European Journal of Teaching and Education

Armenian Higher Education Perspectives On Internationalisation

2022-10-26T07:28:37+00:00

As truly mentions Knight (1999), given the rising interest in and understanding of “…international dimension of higher education…”, the usage of the term “internationalisation” is becoming more frequent. She underscores (Knight, 1999) two possible reasons for the aforesaid phenomenon: first, internationalization is becoming more crucial for higher education providers, yet second, she posits that this can be accounted for by the fact that the term internationalization is perceived differently by different people, thus giving rise to this plethora of interpretations. Even two decades following what Knight termed as “crucial” for higher education, we can still trace “globalization” and “internationalization” as being increasingly popular terms when studying contemporary writings on higher education (Tight, 2019). Judging from a wide range of up-to-date research and literature on internationalization of higher education, it can be inferred that the confusion and interchangeable use of the terms is still a reality all over the world, and Armenia is no exception. Given the ongoing debates on the terms and the scope each of them encompasses, the paper draws on international and Armenian literature and official documents to critically assess whether the term “internationalization” is perceived the same way across Armenian HEIs, and whether RA institutions have a set model for internationalization to compare their operations against. The research outcome will be principally important as it will provide insights into the generic picture of internationalization in general and the way it is seen by Armenian HEIs, and will provide fertile ground for building up further studies on the issue.

Analyzing the Curriculum: The Relationship Between Rote-Based Education and Laboratory Course Hours in Public Anatolian High Schools in Bursa, Turkey

2022-11-01T05:34:57+00:00

This study is a qualitative design that investigates the relationship between the rote-based education and the laboratory lesson hours in public Anatolian high schools located in Bursa, Turkey. Additionally, this investigation is carried out by personal surveys which were asked to high school students who are currently studying at public high schools in Bursa. Particularly, this research focuses on the Anatolian high schools which were located in three different districts of Bursa because the presence of Anatolian high schools within those regions is much more frequent than in some other districts. The main focus is to find a relationship between the laboratory hours in public Anatolian high schools in Bursa and correlate it with the rote-based education. While obtaining the data, students who are studying at public Anatolian high schools from different districts of Bursa were asked questions about the laboratory course hours within the school’s curriculum, availability of equipped laboratories, and the presence of experimentation methods in science lessons. The responses to the questions from the students indicated that a relationship between the rote-based education can be related to the observed lab hours in public Anatolian high schools in Bursa, Turkey. After processing the data, it was found that there is a correlation between the rote education and lab hours where schools design their curricula based on the methods of scoring high in the national university entrance exam.

Innovative Methods of Teaching Literary Education

2022-11-01T07:36:33+00:00

In the article, we present an innovative concept of teaching literature in the Czech Republic. First, we introduce the context of Czech didactics of literature, the development of the discipline as it is relatively new. We summarize the arguments for the innovative concept of teaching literature that is grounded in constructivism, student-centred teaching approach and the development of reading literacy. There are three key elements of this concept that should be equally present in literature classes – reading texts, learning facts and creation. The teaching approach of innovative concept is student-centred. The aim of literature classes which is to provide a space for individual reading experience and creative expression. We explain these terms in a context traditional teaching approach in literature classes. We also present a number of innovative methods of literature instruction mainly for lower-secondary schools (ISCED 2). These methods are designed to develop reading literacy in a broader way: to develop understanding of artistic texts and comprehension (cognitive), critical thinking and understanding of relationships and human experience (affective) which is exclusively present in artistic texts. This understanding of reading literacy is common in Czech education. These methods include key three elements of literature classes and take into consideration a student as an individual who is being educated cognitively and affectively.

The Perception Of Emirati Students Towards Academic Advising In Higher Education: A Case Study Of Abu Dhabi Polytechnic

2022-11-05T09:58:07+00:00

Academic advising is a critical element of the university system that can help students solve their academic problems and succeed in their academic and professional careers. This study aims at investigating students’ perception of academic advising at ADpoly programs. It employs the descriptive and analytical approach for collecting data from a sample of (364) students (males and females) from all academic years. The results of online surveys conducted in the first semester of the academic year 2022-2023 show that, overall, the respondents were positive about academic advising services. The newer students tended to be more satisfied with academic advising than the older students. Also, the results indicated no statistically significant differences between students related to their gender. Finally, the study provides recommendations and future work related to the studied topic.

Virtual Reality in education: Attempting an epistemic justification

2022-11-08T06:52:23+00:00

In discussing the limits of human knowledge, physical objects are, in principle, not identical to the apparent ones. This is because the latter depend also on the observer. Virtual reality (VR) models are environments that address the senses and therefore belong to the apparent space. Therefore, they seem to prevent an epistemic justification. Based on that, this paper discusses VR technology’s potential to provide knowledge of external reality to students. This is particularly important in light of the conditions imposed by the COVID-19 pandemic, which have led to an increasingly significant role of VR related technologies in education. The research question of this study is whether VR models being used as educational tools, bring us closer – or not – to knowing the properties of physical objects. The main focus of this epistemic investigation is Russell’s theory of perception with an emphasis to the concept of space. Analysis indicates that VR is educationally useful especially when it comes to objects that are absent from our perceptual range. VR technology brings us closer to the theoretical properties of non-perceptual objects, those that cannot be perceived by the senses, like exoplanets. Furthermore, it brings us closer to the non-perceptual properties of directly perceived objects, properties referring, for example to subatomic structures. In a theoretical level, this macro and micro “terra incognita” may be linked to the sensibilia entities proposed by Russell (1914).