi.org/10.19173/irrodl.v12i6.981.

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<p>Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal) for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. This paper examines the issues involved, namely language policy, language and teacher development, and the role of distance education and information and communication technologies (ICTs), in making literacy accessible in as many languages as possible. Two distance learning literacy projects are presented as case studies and the

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Bannò, Mariasole, EMILIA FILIPPI, and Sandro Trento. "How does the institutional context affect the risk of substitution faced by women and men?" International Conference on Gender Research 5, no. 1 (2022): pp36–42. http://dx.doi.org/10.34190/icgr.5.1.138.

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This paper aims to investigate how the institutional context considered in light of the level of gender equality explains the difference in the risk of substitution faced by men and women. To this end, the probability of automation of European occupation is estimated and it is analysed how it is influenced by the gender of the worker. We found that in contexts where gender equality is higher, female workers face a lower risk compared to contexts with a lower gender equality. However, the protection enjoyed by female workers is reduced in less egalitarian contexts because, due to barriers regar

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Fujii, Michi Sebastian, Jana Hüttmann, Nadia Kutscher, and Henrike Friedrichs-Liesenkötter. "Participation?! Educational Challenges for Young Refugees in Times of the COVID-19 Pandemic." Media Education 11, no. 2 (2020): 37–47. http://dx.doi.org/10.36253/me-9605.

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This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering th

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FONTANA, GIUDITTA. "Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016." Harvard Educational Review 93, no. 2 (2023): 173–201. http://dx.doi.org/10.17763/1943-5045-93.2.173.

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In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of for mal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the con text for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peace building potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and educa

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Cortés-de-Cervantes, Patricia. "Media education, TIC education: some reflections from Latin America." Comunicar 13, no. 26 (2006): 89–92. http://dx.doi.org/10.3916/c26-2006-14.

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Nowadays young people live in two very different worlds: one which is related to school and one which is related to the streets and the day-to-day life. Then, we can speak about two ways of education: a formal education that is ruled at schools and University, and an informal education that children learn out of the school. In this paper, we will focus on this relevant problem which causes many reflections and hopes on the future of Latin American education, in both formal and non formal contexts. La expansión de las TIC en la mayor parte de las regiones del mundo y, particularmente, en Améric

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Salmi, Hannu, and Helena Thuneberg. "The role of self-determination in informal and formal science learning contexts." Learning Environments Research 22, no. 1 (2018): 43–63. http://dx.doi.org/10.1007/s10984-018-9266-0.

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Nfor, Samuel. "Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes." Scenario: A Journal of Performative Teaching, Learning, Research XII, no. 2 (2018): 13–30. http://dx.doi.org/10.33178/scenario.12.2.2.

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This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL

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Cormier, Paul. "Indigenous Youth Conflict Intervention: The Transformation of Butterflies." First Peoples Child & Family Review 5, no. 2 (2020): 23–33. http://dx.doi.org/10.7202/1068928ar.

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The purpose of this article is to discuss the impacts of structural violence and its effects on Indigenous Peoples using Aboriginal People – The Indigenous Peoples of Canada, and the Canadian education system as the context for discussion. Due to the root causes of conflict and the nature of violence in Aboriginal contexts being structural, working towards positive peace based on a concept of human security is the best approach to managing Aboriginal youth violence. This approach is conducive to building a culture of peace which is consistent with Indigenous traditions. Alternative methods of

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Araya, Jamie, Andrew Bennie, and Donna O’Connor. "Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program." International Sport Coaching Journal 2, no. 1 (2015): 3–14. http://dx.doi.org/10.1123/iscj.2013-0036.

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The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professio

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Muñiz Rivas, María, and Macarena Coronil Pérez. "Theoretical Approach to Non-Formal Education as a Learning Resource in Attention to Diversity: The Role of the Socio-Family Context." International Journal of Arts, Humanities & Social Science 03, no. 10 (2022): 60–68. http://dx.doi.org/10.56734/ijahss.v3n10a7.

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This paper reflects on the relevance of non-formal education in childhood and adolescence, with particular emphasis on attention to diversity, highlighting the importance of including the social and family environment in this learning process. For this purpose, a global theoretical review of special education in Spain is presented, firstly addressing its formal historical evolution up to the birth of what is known as educational inclusion. Thus, a new educational model based on attention to diversity for students with specific educational support needs (SESN) is created to provide learning foc

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Martiniello, Lucia, and Nicola Paparella. "Educational research between on devices and mobile learning." Research on Education and Media 8, no. 2 (2016): 5–9. http://dx.doi.org/10.1515/rem-2016-0012.

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Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as in

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Ryan, James E. "Race Discrimination in Education: A Legal Perspective." Teachers College Record: The Voice of Scholarship in Education 105, no. 6 (2003): 1087–118. http://dx.doi.org/10.1177/016146810310500605.

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This paper was prepared for the Panel on Methods for Assessing Discrimination, National Academy of Sciences, Committee on National Statistics. It describes the formal legal definitions of race discrimination in education, demonstrates how those definitions are applied in various contexts, and highlights the role that social science evidence has played and could play in the cases. The paper argues that what currently counts as race discrimination in education and how such discrimination is proven are, from a legal perspective, at once both straightforward and complex questions. They are straigh

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Diana, ANTOCI, and ANDRASCIUC BIRTOK Vasilica. "THE DEVELOPMENT OF THE SOCIALIZATION OF PRESCHOOLERS TROUGH THE PRISM OF THE KINDERGARDEN-FAMILY PARTNERSHIP IN THE CONTEXTS OF FORMAL, NON-FORMAL, INFORMAL EDUCATION." Advances in Education Sciences 4, no. 1 (2022): Advances in Education Sciences. https://doi.org/10.5281/zenodo.7492793.

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Developing the socialization of a preschooler involves dedication and a harmonious relationship between the implicit educational environment with the educator and the family environment with the preschooler's family. If in kindergarten, the teaching staff plans activities for formal, non-formal, informal education with the aim of developing the social competence of preschoolers, thus stimulating the progress of preschoolers and respecting the Curriculum for preschool education, at home the family, continuing to carry out activities related to the development of social behaviors and thus co

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Inayatillah, Inayatillah. "Tradition of Islamic Basic Education in Aceh." EDUTEC : Journal of Education And Technology 6, no. 4 (2023): 671–83. http://dx.doi.org/10.29062/edu.v6i4.681.

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The tradition of basic Islamic education in Aceh adopts the concept of Islamic lifelong education, in which Islamic education is fulfilled from the age of 0. This study aims to identify how the tradition of basic Islamic education in Aceh is through informal, formal, and non-formal education based on the National Education System Number 20 of 2003 and Government Regulation Number 55 of 2007 concerning Religious Education. In addition, this study also aims to observe who plays an active role in shaping the basics of Islamic education in children. This research is qualitative research using a hi

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Nurhasanah, Siti, and Karman Karman. "Transforming Non-Formal Education: Pedagogical Innovations and Character Development in Assessment." Proceedings of International Conference on Education 3, no. 1 (2025): 111–17. https://doi.org/10.32672/pice.v3i1.3446.

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In the context of 21st-century education, non-formal education is vital for addressing diverse learning needs and preparing students for global challenges. This study examines innovative assessment practices at Hayat School, focusing on their alignment with national standards and impact on student development. The study aims to explore how holistic assessment can enhance learning by incorporating cognitive, emotional, social, and spiritual growth. Using qualitative methods, including in-depth interviews and document analysis, the study gathers comprehensive insights. Results show that Hayat Sc

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Collado, Violeta Acuña, Marcela Gaete Vergara, and Marisol Ramírez Muga. "Disparity and Fragmentation of Formal and Non-Formal Education in Men's Prisons in the Metropolitan Region, Chile." Revista de Gestão Social e Ambiental 18, no. 11 (2024): e09747. http://dx.doi.org/10.24857/rgsa.v18n11-099.

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Objective: The goal of this study is to map the education provided in contexts of confinements in the Metropolitan Region of Chile. This article focuses on the manners in which formal and non-formal education is developed in male penitentiaries, those with the largest prison population. Theoretical Framework: The concepts of legal prison and real prison, as well as theories on the purposes of prison education, serve as a basis for the study, giving rise to various ways of implementing education. Method: The methodology is qualitative and the sample includes the total of the prisons in the Metr

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Kanclerz, Bożena. "Polityczne wybory młodych do Parlamentu Europejskiego jako egzemplifikacja obywatelskości młodzieży – kontekst kształcenia formalnego." Kultura-Społeczeństwo-Edukacja 18, no. 2 (2020): 219–34. http://dx.doi.org/10.14746/kse.2020.18.9.1.

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The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis o

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Stopikowska, Malgorzata, and Yasser Mohamed El-Deabes. "THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES." Problems of Education in the 21st Century 40, no. 1 (2012): 129–44. http://dx.doi.org/10.33225/pec/12.40.129.

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The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a priv

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Sangrà, Albert, Juliana E. Raffaghelli, and George Veletsianos. "“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”." British Journal of Educational Technology 50, no. 4 (2019): 1615–18. http://dx.doi.org/10.1111/bjet.12828.

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Ryan, Richard M., and Christopher P. Niemiec. "Self-determination theory in schools of education." Theory and Research in Education 7, no. 2 (2009): 263–72. http://dx.doi.org/10.1177/1477878509104331.

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In many graduate schools of education there is strong resistance to formal theories, especially those that are supported through quantitative empirical methods. In this article we describe how self-determination theory (SDT), a formal and empirically focused framework, shares sensibilities with critical theorists concerning the importance of actors' own embedded experiences of the world, and the importance of liberation and resistance to hegemony. Yet we argue that, unlike many post-modern views that are largely negative, SDT is truly critical precisely because it posits a common human nature,

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Dewi Nuriani Balqissyah, Debi Ester Claudia Siregar, Amnah Khairani, Saufina Azzahra Zebua, Dhiya Faliha Syahira, and Rosmini Rosmini. "Penggunaan Bahasa Formal dan Informal dalam kehidupan sehari-hari pada Mahasiswa Fakultas Pendidikan Universitas Negeri Medan." Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya 2, no. 4 (2024): 228–41. https://doi.org/10.61132/semantik.v2i4.1110.

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Language is humanity's primary tool for communication, enabling the exchange of ideas, feelings, and ideas between individuals in social and academic contexts. The use of formal and informal language by students is an important topic in the educational context, especially for Faculty of Education students who will become teaching staff in the future. This research aims to analyze the use of formal and informal language in the daily lives of students at the Faculty of Education, Medan State University, and understand the importance of mastering these two types of language in their role as prosp

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Lim, Michelle, Lucky Permana, Vinsensius Billy Hongo, Kanaya Kiandra, Kathryn Nabasa, and Albert Hasudungan. "The Roles and Capabilities of Formal, Non-Formal, and Informal Institutions in Shaping Education Access in Cigugur Sub-district, West Java, Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (2021): 696–708. http://dx.doi.org/10.33258/birci.v4i1.1653.

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The objective of this research paper is to explore the capacities of formal, non-formal, and informal educational institutions, as parts of social institutions. The roles of these institutions will be assessed within the urban, middle, and rural areas of Cigugur sub-district in Kuningan. This research uses qualitative methods, comprising interview and 1-month participant observation in the field. From this research, it was found that the education access in the urban areas of Cigugur boasts an abundance of formal education, in which the skills that were shaped are literacy and communication sk

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Rifat, Mohamad, Sudiansyah Sudiansyah, and Septian Peterianus. "Enhancing mathematical proof skills in teacher education through etymology-based learning approaches." Indonesian Journal of Science and Mathematics Education 7, no. 2 (2024): 390. http://dx.doi.org/10.24042/ijsme.v7i2.22894.

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This study aims to enhance students' understanding of mathematical proof through the etymology-based learning method. The research employs a descriptive approach to observe and analyze students' mathematical proof patterns in various contexts. Data were collected from 30 students enrolled in a master's degree program in mathematics education who demonstrated varying abilities in mathematical proof. The findings indicate that using action words or phrases during instruction can support students' ability to differentiate relevant terms and avoid misinterpretation of context. Furthermore, compara

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Rams, Susana, Sila Pla-Pueyo, and Ángel Blanco-López. "The Role of Microscopes to Promote Sustainable Development Goals at School: A Literature Review." Education Sciences 14, no. 11 (2024): 1264. http://dx.doi.org/10.3390/educsci14111264.

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Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental Education. In the present systematic literature review, proposals for Primary and Secondary (6–18 years) microscopy education are analysed, as well as their relation to the promotion of Sustainable Development Goals (SDGs). It has been carried out in the databases Web of Science and

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Bocci, Fabio. "Movies in Education: A Non-Formal Approach for Lifelong and Lifewide Learning." Educatia 21, no. 19 (December 19, 2020): 4–10. http://dx.doi.org/10.24193/ed21.2020.19.01.

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The cinematic language, in addition to acting as a persuasive mediator to be used in training contexts, can represent a meeting point between non-formal and formal education in the different lifelong-lifewide learning contexts. In this paper, the author specifies what we usually define as cinematic experience starting from the correlation between physical space (I’m going to the cinema) and visual act (I’m going to see a film).Then, he describes the components of the cinematic language (for example: long/full shot, plan américain/medium long shot, medium shot, medium close-up, close-up and ext

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Clark-Kazak, Christina. "The Politics of Formal Schooling in Refugee Contexts: Education, Class, and Decision Making among Congolese in Uganda." Refuge: Canada's Journal on Refugees 27, no. 2 (2012): 57–64. http://dx.doi.org/10.25071/1920-7336.34722.

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Based on ethnographic research with over four hundred Congolese refugees in Kampala and Kyaka II refugee settlement, Uganda, this article interrogates the politics of education—both historically in the Democratic Republic of Congo and currently in migration contexts in Uganda. Formal education was an aspiration for all young people in the study, irrespective of current educational level. Moreover, it is a priority for the United Nations High Commissioner for Refugees (UNHCR) and many other organizations working with refugees. Drawing on the experiences and views of Congolese young people, this

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Blaj-Ward, Lia. "From language learner to language user in English-medium higher education: Language development brokers outside the language classroom." Journal of Research in International Education 16, no. 1 (2017): 55–64. http://dx.doi.org/10.1177/1475240917694109.

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This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students’ trajectory from language learner to language user. Students from a range of first language backgrounds contributed insights about key people, outside formal language teaching contexts, who supported and resourced their language development. While existi

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Bispo, Marcelo de Souza, and Eduardo Paes Barreto Davel. "Impacto Educacional da Pesquisa." Organizações & Sociedade 28, no. 97 (2021): 233–40. http://dx.doi.org/10.1590/1984-92302021v28n9700pt.

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Abstract To think about the impacts of academic research on education is to think dynamically: education affects the ways of doing research (from the point of view of formal education) and is affected by research results that are little predictable and perceived due to constant negotiations among social actors in their daily socializations in different contexts. Management education (formal, non-formal and informal) affects and is affected by conflicting views of the world, which are produced within the field of management itself and whose impact as “beneficial” is not just a matter oriented p

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Gonzales, Samnatha, Carloz Fernandez, and Li Wei. "Adopting Heutagogy in Non-Formal Education: A Participatory Action Research with Community Learning Centers." Journal Neosantara Hybrid Learning 3, no. 1 (2025): 29–37. https://doi.org/10.70177/jnhl.v3i1.2186.

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The rapid transformation in the demands of 21st-century competencies requires a shift in learning paradigms, particularly in non-formal education settings where learner autonomy and lifelong learning are central. Heutagogy, or self-determined learning, offers a promising approach to empower learners in community-based contexts. This study aims to explore the adoption of heutagogical principles in Community Learning Centers (CLCs) through a participatory action research (PAR) framework. The research was conducted in three CLCs across rural and urban areas, involving facilitators, learners, and

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Filipski, Tatiana, Angela Munteanu, and Larisa Cuznețov. "PROMOTING ARCHITECTURAL HERITAGE THROUGH MUSEUM EDUCATION IN ARCHITECTURE AND DESIGN TRAINING." JOURNAL OF SOCIAL SCIENCES 7, no. 4 (2025): 54–63. https://doi.org/10.52326/jss.utm.2024.7(4).05.

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The paper represents a theoretical-practical study that highlights the role and necessity of museum education in the initial training of architecture and design students from the perspective of promoting national architectural heritage. The article presents basic concepts, as well as some researchers' views on architectural heritage and museum education for architecture and design students in formal and non-formal contexts, which can be integrated in various educational levels, relating to the five general contents of education. Likewise, concrete educational actions involving students in rese

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Liliana, Posțan. "Think Globally, Act Locally! A Global Education Strategy." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 2-3 (132-133) (2022): 55–60. https://doi.org/10.5281/zenodo.6732734.

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The article proposes a vision on the strategy of global education, based on the “Think globally, act locally” motto. We analyze the most common features of the concept of globalization, in order to propose strategies for the development of specific skills of global thinking and local action throughout life, in the contexts of formal, non-formal and informal education and learning. We establish, based on our own reflections and on those of the authors cited in the article, that the teaching strategies for global education ought to pursue scientific positivism, truthfulness of inform

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