1 March 28, 2023
The Problems of Contemporary Education
1. Jose Jaime Baena-Rojas, Paloma Suárez-Brito, Edgar López-Caudana
Reflections about Complex Thought and Complex Thinking: Why These Theoretical Constructs Maters on Higher Education?
European Journal of Contemporary Education. 2023. 12(1): 4-18
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2. Veronika Bojdová, Viliam Ďuriš, Timotej ŠumnýEuropean Journal of Contemporary Education. 2023. 12(1): 4-18
Abstract:
This article is based on the knowledge that complex thinking as a construct is nowadays shaping a system of meta-competencies which depends entirely on synergy at all its levels. In higher education contexts, it is well known that the development of transversal competencies allows fostering a better recognition and adaptation to the environment. However, the indistinct use of some concepts that allude to competencies generates confusion regarding what they imply, both theoretically and practically. Consequently, the present article analyzes the differences between complex thought and complex thinking, as relevant concepts, and competencies in higher education. We analyzed to what extent the concept of complex thought is a possible starting point for the adoption of the term and development of the competence of complex thinking, and how this is permeating all branches of knowledge. A qualitative research methodology was used to support the present theoretical reflection, through a critical reflection of the literature. Both concepts, their uses, and implications were analyzed through a compilation of scientific papers, which allowed an entire observation, and document analysis to ensure objective study. The present work presents practical implications in higher education contexts: 1) complex thought has become a relevant matter for explaining the multidisciplinary from theory of knowledge in epistemology, and 2) complex thinking has become a mean for ensuring new academic skills and strengths for problem solving among students in higher education.
This article is based on the knowledge that complex thinking as a construct is nowadays shaping a system of meta-competencies which depends entirely on synergy at all its levels. In higher education contexts, it is well known that the development of transversal competencies allows fostering a better recognition and adaptation to the environment. However, the indistinct use of some concepts that allude to competencies generates confusion regarding what they imply, both theoretically and practically. Consequently, the present article analyzes the differences between complex thought and complex thinking, as relevant concepts, and competencies in higher education. We analyzed to what extent the concept of complex thought is a possible starting point for the adoption of the term and development of the competence of complex thinking, and how this is permeating all branches of knowledge. A qualitative research methodology was used to support the present theoretical reflection, through a critical reflection of the literature. Both concepts, their uses, and implications were analyzed through a compilation of scientific papers, which allowed an entire observation, and document analysis to ensure objective study. The present work presents practical implications in higher education contexts: 1) complex thought has become a relevant matter for explaining the multidisciplinary from theory of knowledge in epistemology, and 2) complex thinking has become a mean for ensuring new academic skills and strengths for problem solving among students in higher education.
Number of views: 260 Download in PDF
Learning, Thinking and Behaviour Among Pupils with Learning Disabilities
European Journal of Contemporary Education. 2023. 12(1): 19-27.
Number of views: 191 Download in PDF
3. Stepan A. Boyko, Elena A. KoltsovaEuropean Journal of Contemporary Education. 2023. 12(1): 19-27.
Abstract:
The educational process is a complex system in which individual subjects such as teachers and pupils interact. However, external elements (e.g. the subject matter or atmosphere in the classroom) also influence them. It is necessary to know how the learning process works and how pupils influence each other's behaviour, how the pupils' behaviour influences learning and how the way of thinking reflects in the behaviour. In addition, we need to take into account various learning and behavioural disorders in the educational process. In pedagogical practice, we consider pupil discipline and learning disorders to be the two most significant problems in education. Research often focuses on only one of these elements. The article focuses on both mentioned aspects of the teaching process. In the first part, we examine why pupils disturb and how the class disturbance is related to the complexity of the topic. Using the test, we find out the pupils' level of knowledge and how they solve the tasks. We observe the success in solving tasks with gradually increasing difficulty based on methods of differentiated teaching. We are interested in the connection between the success in solving tasks and the pupils' disturbance during the lesson. We found out, that most pupils disturb because of the easy subject matter or they disturb spontaneously. The second part of the study focuses on the success of integrated pupils in solving mathematical problems in comparison to the success of pupils without learning disabilities. Our task is to determine whether these two groups are different and whether learning disabilities have a significant impact on pupil success. The success of these two groups has been proven to be statistically not significantly different.
The educational process is a complex system in which individual subjects such as teachers and pupils interact. However, external elements (e.g. the subject matter or atmosphere in the classroom) also influence them. It is necessary to know how the learning process works and how pupils influence each other's behaviour, how the pupils' behaviour influences learning and how the way of thinking reflects in the behaviour. In addition, we need to take into account various learning and behavioural disorders in the educational process. In pedagogical practice, we consider pupil discipline and learning disorders to be the two most significant problems in education. Research often focuses on only one of these elements. The article focuses on both mentioned aspects of the teaching process. In the first part, we examine why pupils disturb and how the class disturbance is related to the complexity of the topic. Using the test, we find out the pupils' level of knowledge and how they solve the tasks. We observe the success in solving tasks with gradually increasing difficulty based on methods of differentiated teaching. We are interested in the connection between the success in solving tasks and the pupils' disturbance during the lesson. We found out, that most pupils disturb because of the easy subject matter or they disturb spontaneously. The second part of the study focuses on the success of integrated pupils in solving mathematical problems in comparison to the success of pupils without learning disabilities. Our task is to determine whether these two groups are different and whether learning disabilities have a significant impact on pupil success. The success of these two groups has been proven to be statistically not significantly different.
Number of views: 191 Download in PDF
Teaching English for Special Purposes to Bachelors of Engineering and Technology: Corpus Approach and Terminological Units
European Journal of Contemporary Education. 2023. 12(1): 28-39.
Number of views: 201 Download in PDF
4. Cintia Csók, Gabriella PusztaiEuropean Journal of Contemporary Education. 2023. 12(1): 28-39.
Abstract:
This article deals with application of the corpus approach in ESP teaching to Bachelors of Engineering and Technology in order to reach their research goals of finding and selecting authentic language contexts, analyzing and classifying grammar structure, making conclusions about grammar environment of the terminological units, selecting the best translation method and enriching their basic terminological vocabulary. Work with the text corpus as the source of comprehensive information about actual use of terminological units can be treated as the backbone in searching for empirical and supportive material about various grammatical environments of the terminological units and further use of such information to make foreign language learning more effective. Work with the authentic text corpus develops skills of correct use of terminological units and ensures management of the learning outcomes level thanks to a vast array of examples found in the natural context environment used by native speakers. The educational experiment included three stages (introductory, operational and final); introductory and final tests, analysis and processing of the statistical learning data. In the course of the educational experiment, the experimental group of bachelors was taught to work with the corpus data and analyze the grammar environment of the terminological units, in addition to other available classical educational methods and learning aids. The outcome of the experimental learning included great improvement in information coverage when translating professional texts, correct use of terminological units in grammar structures, and terminological vocabulary enriched with characteristics of grammar environment of a term in a professional context.
This article deals with application of the corpus approach in ESP teaching to Bachelors of Engineering and Technology in order to reach their research goals of finding and selecting authentic language contexts, analyzing and classifying grammar structure, making conclusions about grammar environment of the terminological units, selecting the best translation method and enriching their basic terminological vocabulary. Work with the text corpus as the source of comprehensive information about actual use of terminological units can be treated as the backbone in searching for empirical and supportive material about various grammatical environments of the terminological units and further use of such information to make foreign language learning more effective. Work with the authentic text corpus develops skills of correct use of terminological units and ensures management of the learning outcomes level thanks to a vast array of examples found in the natural context environment used by native speakers. The educational experiment included three stages (introductory, operational and final); introductory and final tests, analysis and processing of the statistical learning data. In the course of the educational experiment, the experimental group of bachelors was taught to work with the corpus data and analyze the grammar environment of the terminological units, in addition to other available classical educational methods and learning aids. The outcome of the experimental learning included great improvement in information coverage when translating professional texts, correct use of terminological units in grammar structures, and terminological vocabulary enriched with characteristics of grammar environment of a term in a professional context.
Number of views: 201 Download in PDF
Stratified Student Society in Higher Education Fields. Impact of Expected Earning on Students' Career
European Journal of Contemporary Education. 2023. 12(1): 40-55.
Number of views: 201 Download in PDF
5. María Teresa de la Garza Carranza, José Porfirio González Farías, Salustia Teresa Cano Ibarra, Laura Georgina Vázquez Lara de la CruzEuropean Journal of Contemporary Education. 2023. 12(1): 40-55.
Abstract:
According to the literature, career choice is a decision process influenced by value orientation, motivation and inclination, based on a rational consideration of available resources and the perceived realities of the family and the student. Students' aspirations for further education are a well-researched area. Searching for moratorium, following intergenerational patterns, and the drivers of knowledge and relationship orientation are the focus of empirical studies. The aim of this paper is to explore the recruitment base of higher educational fields with different earnings promises and the impact of expected earnings on higher educational careers. We conducted our analysis using the PERSIST 2019 quantitative research database among students in Hungary, Slovakia, Romania, Ukraine, and Serbia (N = 2199). We used the IBM SPSS Statistics 20 program. Based on expected earnings, we divided respondents into three terciles (below average, average, above average), along which we examined their social and educational background. Our results show that social status and secondary school attainment are associated with students' career choices but that the role of these background factors seems to weaken throughout the higher educational career due to different selection mechanisms in the educational fields. Our findings complement research that interprets commitment to study completion as a complex phenomenon.
According to the literature, career choice is a decision process influenced by value orientation, motivation and inclination, based on a rational consideration of available resources and the perceived realities of the family and the student. Students' aspirations for further education are a well-researched area. Searching for moratorium, following intergenerational patterns, and the drivers of knowledge and relationship orientation are the focus of empirical studies. The aim of this paper is to explore the recruitment base of higher educational fields with different earnings promises and the impact of expected earnings on higher educational careers. We conducted our analysis using the PERSIST 2019 quantitative research database among students in Hungary, Slovakia, Romania, Ukraine, and Serbia (N = 2199). We used the IBM SPSS Statistics 20 program. Based on expected earnings, we divided respondents into three terciles (below average, average, above average), along which we examined their social and educational background. Our results show that social status and secondary school attainment are associated with students' career choices but that the role of these background factors seems to weaken throughout the higher educational career due to different selection mechanisms in the educational fields. Our findings complement research that interprets commitment to study completion as a complex phenomenon.
Number of views: 201 Download in PDF
Analysis of the Psychosocial Factors of University Professors
European Journal of Contemporary Education. 2023. 12(1): 56-70.
Number of views: 210 Download in PDF
6. Eugene K. Dordoye, Emmanuel Dziwornu, Edem Atisu, Jacob Owusu SarfoEuropean Journal of Contemporary Education. 2023. 12(1): 56-70.
Abstract:
The present study is a proposal of a questionnaire of psychosocial factors for university professors based in a standard proposed in the Mexican law that considers the International Labor Organization recommendation. The study is based on five dimensions: Work environment, factors for the activity, organization of working time, leadership and relationships and work and organizational environment. The information was collected among 300 teachers with a wide range of tenure and conditions at work in Mexico. Also, the questionnaire was developed during the pandemic of COVID-19 which affected the job this kind of professionals. We performed an exploratory factor analysis to evaluate each one of the five dimensions using questionnaires previously validated by different authors. We obtained one dimension for the work environment factor, two dimensions for the factor for the activity, one dimension for the organization of working time, three dimensions for the factor leadership and relations at work and two dimensions for the organizational environment factor. The results showed that the questionnaire is valid and can be used as a tool to improve the conditions of work at universities. We found that the dimension insecurity and leadership were the worst evaluated by university teachers. This questionnaire could be used to promote safety conditions after the sanitary emergency and to promote a healthy environment among workers.
The present study is a proposal of a questionnaire of psychosocial factors for university professors based in a standard proposed in the Mexican law that considers the International Labor Organization recommendation. The study is based on five dimensions: Work environment, factors for the activity, organization of working time, leadership and relationships and work and organizational environment. The information was collected among 300 teachers with a wide range of tenure and conditions at work in Mexico. Also, the questionnaire was developed during the pandemic of COVID-19 which affected the job this kind of professionals. We performed an exploratory factor analysis to evaluate each one of the five dimensions using questionnaires previously validated by different authors. We obtained one dimension for the work environment factor, two dimensions for the factor for the activity, one dimension for the organization of working time, three dimensions for the factor leadership and relations at work and two dimensions for the organizational environment factor. The results showed that the questionnaire is valid and can be used as a tool to improve the conditions of work at universities. We found that the dimension insecurity and leadership were the worst evaluated by university teachers. This questionnaire could be used to promote safety conditions after the sanitary emergency and to promote a healthy environment among workers.
Number of views: 210 Download in PDF
Depressive Symptoms among Medical Students: A Cross-Sectional Study of Prevalence and Sociodemographic Determinants in Ghana
European Journal of Contemporary Education. 2023. 12(1): 71-78.
Number of views: 191 Download in PDF
7. Elena V. Frolova, Olga V. Rogach, Rinat V. FaizullinEuropean Journal of Contemporary Education. 2023. 12(1): 71-78.
Abstract:
Depression is a global public health burden and affects all populations, especially students. Several studies worldwide have indicated depression among medical students as a significant concern, often leading to adverse effects on their quality of life, training and future practice. As part of academic and clinical training, medical students are usually exposed to daily academic and clinical demands significantly associated with depressive symptoms. In Ghana, where mental health is less prioritised and stigmatised, many citizens, including students, suffer without support. This study aimed at identifying the prevalence of depressive symptoms and associated demographic factors among medical students using a public university’s medical school in Ghana. We selected two hundred thirty-two participants and screened them with the Beck Depression Inventory. The participants were across all the six year-levels of the medical school. The results showed that about 30 % of the students experience moderate to severe depressive symptoms. Also, female medical students experienced significantly higher depressive symptoms (M = 18.69) than male medical students (M = 12.82). Furthermore, students under 25 years of age experienced higher levels of depressive symptoms (M = 16.49) than those 25 years and above (M = 9.52). Besides, fee-paying medical students experienced higher depressive symptoms (M = 16.28) than regular students (M = 11.69). In conclusion, the prevalence of depressive symptoms screened among the medical students in our study was quite alarming. Thus, there is an urgent need to implement various mental health promotion interventions, policies, and stakeholder engagements to address depression among medical students in Ghana. Our findings have implications for research, medical training, and policy.
Depression is a global public health burden and affects all populations, especially students. Several studies worldwide have indicated depression among medical students as a significant concern, often leading to adverse effects on their quality of life, training and future practice. As part of academic and clinical training, medical students are usually exposed to daily academic and clinical demands significantly associated with depressive symptoms. In Ghana, where mental health is less prioritised and stigmatised, many citizens, including students, suffer without support. This study aimed at identifying the prevalence of depressive symptoms and associated demographic factors among medical students using a public university’s medical school in Ghana. We selected two hundred thirty-two participants and screened them with the Beck Depression Inventory. The participants were across all the six year-levels of the medical school. The results showed that about 30 % of the students experience moderate to severe depressive symptoms. Also, female medical students experienced significantly higher depressive symptoms (M = 18.69) than male medical students (M = 12.82). Furthermore, students under 25 years of age experienced higher levels of depressive symptoms (M = 16.49) than those 25 years and above (M = 9.52). Besides, fee-paying medical students experienced higher depressive symptoms (M = 16.28) than regular students (M = 11.69). In conclusion, the prevalence of depressive symptoms screened among the medical students in our study was quite alarming. Thus, there is an urgent need to implement various mental health promotion interventions, policies, and stakeholder engagements to address depression among medical students in Ghana. Our findings have implications for research, medical training, and policy.
Number of views: 191 Download in PDF
Problems of Student Communication in Online Learning
European Journal of Contemporary Education. 2023. 12(1): 79-91.
Number of views: 212 Download in PDF
8. Pilar Munuera Gómez, Jerónimo Molina Cano, José Ángel Martínez-López, Ana María Costa e SilvaEuropean Journal of Contemporary Education. 2023. 12(1): 79-91.
Abstract:
Despite the lifting of epidemiological restrictions, online learning has not lost its relevance. There are noted the development of hybrid forms of education, the integration of traditional and remote work formats. In this regard, the relevance is the study of the communication process, which becomes a predicate of many dysfunctions in the education system. It is the communication between students and the teacher that is subject to the greatest transformations in the conditions of online learning. The purpose of the author's research is to analyze the experience of online learning for students of Russian universities, to identify the problems of communication between participants in the educational process in the new conditions. The authors used a set of general scientific research methods and analytical procedures (document analysis, comparative analysis, analysis of arbitrary contingency tables using the x2 criterion, etc.). A questionnaire survey of students of Russian universities was chosen as the key research method. Empirical data are presented by the results of two measurements: N1 = 1553 (2020) and N2 = 1107 (2021). The results of the study showed that in the conditions of online learning, students for the most part highlight such negative trends as “deterioration of communication skills” and “decrease in skills for live communication with a teacher”. The personal experience of students during the pandemic led to a decrease in “technological optimism” and increased the importance of personal interaction with the teacher. Respondents who rated the quality of teacher feedback excellently feel less of such online learning problems as “routine” and “heavy workloads”. The authors established the relationship between the choice of the form of education (online or traditional) and the assessment of feedback between students and the teacher. In the course of the study, an inverse relationship was established between the involvement of students in the educational process and the opportunity to ask a question (or make a comment during the lesson). Students with a high level of involvement in the learning process were in the most vulnerable position in terms of maintaining communication. It is concluded that communication dysfunctions are the main limitation of the effectiveness of online learning, reducing student satisfaction from the educational process.
Despite the lifting of epidemiological restrictions, online learning has not lost its relevance. There are noted the development of hybrid forms of education, the integration of traditional and remote work formats. In this regard, the relevance is the study of the communication process, which becomes a predicate of many dysfunctions in the education system. It is the communication between students and the teacher that is subject to the greatest transformations in the conditions of online learning. The purpose of the author's research is to analyze the experience of online learning for students of Russian universities, to identify the problems of communication between participants in the educational process in the new conditions. The authors used a set of general scientific research methods and analytical procedures (document analysis, comparative analysis, analysis of arbitrary contingency tables using the x2 criterion, etc.). A questionnaire survey of students of Russian universities was chosen as the key research method. Empirical data are presented by the results of two measurements: N1 = 1553 (2020) and N2 = 1107 (2021). The results of the study showed that in the conditions of online learning, students for the most part highlight such negative trends as “deterioration of communication skills” and “decrease in skills for live communication with a teacher”. The personal experience of students during the pandemic led to a decrease in “technological optimism” and increased the importance of personal interaction with the teacher. Respondents who rated the quality of teacher feedback excellently feel less of such online learning problems as “routine” and “heavy workloads”. The authors established the relationship between the choice of the form of education (online or traditional) and the assessment of feedback between students and the teacher. In the course of the study, an inverse relationship was established between the involvement of students in the educational process and the opportunity to ask a question (or make a comment during the lesson). Students with a high level of involvement in the learning process were in the most vulnerable position in terms of maintaining communication. It is concluded that communication dysfunctions are the main limitation of the effectiveness of online learning, reducing student satisfaction from the educational process.
Number of views: 212 Download in PDF
Intra-University Mediation on the Road to the Sustainable Development Goals: A Systematic Review
European Journal of Contemporary Education. 2023. 12(1): 92-104.
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9. Duc-Long Le, Thien-Vu Giang, Dieu-Khuon Ho, Hong-Ngan Pham-HuynhEuropean Journal of Contemporary Education. 2023. 12(1): 92-104.
Abstract:
Mediation as a formula for resolving conflicts is becoming increasingly relevant internationally as a mechanism for a peaceful conflict resolution. In Europe, many countries are enacting legal regulations, and European directives promote the use of mediation to resolve disputes between individuals, companies, institutions, etc. Mediation has a wide range of possibilities in terms of fields of action: family, judicial, school, community, etc. One of those becoming increasingly relevant is intra-university mediation, as a mechanism for resolving conflicts between the people/agents involved, among the students themselves and their peers. Moreover, mediation is related to education and the culture of peace, which are critical aspects of a more autonomous and independent society that can solve conflicts. Bearing in mind the possibilities provided by mediation and as a horizon for intra-university mediation, we propose a systematic review that pivots on three axes: a) conflict and mediation as a means to resolve dissent; b) intra-university mediation, experiences, and possibilities; c) intra-university mediation and its relationship with the Sustainable Development Goals. To do so, a systematic review has been carried out in scientific databases using a qualitative methodologyin order to identify the role of mediation in the university environment and the benefits that the university community and society can obtain. Among the main findings is the evidence that educational mediation at the university level is viable and is widely developed internationally.
Mediation as a formula for resolving conflicts is becoming increasingly relevant internationally as a mechanism for a peaceful conflict resolution. In Europe, many countries are enacting legal regulations, and European directives promote the use of mediation to resolve disputes between individuals, companies, institutions, etc. Mediation has a wide range of possibilities in terms of fields of action: family, judicial, school, community, etc. One of those becoming increasingly relevant is intra-university mediation, as a mechanism for resolving conflicts between the people/agents involved, among the students themselves and their peers. Moreover, mediation is related to education and the culture of peace, which are critical aspects of a more autonomous and independent society that can solve conflicts. Bearing in mind the possibilities provided by mediation and as a horizon for intra-university mediation, we propose a systematic review that pivots on three axes: a) conflict and mediation as a means to resolve dissent; b) intra-university mediation, experiences, and possibilities; c) intra-university mediation and its relationship with the Sustainable Development Goals. To do so, a systematic review has been carried out in scientific databases using a qualitative methodologyin order to identify the role of mediation in the university environment and the benefits that the university community and society can obtain. Among the main findings is the evidence that educational mediation at the university level is viable and is widely developed internationally.
Number of views: 211 Download in PDF
Factors Affecting the Undergraduate Student's Satisfaction in Short-Term Online Courses: A Case Study of Vietnamese Pedagogical Students
European Journal of Contemporary Education. 2023. 12(1): 105-117.
Number of views: 199 Download in PDF
10. Rasa Nedzinskaitė-Mačiūnienė, Vaida JurgilėEuropean Journal of Contemporary Education. 2023. 12(1): 105-117.
Abstract:
Studies on short-term online courses in form of the massive open online course have become an e-learning trend in higher education institutions to transfer a sufficient amount of credits’ knowledge in a short period. This article focused on exploring the factors that affected undergraduate students’ satisfaction when participating in a short-term online course at a key pedagogical university in the South of Vietnam. This was a cross-sectional study with 1720 pedagogical students. The study aimed to explore and understand the factors affecting the satisfaction when studying online courses of pre-service teachers to prepare them with experience and knowledge for future online teaching. The results showed a positive correlation between perceived ease of use; perceived usefulness, information quality; system quality; instructors dimension; support service; subjective norm; perceived behavior control with students’ satisfaction when participating in a short-term online course. This is the basis for research team to continue to develop and improve the quality of online courses and provide a theoretical framework on factors affecting learners' satisfaction when participating in a short-term online course for students in countries with higher education online education systems similar to Vietnam. In addition, this study expanded our understanding of the factors that influence the preparation of pre-service teachers to meet the requirements of digital transformation and international integration in e-learning educational trend from a developing country’s perspective.
Studies on short-term online courses in form of the massive open online course have become an e-learning trend in higher education institutions to transfer a sufficient amount of credits’ knowledge in a short period. This article focused on exploring the factors that affected undergraduate students’ satisfaction when participating in a short-term online course at a key pedagogical university in the South of Vietnam. This was a cross-sectional study with 1720 pedagogical students. The study aimed to explore and understand the factors affecting the satisfaction when studying online courses of pre-service teachers to prepare them with experience and knowledge for future online teaching. The results showed a positive correlation between perceived ease of use; perceived usefulness, information quality; system quality; instructors dimension; support service; subjective norm; perceived behavior control with students’ satisfaction when participating in a short-term online course. This is the basis for research team to continue to develop and improve the quality of online courses and provide a theoretical framework on factors affecting learners' satisfaction when participating in a short-term online course for students in countries with higher education online education systems similar to Vietnam. In addition, this study expanded our understanding of the factors that influence the preparation of pre-service teachers to meet the requirements of digital transformation and international integration in e-learning educational trend from a developing country’s perspective.
Number of views: 199 Download in PDF
Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?
European Journal of Contemporary Education. 2023. 12(1): 118-131.
Number of views: 211 Download in PDF
11. Tuong Nguyen Van, Truong Phan Nguyen DongEuropean Journal of Contemporary Education. 2023. 12(1): 118-131.
Abstract:
The aim of this study was to investigate the extent to which the country’s societal cultural values and well-being predict school principals’ instructional leadership in different regions of Europe. The secondary data analysis using several different recourses such as the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2018, the Country Comparison tool of Hofstede’s six-dimensions model, and the Eurostat database for the data on the Government expenditure on education as a percentage of gross domestic product (COFOG) 2019 was employed in this study. A sample of 22 countries of Europe was included in the final analysis. First of all, multiple linear regression models with and without controlled dummy variables for the regions of Europe were implemented in the analysis of the data. Secondly, the one-way ANOVA with post hoc Tukey’s honestly significant difference (HSD) analysis was employed. The regression analysis indicated that the country’s societal cultural dimensions have significant predictive power for principals’ instructional leadership presented in the TALIS 2018 results. The results indicated that Individualism dimensions have a positive relationship with instructional leadership. More specifically, the regression analysis with controlled dummy variables for the regions of Europe revealed that in the countries of Northern Europe, Individualism and Uncertainty Avoidance are strong significant predictors of school principals’ instructional leadership. Meanwhile, in Southern, Western, and Eastern Europe, only Individualism is a significant predictor. This study uncovered that the country’s well-being, measured by COFOG, is a strong, but negative predictor only in the countries of Northern Europe. In the countries with higher COFOG, school principals’ instructional leadership is lower. This study has added new evidence with a particular interest in the effects of contextual influence on principals’ leadership in international surveys such as the TALIS.
The aim of this study was to investigate the extent to which the country’s societal cultural values and well-being predict school principals’ instructional leadership in different regions of Europe. The secondary data analysis using several different recourses such as the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2018, the Country Comparison tool of Hofstede’s six-dimensions model, and the Eurostat database for the data on the Government expenditure on education as a percentage of gross domestic product (COFOG) 2019 was employed in this study. A sample of 22 countries of Europe was included in the final analysis. First of all, multiple linear regression models with and without controlled dummy variables for the regions of Europe were implemented in the analysis of the data. Secondly, the one-way ANOVA with post hoc Tukey’s honestly significant difference (HSD) analysis was employed. The regression analysis indicated that the country’s societal cultural dimensions have significant predictive power for principals’ instructional leadership presented in the TALIS 2018 results. The results indicated that Individualism dimensions have a positive relationship with instructional leadership. More specifically, the regression analysis with controlled dummy variables for the regions of Europe revealed that in the countries of Northern Europe, Individualism and Uncertainty Avoidance are strong significant predictors of school principals’ instructional leadership. Meanwhile, in Southern, Western, and Eastern Europe, only Individualism is a significant predictor. This study uncovered that the country’s well-being, measured by COFOG, is a strong, but negative predictor only in the countries of Northern Europe. In the countries with higher COFOG, school principals’ instructional leadership is lower. This study has added new evidence with a particular interest in the effects of contextual influence on principals’ leadership in international surveys such as the TALIS.
Number of views: 211 Download in PDF
Correlation between Emotional Intelligence and Academic Results Self-Evaluated by Students of Vietnam National University Ho Chi Minh City’s Students
European Journal of Contemporary Education. 2023. 12(1): 132-138.
Number of views: 219 Download in PDF
12. Yonit Nissim, Eitan SimonEuropean Journal of Contemporary Education. 2023. 12(1): 132-138.
Abstract:
The research was aimed at investigating the relationship between Vietnam National University Ho Chi Minh City students’ emotional intelligence and their academic performance throughout self-reported academic results. By understanding the relationship between emotional intelligence and academic results, the research could give suggestions for educators and lecturers to improve students’ academic performances and the quality of the teaching-learning process in the higher education context. The sample of this research was 675 students (aged from 18 to 24) out of 73000 students participating in Vietnam National University Ho Chi Minh City. The research was administered within the academic year of 2020–2021 with a google survey form. To achieve the objectives of this study, the scale of Wong and Law Emotional Intelligence Scale (2004) was administered within this research. The scale could be accounted as the point of view from which VNU-HCM students stated their emotional intelligence. The academic results were self-reported by participants. The results indicated that students with high emotional intelligence reported performing better academically. Students attending a training course on emotional intelligence performed better in emotional intelligence. The results imply that the Vietnam National University Ho Chi Minh City board of managers should cascade more training courses on emotional intelligence for students to improve their academic performance.
The research was aimed at investigating the relationship between Vietnam National University Ho Chi Minh City students’ emotional intelligence and their academic performance throughout self-reported academic results. By understanding the relationship between emotional intelligence and academic results, the research could give suggestions for educators and lecturers to improve students’ academic performances and the quality of the teaching-learning process in the higher education context. The sample of this research was 675 students (aged from 18 to 24) out of 73000 students participating in Vietnam National University Ho Chi Minh City. The research was administered within the academic year of 2020–2021 with a google survey form. To achieve the objectives of this study, the scale of Wong and Law Emotional Intelligence Scale (2004) was administered within this research. The scale could be accounted as the point of view from which VNU-HCM students stated their emotional intelligence. The academic results were self-reported by participants. The results indicated that students with high emotional intelligence reported performing better academically. Students attending a training course on emotional intelligence performed better in emotional intelligence. The results imply that the Vietnam National University Ho Chi Minh City board of managers should cascade more training courses on emotional intelligence for students to improve their academic performance.
Number of views: 219 Download in PDF
Agilecation: Agile Leadership in a Higher Education Institution (HEI) during the Covid-19 Pandemic a Test Case
European Journal of Contemporary Education. 2023. 12(1): 139-151.
Number of views: 310 Download in PDF
13. Ekrem Nurovic, Mersid PoturakEuropean Journal of Contemporary Education. 2023. 12(1): 139-151.
Abstract:
The current quantitative research examine how the leadership of a teacher training college in an Israeli Higher Education Institiostion (HEI) have dealt with the Covid19 crisis in an agile manner. This Perspectives presents a case study of agile leadership during the Covid-19 pandemic from the viewpoint of the college lecturers'. The Covid-19 outbreak was a ‘Black swan' events for educational institutions in Israel. Following the unprecedented transition to distance learning. The pandemic forced higher education institutions to adopt agile leadership behaviors. Previous research has given scant attention to the relationship between running an academic institution and application of an agile leadership during a crisis. The Research Goals were: 1. To analyze key processes undertaken by the leadership of the College following the outbreak of the Covid-19 pandemic, to ensure the HEI continued functioning during the crisis. 2. To examine the evaluation (degree of approval) of the lecturers regarding the steps taken by the colleges leadership. As seen from the findings: The lecturers were persistent in the remote teaching process. Their contact with the students was positive. They perceived the college’s leadership as maintaining teaching processes in a highly positive way. They were aware of the ongoing training processes. They felt comfortable contacting those in official roles. The conclusions suggest that ensuring the continued functioning of an organization during a crisis requires agile leadership with skills and competencies multifaceted and direct channels of communication. If we want to sum it up in one word, it can be expressed as Agilication = agility + education + action in higher education.
The current quantitative research examine how the leadership of a teacher training college in an Israeli Higher Education Institiostion (HEI) have dealt with the Covid19 crisis in an agile manner. This Perspectives presents a case study of agile leadership during the Covid-19 pandemic from the viewpoint of the college lecturers'. The Covid-19 outbreak was a ‘Black swan' events for educational institutions in Israel. Following the unprecedented transition to distance learning. The pandemic forced higher education institutions to adopt agile leadership behaviors. Previous research has given scant attention to the relationship between running an academic institution and application of an agile leadership during a crisis. The Research Goals were: 1. To analyze key processes undertaken by the leadership of the College following the outbreak of the Covid-19 pandemic, to ensure the HEI continued functioning during the crisis. 2. To examine the evaluation (degree of approval) of the lecturers regarding the steps taken by the colleges leadership. As seen from the findings: The lecturers were persistent in the remote teaching process. Their contact with the students was positive. They perceived the college’s leadership as maintaining teaching processes in a highly positive way. They were aware of the ongoing training processes. They felt comfortable contacting those in official roles. The conclusions suggest that ensuring the continued functioning of an organization during a crisis requires agile leadership with skills and competencies multifaceted and direct channels of communication. If we want to sum it up in one word, it can be expressed as Agilication = agility + education + action in higher education.
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Massive Open Online Courses as an Improvement in Education for Countries in Transition: Case of Bosnia and Herzegovina
European Journal of Contemporary Education. 2023. 12(1): 152-172.
Number of views: 183 Download in PDF
14. Marina S. Perevozchikova, Anna N. Sokolova, Nadezhda V. Gavrilovskaya, Dmitrii M. BeninEuropean Journal of Contemporary Education. 2023. 12(1): 152-172.
Abstract:
With the rapid progress in technology and the advancement in learning systems, E-learning has become the topic of many studies in the last several decades. The success of a society is based on education; those who have a better educational system prosper and develop faster. The schooling systems of countries that are in transition are facing many problems. Due to the complex governing structure, the reforms of the education system are very slow thus researchers opt for an alternative to traditional education. The goal of this research is to examine what tiger intention to use online-courses and the current barriers that exist. This researcher aims to answer the following questions. “What are the main factors affecting the intention to use online-courses? For this research four variables have been developed (Performance Expectancy, Effort Expectancy, Social Influence, and Motivation) and their influence on students' behavioural intention to use MOOCs was measured. Moreover, in the main model of the study, five variables (Age, Gender, Experience, Language Barriers, and Level of Education) were used as controlling (moderating) variables. The research used a quantitative method where data has been collected using surveys that have been done among high school and university students. Regression analysis was used to test hypotheses and the main findings showed that all four variables have an influence on students and their intention to use MOOCs. The findings of the study show that performance expectancy and device consistency have an influence on MOOC use intentions. Facilitating environments, instructional consistency, and MOOC use purpose all influence MOOC use. MOOC use intention was found to be influenced by social impact and effort expectationsand further, this study has confirmed that motivation impacts behavioural intention to use MOOCs. The study finally concluded that the universities must have systems and tools in place to encourage students to use MOOCs. At all stages of education, tech skills instruction should be included in the curriculum. MOOC designers must use the best teaching and learning methods to ensure that MOOCs have good instructional content, as well as ensure that the sites and learning materials are in excellent quality.
With the rapid progress in technology and the advancement in learning systems, E-learning has become the topic of many studies in the last several decades. The success of a society is based on education; those who have a better educational system prosper and develop faster. The schooling systems of countries that are in transition are facing many problems. Due to the complex governing structure, the reforms of the education system are very slow thus researchers opt for an alternative to traditional education. The goal of this research is to examine what tiger intention to use online-courses and the current barriers that exist. This researcher aims to answer the following questions. “What are the main factors affecting the intention to use online-courses? For this research four variables have been developed (Performance Expectancy, Effort Expectancy, Social Influence, and Motivation) and their influence on students' behavioural intention to use MOOCs was measured. Moreover, in the main model of the study, five variables (Age, Gender, Experience, Language Barriers, and Level of Education) were used as controlling (moderating) variables. The research used a quantitative method where data has been collected using surveys that have been done among high school and university students. Regression analysis was used to test hypotheses and the main findings showed that all four variables have an influence on students and their intention to use MOOCs. The findings of the study show that performance expectancy and device consistency have an influence on MOOC use intentions. Facilitating environments, instructional consistency, and MOOC use purpose all influence MOOC use. MOOC use intention was found to be influenced by social impact and effort expectationsand further, this study has confirmed that motivation impacts behavioural intention to use MOOCs. The study finally concluded that the universities must have systems and tools in place to encourage students to use MOOCs. At all stages of education, tech skills instruction should be included in the curriculum. MOOC designers must use the best teaching and learning methods to ensure that MOOCs have good instructional content, as well as ensure that the sites and learning materials are in excellent quality.
Number of views: 183 Download in PDF
Research of the Possibilities of Interactive Simulators in Intercultural Communication for the Formation of Students' Algorithmic Thinking
European Journal of Contemporary Education. 2023. 12(1): 173-187.
Number of views: 214 Download in PDF
15. Elena V. Soboleva, Tatiana N. Suvorova, Dmitriy V. Chuprakov, Irina Yu. KhlobystovaEuropean Journal of Contemporary Education. 2023. 12(1): 173-187.
Abstract:
The requirements for the results of mastering the main educational program by students determine that a digital school graduate must have a culture of thinking, the ability to generalize, analyze, perceive information (including in a foreign language), set a goal and choose ways to achieve it. The development of relevant skills is actively taking place in the lessons of computer science, mathematics, physics, chemistry. Intercultural communication in the study of a foreign language and literature provides certain didactic opportunities for the formation of abilities to perform mental operations, choose the best way to achieve a goal, etc. To form the appropriate skills that determine the essence of algorithmic thinking, the authors propose to include the interactive simulators in the foreign language communicative activity of students. The methodology is based on the analysis of the capabilities of interactive simulators for various purposes: in online games (Lingo Play, Kid Mama), in quests (Learnis), in puzzles, crossword puzzles, and quizzes. The eTreniki online constructor is used (Kokla, Krypton, Morfanki, Kartofan services) to create a game simulator in the classroom. Research results. The students of the experimental group study services for creating interactive simulators and use them in intercultural communication. In conclusion, the possibilities of interactive simulators for the development of algorithmic thinking of schoolchildren in intercultural communication are formulated: activating cognition, determination of the structure of actions to achieve the goal, evaluation and analysis of the result, etc.
The requirements for the results of mastering the main educational program by students determine that a digital school graduate must have a culture of thinking, the ability to generalize, analyze, perceive information (including in a foreign language), set a goal and choose ways to achieve it. The development of relevant skills is actively taking place in the lessons of computer science, mathematics, physics, chemistry. Intercultural communication in the study of a foreign language and literature provides certain didactic opportunities for the formation of abilities to perform mental operations, choose the best way to achieve a goal, etc. To form the appropriate skills that determine the essence of algorithmic thinking, the authors propose to include the interactive simulators in the foreign language communicative activity of students. The methodology is based on the analysis of the capabilities of interactive simulators for various purposes: in online games (Lingo Play, Kid Mama), in quests (Learnis), in puzzles, crossword puzzles, and quizzes. The eTreniki online constructor is used (Kokla, Krypton, Morfanki, Kartofan services) to create a game simulator in the classroom. Research results. The students of the experimental group study services for creating interactive simulators and use them in intercultural communication. In conclusion, the possibilities of interactive simulators for the development of algorithmic thinking of schoolchildren in intercultural communication are formulated: activating cognition, determination of the structure of actions to achieve the goal, evaluation and analysis of the result, etc.
Number of views: 214 Download in PDF
Formation of “Teamwork Skills” in Future Teachers when Creating Didactic Games with Traditional and Digital Components
European Journal of Contemporary Education. 2023. 12(1): 188-203.
Number of views: 210 Download in PDF
16. Hien Thu Thi Ta, Phuong Vu NguyenEuropean Journal of Contemporary Education. 2023. 12(1): 188-203.
Abstract:
In accordance with the requirements of the professional standard, the teacher of the digital school must have skills related to information and communication technologies, communicative competence, and teamwork skills. The formation of relevant qualities in the conditions of higher education is complicated by a number of different problems. The purpose of the study is to study the features of the formation of teamwork skills in future teachers when developing didactic games with traditional and digital components. Research methodology. Gamification is used both as a technology for acquiring new knowledge and as a technology for team building. The team activity method is used to design didactic games. The experiment involved 60 undergraduates of the Vyatka State University of the training program "Psychological and Pedagogical Education". To assess team effectiveness Laura Stack's methodology was chosen (five levels of team building). Research results. The students of the experimental group are involved in team work on educational games: they study basic mechanics in didactic games; master interactive services; develop their own project, including both non-computer and digital elements. In conclusion problematic questions are formulated, the answers to which make it possible to determine the directions of the work of the didactic game design team: discussion of the goal of the game and the game goal, the choice of basic mechanics and formed competences, the rules and resources, etc.
In accordance with the requirements of the professional standard, the teacher of the digital school must have skills related to information and communication technologies, communicative competence, and teamwork skills. The formation of relevant qualities in the conditions of higher education is complicated by a number of different problems. The purpose of the study is to study the features of the formation of teamwork skills in future teachers when developing didactic games with traditional and digital components. Research methodology. Gamification is used both as a technology for acquiring new knowledge and as a technology for team building. The team activity method is used to design didactic games. The experiment involved 60 undergraduates of the Vyatka State University of the training program "Psychological and Pedagogical Education". To assess team effectiveness Laura Stack's methodology was chosen (five levels of team building). Research results. The students of the experimental group are involved in team work on educational games: they study basic mechanics in didactic games; master interactive services; develop their own project, including both non-computer and digital elements. In conclusion problematic questions are formulated, the answers to which make it possible to determine the directions of the work of the didactic game design team: discussion of the goal of the game and the game goal, the choice of basic mechanics and formed competences, the rules and resources, etc.
Number of views: 210 Download in PDF
Management Information System and Quality Assurance
European Journal of Contemporary Education. 2023. 12(1): 204-220.
Number of views: 210 Download in PDF
17. Esmeralda Tejada-Peña, Violetta S. Molchanova, Arturo García-SantillánEuropean Journal of Contemporary Education. 2023. 12(1): 204-220.
Abstract:
Supported by Martin’s and Parikh’s (2017) systemic view of quality management (as a synonym of quality assurance), this study examined the availability of key data in a management information system (MIS) of a higher education provider and how these data are used for decision-making. This study also examined the use of the results of several quality assurance processes, mainly from surveys by students and employers and faculty. A questionnaire was designed to survey top and middle leaders of Vietnamese universities and faculty and support staff from 13 HEPs on MIS for QA through stratified sampling techniques. It was found that higher education providers (HEPs) collected key data on teaching and learning in their MIS but made limited use of the information generated for decision-making and quality assurance. Similar results were found in how they used data collected from students, employers, and faculty to assure quality. Yet, there are significant differences in collecting three kinds of data in MIS between public and private universities. Private HEPs are better at using the surveyed results by students and employers for discussion by faculty at the departmental level, rewarding faculty and support staff, and continuing or ceasing contracts with visiting faculty; and using surveys by faculty and staff for reviewing academic programs and continuing or ceasing contracts with visiting faculty. Furthermore, the findings indicated that large-size HEPs had more comprehensive MIS, with more data and higher use of these data than small-size HEPs in the Vietnamese context. To promote a culture of evidence whereby decision-making is data-driven, it is necessary to orient internal stakeholders, such as academic and administrative staff, to use the information generated through MIS for quality improvement and open up dialogues between top management and these stakeholders for the deployment of the information collected.
Supported by Martin’s and Parikh’s (2017) systemic view of quality management (as a synonym of quality assurance), this study examined the availability of key data in a management information system (MIS) of a higher education provider and how these data are used for decision-making. This study also examined the use of the results of several quality assurance processes, mainly from surveys by students and employers and faculty. A questionnaire was designed to survey top and middle leaders of Vietnamese universities and faculty and support staff from 13 HEPs on MIS for QA through stratified sampling techniques. It was found that higher education providers (HEPs) collected key data on teaching and learning in their MIS but made limited use of the information generated for decision-making and quality assurance. Similar results were found in how they used data collected from students, employers, and faculty to assure quality. Yet, there are significant differences in collecting three kinds of data in MIS between public and private universities. Private HEPs are better at using the surveyed results by students and employers for discussion by faculty at the departmental level, rewarding faculty and support staff, and continuing or ceasing contracts with visiting faculty; and using surveys by faculty and staff for reviewing academic programs and continuing or ceasing contracts with visiting faculty. Furthermore, the findings indicated that large-size HEPs had more comprehensive MIS, with more data and higher use of these data than small-size HEPs in the Vietnamese context. To promote a culture of evidence whereby decision-making is data-driven, it is necessary to orient internal stakeholders, such as academic and administrative staff, to use the information generated through MIS for quality improvement and open up dialogues between top management and these stakeholders for the deployment of the information collected.
Number of views: 210 Download in PDF
Financial Literacy on College Students in the Context of Tuxtepec, Oax
European Journal of Contemporary Education. 2023. 12(1): 221-229.
Number of views: 217 Download in PDF
18. Thu Le Thi Tran, Son Duc Nguyen, Loc Phuc NguyenEuropean Journal of Contemporary Education. 2023. 12(1): 221-229.
Abstract:
The objective of this study is to determine the variables that explain the knowledge of financial literacy among college students in Tuxtepec, Oaxaca, and to identify whether the level of financial literacy that prevails in these students differs by gender, age and school grade. To do so, the study is based on a theoretical reference recently exposed by Goyal and Kumar (2021), who analyzed 502 articles between the years 2000 to 2019, in their findings they found that the gender gap and financial education, impacts on financial behavior. The participants of the study were 600 college students of a public sector Institution. The statistical procedure for data analysis was: first, the instrument was validated with Cronbach's alpha and normality through the values of skewness and kurtosis, then the correlation matrix, Brattle’s test of Sphericity with Kaiser and the sample adequacy measure were calculated, and the extraction of components under the criterion of eigenvalues > to 1 and total variance. Finally, to verify if there is a difference in relation to the variables of financial education, gender, age and employment status, an ANOVA analysis is performed. Finally, the findings show that there is a difference between the variables: Gender and financial literacy (Saving and Investment); Age (Spending and Credit); Employment Status (Income, Money Management, Spending and Credit, Saving and Investment). This leads us to think that the higher level student presents a low level of financial knowledge, which could affect their personal growth, and that the gap of gender, age and employment status makes a difference in relation to the variables studied.
The objective of this study is to determine the variables that explain the knowledge of financial literacy among college students in Tuxtepec, Oaxaca, and to identify whether the level of financial literacy that prevails in these students differs by gender, age and school grade. To do so, the study is based on a theoretical reference recently exposed by Goyal and Kumar (2021), who analyzed 502 articles between the years 2000 to 2019, in their findings they found that the gender gap and financial education, impacts on financial behavior. The participants of the study were 600 college students of a public sector Institution. The statistical procedure for data analysis was: first, the instrument was validated with Cronbach's alpha and normality through the values of skewness and kurtosis, then the correlation matrix, Brattle’s test of Sphericity with Kaiser and the sample adequacy measure were calculated, and the extraction of components under the criterion of eigenvalues > to 1 and total variance. Finally, to verify if there is a difference in relation to the variables of financial education, gender, age and employment status, an ANOVA analysis is performed. Finally, the findings show that there is a difference between the variables: Gender and financial literacy (Saving and Investment); Age (Spending and Credit); Employment Status (Income, Money Management, Spending and Credit, Saving and Investment). This leads us to think that the higher level student presents a low level of financial knowledge, which could affect their personal growth, and that the gap of gender, age and employment status makes a difference in relation to the variables studied.
Number of views: 217 Download in PDF
Academic Motivation of First-Year Pedagogical Students in Vietnam: Case Study
European Journal of Contemporary Education. 2023. 12(1): 230-252.
Number of views: 183 Download in PDF
European Journal of Contemporary Education. 2023. 12(1): 230-252.
Abstract:
This research was conducted to examine the academic motivation of 892 first-year pedagogical students at Hanoi National University of Education in Vietnam. This research mainly follows the approach of self-determination theory. The research instrument is the Academic Motivation Scale including 27 items: 12 items reflecting intrinsic academic motivation (IAM), 11 items reflecting extrinsic academic motivation (EAM) and 4 items reflecting amotivation. The results show that first-year students have a higher EAM than IAM. Among the total sample group, about 4.7 % of students are amotivated. Three aspects of IAM, including IAM-to know, IAM-toward accomplishment and IAM-to experience are positively correlated with each other; and three regulations of EAM such as identified regulation, introjected regulation, and external regulation are also positively correlated with each other. Female students have higher EAM than male students, particularly in EAM-introjected regulation and EAM-external regulation. IAM-toward accomplishment is many students’ weakest motivation for different socio-demographic characteristics (female, academic majors, academic levels, family economic situations, authoritative parenting style, authoritarian parenting style, uninvolved parenting style). These findings offer several new hypotheses and research questions concerning the academic motivation continuum of the first-year pedagogical students, related variables to their academic motivation continuum, and measures to develop, maintain and enhance the academic motivation for pedagogical students. Limitations of this study and possible future research directions on pedagogical students' academic motivation are also mentioned in the discussion and conclusion.
This research was conducted to examine the academic motivation of 892 first-year pedagogical students at Hanoi National University of Education in Vietnam. This research mainly follows the approach of self-determination theory. The research instrument is the Academic Motivation Scale including 27 items: 12 items reflecting intrinsic academic motivation (IAM), 11 items reflecting extrinsic academic motivation (EAM) and 4 items reflecting amotivation. The results show that first-year students have a higher EAM than IAM. Among the total sample group, about 4.7 % of students are amotivated. Three aspects of IAM, including IAM-to know, IAM-toward accomplishment and IAM-to experience are positively correlated with each other; and three regulations of EAM such as identified regulation, introjected regulation, and external regulation are also positively correlated with each other. Female students have higher EAM than male students, particularly in EAM-introjected regulation and EAM-external regulation. IAM-toward accomplishment is many students’ weakest motivation for different socio-demographic characteristics (female, academic majors, academic levels, family economic situations, authoritative parenting style, authoritarian parenting style, uninvolved parenting style). These findings offer several new hypotheses and research questions concerning the academic motivation continuum of the first-year pedagogical students, related variables to their academic motivation continuum, and measures to develop, maintain and enhance the academic motivation for pedagogical students. Limitations of this study and possible future research directions on pedagogical students' academic motivation are also mentioned in the discussion and conclusion.
Number of views: 183 Download in PDF
The History of Education
19. Goran Rajović, Sergei N. Bratanovskii
The Public Education System and Culture of a Typical Uyezd Town in the Pre-Reform Russian Empire: The Case of Ostashkov, Tver Governorate
European Journal of Contemporary Education. 2023. 12(1): 253-258.
Number of views: 206 Download in PDF
20. Goran Rajović, Sergei N. Bratanovskii, Aleksandr E. Epifanov, Sergey А. BuryanovEuropean Journal of Contemporary Education. 2023. 12(1): 253-258.
Abstract:
This work explores the system of public education and cultural life in the pre-reform uyezd town of Ostashkov, Tver Governorate. The principal sources used for this study were materials from the Memorandum Books for Tver Governorate and pre-revolutionary periodical press materials from the newspaper Tverskiye Yeparkhialnyye Vedomosti. Methodologically, the work relied on the following fundamental historical principles: historicism, systematicity, and objectivity. This helped examine the system of public education system in the town of Ostashkov, Tver Governorate, in the period up to the abolition of serfdom in 1861 in a historical sequence, as well as systematize the available material into several groups – educational institutions, student body composition, institutions of culture, and cultural life. The study’s findings revealed that on the eve of the abolition of serfdom in 1861 out of the town’s 10,876 residents 4,508 attended a civil primary school. A fairly large portion of the town’s population went to an ecclesiastical educational institution (although not all of those students were native residents of the town – some came from the uyezd). Some of its residents received education prior to 1852, including privately. Overall, around 6,000 residents of the town had a primary education on the eve of the abolition of serfdom, or more than 50 % of its total population. The high literacy rate was conducive to a corresponding level of culture (boulevards, gardens, public libraries, and a theater). These factors set the town of Ostashkov apart from most conventional uyezd towns in the Russian Empire.
This work explores the system of public education and cultural life in the pre-reform uyezd town of Ostashkov, Tver Governorate. The principal sources used for this study were materials from the Memorandum Books for Tver Governorate and pre-revolutionary periodical press materials from the newspaper Tverskiye Yeparkhialnyye Vedomosti. Methodologically, the work relied on the following fundamental historical principles: historicism, systematicity, and objectivity. This helped examine the system of public education system in the town of Ostashkov, Tver Governorate, in the period up to the abolition of serfdom in 1861 in a historical sequence, as well as systematize the available material into several groups – educational institutions, student body composition, institutions of culture, and cultural life. The study’s findings revealed that on the eve of the abolition of serfdom in 1861 out of the town’s 10,876 residents 4,508 attended a civil primary school. A fairly large portion of the town’s population went to an ecclesiastical educational institution (although not all of those students were native residents of the town – some came from the uyezd). Some of its residents received education prior to 1852, including privately. Overall, around 6,000 residents of the town had a primary education on the eve of the abolition of serfdom, or more than 50 % of its total population. The high literacy rate was conducive to a corresponding level of culture (boulevards, gardens, public libraries, and a theater). These factors set the town of Ostashkov apart from most conventional uyezd towns in the Russian Empire.
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The System of Public Education in Kursk Governorate (1808–1917). Part 1
European Journal of Contemporary Education. 2023. 12(1): 259-266.
Number of views: 201 Download in PDF
21. Andriy Ye. Lebid, Sergey I. DegtyarevEuropean Journal of Contemporary Education. 2023. 12(1): 259-266.
Abstract:
This work examines the system of public education in Kursk Governorate in 1808–1917. This is its first part. It covers the period 1808–1900. The principal sources used for this study are The Most Faithful Report of the Chief Procurator of the Holy Synod for 1900, the Memorandum Books for Kursk Governorate, and the annual statistical digest Overview of Kursk Governorate. Methodologically, the work relies upon the following fundamental historical principles: historicism, systematicity, and objectivity. The study’s findings revealed that the system of public education in Kursk Governorate traces its origins to 1808, when Kursk Male Gymnasium was established. However, up until the abolition of serfdom in the country in 1861 the region’s achievements in the area were negligible. In 1861, the preconditions were created for the opening of the first female gymnasium in the region. Following the launch of the Zemstvo Reform of 1864, the region entered a period of brisk activity in terms of the establishment of educational institutions under the purview of the Ministry of Public Education, and in 1886 a similar process began there with educational institutions run by the Holy Synod. Consequently, by 1900 Kursk Governorate had across the three principal education levels (secondary, lower, and primary) a total of 853 ministerial educational institutions with a combined enrollment of 70,619 students, whereas the region’s education sector run by the Holy Synod numbered a total of 856 primary schools with a combined enrollment of 35,538 students.
This work examines the system of public education in Kursk Governorate in 1808–1917. This is its first part. It covers the period 1808–1900. The principal sources used for this study are The Most Faithful Report of the Chief Procurator of the Holy Synod for 1900, the Memorandum Books for Kursk Governorate, and the annual statistical digest Overview of Kursk Governorate. Methodologically, the work relies upon the following fundamental historical principles: historicism, systematicity, and objectivity. The study’s findings revealed that the system of public education in Kursk Governorate traces its origins to 1808, when Kursk Male Gymnasium was established. However, up until the abolition of serfdom in the country in 1861 the region’s achievements in the area were negligible. In 1861, the preconditions were created for the opening of the first female gymnasium in the region. Following the launch of the Zemstvo Reform of 1864, the region entered a period of brisk activity in terms of the establishment of educational institutions under the purview of the Ministry of Public Education, and in 1886 a similar process began there with educational institutions run by the Holy Synod. Consequently, by 1900 Kursk Governorate had across the three principal education levels (secondary, lower, and primary) a total of 853 ministerial educational institutions with a combined enrollment of 70,619 students, whereas the region’s education sector run by the Holy Synod numbered a total of 856 primary schools with a combined enrollment of 35,538 students.
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The Institution of the Rectorship within the Higher Education System of the 19th and Early 20th Century Russian Empire: The Case of Imperial Novorossiya University
European Journal of Contemporary Education. 2023. 12(1): 267-278.
Number of views: 204 Download in PDF
22. Oleg E. Chuikov, Sergey N. Rozhnov, Ilya V. Tyurin, Igor А. GordeevEuropean Journal of Contemporary Education. 2023. 12(1): 267-278.
Abstract:
This paper examines the key milestones in the development of Imperial Novorossiya University in Odessa in the context of the development of the institution of the rectorship within the higher education system of the 19th and early 20th century Russian Empire. The study’s findings revealed that the mission of Imperial Novorossiya University was both centered on influencing intellectual, cultural, and social life in the region and aimed at expanding Russian imperial influence in the Balkans. The paper mentions that thanks to the universities there developed in the cities where they were opened a special intellectual, conceptual, and axiological space. As a consequence, each such city received the status of a university city. The study’s findings revealed that, despite being young, Imperial Novorossiya University became a powerful academic and educational center in Ukraine alongside the already running universities in Kiev and Kharkov. In large part, this became possible thanks to the progressive educational policy implemented by the university’s rectors for the purposes of closing education gaps, meeting students’ special educational needs, and providing students with comprehensive support, including financial assistance for their education. In part, this was possible through improvements in education quality via an effective staffing policy from the university’s rectors, which included enlisting prominent scholars and pedagogues to work at it. In addition, the rectors contributed to the development of the university’s own “talent foundry”, helping get university graduates and talented gymnasium teachers hooked into science and teaching. All these measures contributed to the development of a special education model to help ensure sustainable development at the level of the university, the region, and the country as a whole. The paper also examines the distinctive characteristics of the institution of the rectorship at Imperial Novorossiya University vis-à-vis Imperial Kharkov University and the Imperial University of Saint Vladimir in Kiev.
This paper examines the key milestones in the development of Imperial Novorossiya University in Odessa in the context of the development of the institution of the rectorship within the higher education system of the 19th and early 20th century Russian Empire. The study’s findings revealed that the mission of Imperial Novorossiya University was both centered on influencing intellectual, cultural, and social life in the region and aimed at expanding Russian imperial influence in the Balkans. The paper mentions that thanks to the universities there developed in the cities where they were opened a special intellectual, conceptual, and axiological space. As a consequence, each such city received the status of a university city. The study’s findings revealed that, despite being young, Imperial Novorossiya University became a powerful academic and educational center in Ukraine alongside the already running universities in Kiev and Kharkov. In large part, this became possible thanks to the progressive educational policy implemented by the university’s rectors for the purposes of closing education gaps, meeting students’ special educational needs, and providing students with comprehensive support, including financial assistance for their education. In part, this was possible through improvements in education quality via an effective staffing policy from the university’s rectors, which included enlisting prominent scholars and pedagogues to work at it. In addition, the rectors contributed to the development of the university’s own “talent foundry”, helping get university graduates and talented gymnasium teachers hooked into science and teaching. All these measures contributed to the development of a special education model to help ensure sustainable development at the level of the university, the region, and the country as a whole. The paper also examines the distinctive characteristics of the institution of the rectorship at Imperial Novorossiya University vis-à-vis Imperial Kharkov University and the Imperial University of Saint Vladimir in Kiev.
Number of views: 204 Download in PDF
Statutory Regulation of the Operation of Female Gymnasiums and Progymnasiums in the Russian Empire
European Journal of Contemporary Education. 2023. 12(1): 279-285.
Number of views: 190 Download in PDF
23. Timur A. Magsumov, Teymur E. Zulfugarzade, Mikhail B. Kolotkov, Sergei B. ZinkovskiiEuropean Journal of Contemporary Education. 2023. 12(1): 279-285.
Abstract:
This paper addresses the statutory regulation of the operation of female gymnasiums and progymnasiums in the Russian Empire. The principal sources used for the study were a set of relevant statutory instruments, including Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, Additions and Explanations to the Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, and Rules for Conferring Imperial Awards. Methodologically, use was made of sets of legal, historical, and general research methods, including the hermeneutical method, the legal analysis method, the formal-legal method, the historical-systematic method, the historical-typological method, content analysis, synthesis, and systems analysis. The study’s findings revealed that the brisk development in the nation’s female gymnasium sector (gymnasiums and progymnasiums) was the result of the liberal reforms initiated by Emperor Alexander II, with attempts made by the government to establish a statutory framework for institutions in this sector. A foundational statutory instrument was Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, which laid out general terms for the operation of such institutions, covered their key administrative, curricular, and economic matters and issues related to government assistance for students, and established the legal status of their executives and students. All fine-tuning with regard to legal status was performed via Additions and Explanations to the Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, released each time new major issues arose regarding the operation of such schools. Intended to help close such loopholes, the Additions were legally convenient in the sense that they were of no clear-cut structure and were introduced as needed. There also was a separate set of statutory instruments concerned with refining particular elements.
This paper addresses the statutory regulation of the operation of female gymnasiums and progymnasiums in the Russian Empire. The principal sources used for the study were a set of relevant statutory instruments, including Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, Additions and Explanations to the Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, and Rules for Conferring Imperial Awards. Methodologically, use was made of sets of legal, historical, and general research methods, including the hermeneutical method, the legal analysis method, the formal-legal method, the historical-systematic method, the historical-typological method, content analysis, synthesis, and systems analysis. The study’s findings revealed that the brisk development in the nation’s female gymnasium sector (gymnasiums and progymnasiums) was the result of the liberal reforms initiated by Emperor Alexander II, with attempts made by the government to establish a statutory framework for institutions in this sector. A foundational statutory instrument was Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, which laid out general terms for the operation of such institutions, covered their key administrative, curricular, and economic matters and issues related to government assistance for students, and established the legal status of their executives and students. All fine-tuning with regard to legal status was performed via Additions and Explanations to the Regulation on Female Gymnasiums and Progymnasiums Under the Purview of the Ministry of Public Education, released each time new major issues arose regarding the operation of such schools. Intended to help close such loopholes, the Additions were legally convenient in the sense that they were of no clear-cut structure and were introduced as needed. There also was a separate set of statutory instruments concerned with refining particular elements.
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The System of Public Education in Astrakhan Governorate in the Second Half of the 19th and Early 20th Centuries. Part 3
European Journal of Contemporary Education. 2023. 12(1): 286-294.
Number of views: 207 Download in PDF
24. Anvar M. Mamadaliev, Valentina S. Nikitina, Natalia V. Svechnikova, Irina Yu. CherkasovaEuropean Journal of Contemporary Education. 2023. 12(1): 286-294.
Abstract:
This set of articles relies on reference and memorandum books from the period 1873–1917 to explore the development of the system of public education in Astrakhan Governorate. This is the third piece in the set. It addresses the period 1895–1907, which covers the entire reign of Emperor Nicholas II. The principal source used in this work is the Memorandum Books for Astrakhan Governorate spanning 1895–1907. Methodologically, use was made of sets of historical (historical-systematic, historical-comparative, historical-typological, historical-genetic, and historical-statistical) and general (synthetic analysis, content analysis, and systems analysis) research methods. The study’s findings revealed that between 1895 and 1907 the system of public education in Astrakhan Governorate witnessed brisk development, with the number of secondary and lower educational institutions in the region increasing 2 times and that of primary schools there growing 3.3 times. The largest growth was registered in 1898–1903, which can be attributed to demographic growth. The number of lower educational institutions in the region rose evenly year on year, whereas its secondary and primary schools posted a sharp quantitative increase in certain years. Despite the Russo-Japanese War of 1904–1905 and the Revolution of 1905–1907, the system of public education in Astrakhan Governorate continued its brisk development. In fact, Astrakhan Governorate even outperformed some of the country’s other regions in this respect.
This set of articles relies on reference and memorandum books from the period 1873–1917 to explore the development of the system of public education in Astrakhan Governorate. This is the third piece in the set. It addresses the period 1895–1907, which covers the entire reign of Emperor Nicholas II. The principal source used in this work is the Memorandum Books for Astrakhan Governorate spanning 1895–1907. Methodologically, use was made of sets of historical (historical-systematic, historical-comparative, historical-typological, historical-genetic, and historical-statistical) and general (synthetic analysis, content analysis, and systems analysis) research methods. The study’s findings revealed that between 1895 and 1907 the system of public education in Astrakhan Governorate witnessed brisk development, with the number of secondary and lower educational institutions in the region increasing 2 times and that of primary schools there growing 3.3 times. The largest growth was registered in 1898–1903, which can be attributed to demographic growth. The number of lower educational institutions in the region rose evenly year on year, whereas its secondary and primary schools posted a sharp quantitative increase in certain years. Despite the Russo-Japanese War of 1904–1905 and the Revolution of 1905–1907, the system of public education in Astrakhan Governorate continued its brisk development. In fact, Astrakhan Governorate even outperformed some of the country’s other regions in this respect.
Number of views: 207 Download in PDF
The Russian Prerevolutionary Periodical Press on Out-Of-School Education (1907–1917)
European Journal of Contemporary Education. 2023. 12(1): 295-300.
Number of views: 192 Download in PDF
25. Sergey Belentsov, Natalia Gorbunova, Natalia Vlasenko, Elmira KhairullinaEuropean Journal of Contemporary Education. 2023. 12(1): 295-300.
Abstract:
This work examines the Russian prerevolutionary periodical press on out-of-school education. The study’s source base was a diverse body of literature exploring the periodical press of the Russian Empire period. The use of the chronological method helped gain an insight into the impact of World War I on the nation’s periodical press on out-of-school education, and the use of the content analysis method helped establish which of the journals were produced by individual publishers and which were published by academic societies. The study’s findings revealed that out-of-school education was covered in prerevolutionary Russia by 12 academic pedagogical journals, which were produced from 1907 to 1917. Due to their distinctive nature, these journals were edited and published by private societies or private publishers. It was rare for most of them to be produced for a long time (e.g., Samoobrazovaniye and Izvestiya Samarskogo Obshchestva Narodnykh Universitetov were published from 1909 to 1917 and from 1910 to 1916, respectively). Half of the journals, 6 of the 12, lasted between 1 and 3 issues, which mainly was due to the outbreak of World War I and the use of tougher censorship measures.
This work examines the Russian prerevolutionary periodical press on out-of-school education. The study’s source base was a diverse body of literature exploring the periodical press of the Russian Empire period. The use of the chronological method helped gain an insight into the impact of World War I on the nation’s periodical press on out-of-school education, and the use of the content analysis method helped establish which of the journals were produced by individual publishers and which were published by academic societies. The study’s findings revealed that out-of-school education was covered in prerevolutionary Russia by 12 academic pedagogical journals, which were produced from 1907 to 1917. Due to their distinctive nature, these journals were edited and published by private societies or private publishers. It was rare for most of them to be produced for a long time (e.g., Samoobrazovaniye and Izvestiya Samarskogo Obshchestva Narodnykh Universitetov were published from 1909 to 1917 and from 1910 to 1916, respectively). Half of the journals, 6 of the 12, lasted between 1 and 3 issues, which mainly was due to the outbreak of World War I and the use of tougher censorship measures.
Number of views: 192 Download in PDF
The Role of Youth Movements and Organizations in the Formation of Civic and Patriotic Consciousness
European Journal of Contemporary Education. 2023. 12(1): 301-308.
Number of views: 187 Download in PDF
26. Anastasiia A. CherkasovaEuropean Journal of Contemporary Education. 2023. 12(1): 301-308.
Abstract:
This article characterizes the role of youth movements and organizations in the formation of civic-patriotic consciousness. The author turns to the history of youth organizations and movements in Germany in the post-war period (1920-s). The chronological framework of the work covers the time period from the late 10-s to the 1920-s of the twentieth century. The purpose of this article is to characterize youth organizations in Germany at the beginning of the twentieth century and their role in the formation of civic and patriotic consciousness of the younger generation. The role of social movements and organizations in the issues of socialization of youth and the formation of civic-patriotic consciousness in these conditions is emphasized. It is social activity that is the most effective school for the education of citizenship, patriotism, and high moral qualities of young people. The role of social movements and organizations is significantly increasing in the issues of socialization of young people and the formation of civic-patriotic consciousness in these conditions. Youth public associations serve as a special institution of socialization. General scientific and private scientific approaches form the methodological basis of the study. These are historical, comparative, and systematic approaches. Applied methods are also used. This article will be useful to teaching staff, educators, heads of educational organizations on issues of civil and patriotic education of the younger generation, their involvement in creative activities and participation in various collective creative affairs and events.
This article characterizes the role of youth movements and organizations in the formation of civic-patriotic consciousness. The author turns to the history of youth organizations and movements in Germany in the post-war period (1920-s). The chronological framework of the work covers the time period from the late 10-s to the 1920-s of the twentieth century. The purpose of this article is to characterize youth organizations in Germany at the beginning of the twentieth century and their role in the formation of civic and patriotic consciousness of the younger generation. The role of social movements and organizations in the issues of socialization of youth and the formation of civic-patriotic consciousness in these conditions is emphasized. It is social activity that is the most effective school for the education of citizenship, patriotism, and high moral qualities of young people. The role of social movements and organizations is significantly increasing in the issues of socialization of young people and the formation of civic-patriotic consciousness in these conditions. Youth public associations serve as a special institution of socialization. General scientific and private scientific approaches form the methodological basis of the study. These are historical, comparative, and systematic approaches. Applied methods are also used. This article will be useful to teaching staff, educators, heads of educational organizations on issues of civil and patriotic education of the younger generation, their involvement in creative activities and participation in various collective creative affairs and events.
Number of views: 187 Download in PDF
Cherkas Global University Hiking Club (1996–2022)
European Journal of Contemporary Education. 2023. 12(1): 309-318.
Number of views: 187 Download in PDF
27. Irina Yu. CherkasovaEuropean Journal of Contemporary Education. 2023. 12(1): 309-318.
Abstract:
This work examines the history of the Cherkas Global University Hiking Club. The principal source used for this paper was the newspaper Vestnik Leib-Gvardii for 1996–1997. Use was also made of relevant materials of private origin and academic publications dealing with expedition activity at Cherkas Global University. The findings revealed that the Hiking Club at Cherkas Global University was launched in 1996. Over the period from 1996 to 2022 inclusive, members of the teaching and administrative staff of Cherkas Global University completed nearly 100 mountain hikes, some of which included as many as ten overnight stops. Whereas the highest peaks ascended in 1996 did not exceed 1,000 meters above sea level (the Western Caucasus), as early as 1999 regular ascensions were also seen by peaks as high as 2,000 to 3,000 meters. Beginning in 2005, trips were also made to peaks as high as 5,000 meters (the Greater Caucasus – Mounts Elbrus and Kazbek). So far, staff members of Cherkas Global University have gone on hiking trips in the US, Norway, Georgia, Russia, and Armenia. These expeditions involved some research, its outcomes including several publications in top-rated journals and a number of rational proposals.
This work examines the history of the Cherkas Global University Hiking Club. The principal source used for this paper was the newspaper Vestnik Leib-Gvardii for 1996–1997. Use was also made of relevant materials of private origin and academic publications dealing with expedition activity at Cherkas Global University. The findings revealed that the Hiking Club at Cherkas Global University was launched in 1996. Over the period from 1996 to 2022 inclusive, members of the teaching and administrative staff of Cherkas Global University completed nearly 100 mountain hikes, some of which included as many as ten overnight stops. Whereas the highest peaks ascended in 1996 did not exceed 1,000 meters above sea level (the Western Caucasus), as early as 1999 regular ascensions were also seen by peaks as high as 2,000 to 3,000 meters. Beginning in 2005, trips were also made to peaks as high as 5,000 meters (the Greater Caucasus – Mounts Elbrus and Kazbek). So far, staff members of Cherkas Global University have gone on hiking trips in the US, Norway, Georgia, Russia, and Armenia. These expeditions involved some research, its outcomes including several publications in top-rated journals and a number of rational proposals.
Number of views: 187 Download in PDF
International Activity of Cherkas Global University (1992–2023)
European Journal of Contemporary Education. 2023. 12(1): 319-326.
Number of views: 210 Download in PDF
28. European Journal of Contemporary Education. 2023. 12(1): 319-326.
Abstract:
This paper explores the international activity of Cherkas Global University in the period from 1992 to 2023. Consideration is given to the principal vectors of that work – organizational (contests and participation on editorial councils) and research (publication activity). Based on the study’s findings, Cherkas Global University has been involved in multiple international projects, including attracting international specialists to the academic journals of the university’s publishing house (Cherkas Global University Press), putting together the full-text database Open Academic Journals Index, undertaking scientific expeditions (Norway, USA, Georgia, and Armenia), holding membership in American and British scholarly societies, and engaging in collaboration in the area of academic publications. Among the institutions that Cherkas Global University has engaged in joint research projects with are some of the world’s top 100 institutions of higher learning, namely the University of Geneva and Tel Aviv University.
This paper explores the international activity of Cherkas Global University in the period from 1992 to 2023. Consideration is given to the principal vectors of that work – organizational (contests and participation on editorial councils) and research (publication activity). Based on the study’s findings, Cherkas Global University has been involved in multiple international projects, including attracting international specialists to the academic journals of the university’s publishing house (Cherkas Global University Press), putting together the full-text database Open Academic Journals Index, undertaking scientific expeditions (Norway, USA, Georgia, and Armenia), holding membership in American and British scholarly societies, and engaging in collaboration in the area of academic publications. Among the institutions that Cherkas Global University has engaged in joint research projects with are some of the world’s top 100 institutions of higher learning, namely the University of Geneva and Tel Aviv University.
Number of views: 210 Download in PDF