European Journal of Education and Pedagogy

Bridging Learning and International Practice for Enhancing Physics Education

2024-07-10T07:44:56-04:00

This paper discusses the implementation and outcomes of an Erasmus+ Blended Intensive Program (BIP) focused on physics education. The program aimed to address the challenges faced by first-year engineering students in mastering physics through a combination of online and face-to-face phases. Participants included students and faculty from three European universities: the Hungarian University of Agriculture and Life Sciences (MATE), the Universitat Politècnica de València (UPV), and the Slovak University of Agriculture in Nitra (SUA). A survey was proposed to students to obtain information that would benefit future programs. Survey results revealed significant improvements in students’ social skills and a high level of satisfaction with the program’s organization and methodology. However, areas for improvement were identified, particularly in administrative processes. The study highlights the importance of international cooperation and collaboration frameworks to ensure the program’s effectiveness across diverse educational systems. Overall, the BIP provided a valuable educational experience that enhanced students’ theoretical knowledge, practical skills, and interpersonal abilities, demonstrating the benefits of integrating innovative teaching methods in higher education.

Pedagogical Approach of Students with Intellectual Disability and Gender Dysphoria

2024-07-08T05:35:04-04:00

Gender dysphoria (GD) in adolescents refers to the discomfort expressed due to the incongruence between social and biological gender identity. Scientific research primarily focuses on individuals with Autism Spectrum Disorder (ASD), while studies regarding Intellectual Disability (ID) are limited. The methodology in this research pertains to a case study of a female student with ID and GD. The results highlight deficits in emotional organization skills related to the neurodevelopmental domain. The conclusions emphasize the need for personalized educational programs to help students with ID and GD express their emotions, display interest in learning, and cooperate with school personnel.

Postmodernity Fears and Transformations of Teachers’ Identities

2024-07-08T03:33:50-04:00

Postmodernity affected educational systems and teaching practices in several ways, such as deconstructing knowledge and changing the power dynamics in class, as well as putting emphasis on diversity, inclusivity, interdisciplinary approaches, critical pedagogy, and reflexivity. These changes led to the alterations and fluidity of teachers’ professional identities. The purpose of this small-scale qualitative research is to depict teachers’ fears in association with changes in their profession caused by postmodernity. Two distinct tools were used: a priority list and an explanation-justification template for each respondent to indicate the reasons behind their priority choices. Thematic analysis was used to indicate major themes and subthemes in the participants’ verbatim answers. Findings indicated that teachers at different stages of their careers are worried about continuous educational and environmental changes. Younger teachers with less experience are especially worried about systemic changes and abruptions that affect not only their profession but their lives as a whole. The findings of this study verify previous research concerning teachers’ professional identity determinants with an emphasis on contextual factors and career advancement. Postmodernity as a factor underpinning professional alterations indicates that the dominance of various factors depends on variations between contexts, cultures, and structures of educational systems, as well as on the psychological mechanisms employed by individuals in forming the perception of their self.

Learning and Control Platform “Kahoot!”: Theory and Usage Features in ASIPCS

2024-07-01T13:03:59-04:00

The study examined the place of modern information technologies in education and the importance of “gamification” technology in the organization of secondary and higher education. It was revealed that the most common educational monitoring platform, “Kahoot,” has significant advantages compared to traditional approaches to organizing the educational process. The use of this platform in the process of training bachelors and masters, as well as in advanced training courses for coaches at the Armenian State Institute of Physical Culture and Sport (ASIPCS), showed great interest among students in the “Kahoot” service, a high assessment of the capabilities of this platform in training, consolidation, and control of theoretical knowledge.

Profile of Students’ Scientific Literacy Competence and Attitudes toward Online Learning Using Microsoft Teams

2024-06-04T11:57:09-04:00

One of the important elements of education that must be developed is scientific literacy. Regarding the impact of the Industrial Revolution 4.0 during the current pandemic, namely with changes in system digitization, demanding learning systems integrated through the internet network. Online learning has become a demand in education in the last few years. This study aimed to analyze the Scientific Literacy profile of high school students in terms of competence and attitudes towards science in online learning during the COVID-19 pandemic. This research is a mixed quantitative and qualitative research. The research subjects were 105 respondents taken by purposive sampling from senior high schools in Central Java, Indonesia. Data was collected using tests, questionnaires, and interviews. The results showed that the Scientific Literacy profile regarding competence and attitudes towards science was moderate. Important factors must be considered in online learning: educators’ ability in online settings, interactions between students, teachers, and content, and the intentional relationship between online and offline activities in school activities and practice in the field.