European Journal of Education (EJED) is a high quality open access peer reviewed research journal, published by Revistia. EJED welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note in the fields of education, psychology, pedagogy and related interdisciplinary studies from researchers, academicians, professional, practitioners and students from all over the World.
Bridging the Sustainability Gap in Accounting Education: The Case of Albania
Environmental Management Accounting (EMA) represents a critical competency gap in modern accounting education, particularly in developing economies transitioning toward European standards. While EMA offers a comprehensive approach enabling organizations to incorporate environmental considerations into management practices, traditional accounting curricula often fail to prepare graduates for this complexity. Full cost accounting goes beyond financial accounting by taking into account direct and indirect environmental costs, yet this is rarely emphasized in standard university syllabi. Integrating procedures and principles of accounting for environmental management allows organizations to effectively integrate environmental considerations into their decision-making processes; however, without educational intervention, this integration remains theoretical. This study investigates the educational and professional development landscape in Albania, arguing that the successful adoption of EMA relies heavily on "normative pressure" generated by higher education institutions and professional training bodies. By analyzing data from key industrial sectors (steel, oil, mining), the paper identifies a profound "skills gap" where domestic professionals lack the training to track environmental costs, unlike their counterparts in international firms. The study proposes a comprehensive curricular framework for integrating EMA into accounting education, suggesting that universities must redesign syllabi to include physical material flow accounting, monetary environmental accounting, and life-cycle costing. The findings suggest that higher education institutions and professional associations must act as the primary drivers of sustainable corporate behavior by institutionalizing environmental accounting literacy.
: Environmental Accounting Education, Sustainable Curriculum, Professional Development, Educational Policy, Accounting Pedagogy, Higher Education Reform, Albania.
Copyright (c) 2025 European Journal of Education https://creativecommons.org/licenses/by-nd/4.0
Serious Games and Gamification in Foreign Language Learning: Trends and Challenges (2015-2024) Analyzed Through Text Analysis Techniques
Digital games and related technologies are increasingly transcending their traditional boundaries, as evidenced by the expanding field of serious and pervasive games. The concept of "gamification" represents the latest phase in this evolution, referring to the integration of game-like elements into non-game contexts to enhance user experience and increase engagement. The growing popularity of gamification can be attributed to its recognized potential to motivate individuals, encourage behavioral change, and foster both friendly competition and collaboration across diverse domains. In education, the widespread availability of digital technologies has facilitated the incorporation of gamified teaching practices, thus promoting a more dynamic and engaging learning environment. This study investigates the specific challenges and affordances associated with the use of serious games and gamification in foreign language learning. A systematic review was conducted using text analysis techniques and tools, covering research published between 2015 and 2024. The analysis of 569 studies reveals key trends in the topics and languages explored within this body of research. Text analysis tools were used to identify trends related to linguistic communicative activities, as well as motivation and feedback. The findings provide practitioners and educational leaders with valuable insights into current trends and offer practical guidance for the future implementation of serious games and gamification in foreign language learning contexts.
serious games, gamification, foreign language, motivation, communicative competencies
Teacher Candidates Views Regarding Multicultural Education: A Case Study on Content Integration Dimension
The purpose of this study was to examine teacher Cand idates’ perceptions regarding multicultural education in general, as well as to investigate whether content integration dimension is effective in terms of teaching multicultural education. Data for the study were collected from the semi-structured interviews performed with 10 teacher Cand idates. The participants were enrolled in the department of social sciences teaching of a faculty of education at a state university in Western Black Sea Region, Turkey. The results of the study revealed that teacher Cand idates’ perceptions with regard to defining multicultural education, constructing the definition, promoting multicultural education, the place of multicultural education in teacher training programmes and the effect of content integration differ greatly based on their experiences and educational backgrounds.
Multicultural Education, Content Integration, Teacher Cand idates
Copyright (c) 2024 European Journal of Education https://creativecommons.org/licenses/by-sa/4.0
Using Experiential Learning Theory to Improve Teaching and Learning in Higher Education
The importance of skills has been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content. It is important to be able to adapt to new situations; this is especially true in today’s world, where volatility, uncertainty, complexity, and ambiguity (VUCA) are prevalent. To better prepare undergraduates for entry to the workforce in such a tumultuous time, Experiential Learning Theory (ELT) can be employed in their programmes – for example, by using a computer simulation game called MonsoonSIM in a course on fundamentals of business modeling, or through an overseas experiential learning trip with thematic objectives. These two cases are chosen specifically as they deal with contrasting experiences of learning – one highly theory-based and typical of academic institutions, and the other geared toward practical skills.This paper explores the processes of the ELT, distinguishing it from common classroom experiences, and how they are applied in the two cases mentioned above in order to improve the quality of teaching and learning, and to inculcate self-directed learners who are able to better deal with environments of VUCA. The abovementioned cases serve as examples by which ELT can be deployed to improve both the breadth and depth of students’ learning. The content of this paper stems from the authors’ experiences in crafting, facilitating, and executing the ELT processes within the context of a university programme.
experiential learning theory, higher education, VUCA, pedagogy, teaching and learning
Resiliency and Cooperation or Regarding Social and Collective Competencies for University Achievement. An Analysis from a Systemic Perspective
This research is found within the framework of the issue of University Quality. It was carried out using a sample of subjects from 6 different university schools in Argentina who extended their studies (1985-2004). The objective was to determine the factors underlying this extension. The methodology used was quantitative-qualitative. The model integrates base variables, pedagogical-institutional variables, structural variables, organizational variables, and psychosocial variables. Among the latter, we focus on Cooperation – nucleus of Resilience – in relation to university success (US), taking into account that cooperation is a social/collective competence which is highly valued in the new organizational models looking toward student success (PISA, 2015; OECD 2018). The results show the impact of this factor on achievement, as well as the importance of building collective competencies.
cooperation – resiliency – university – extending studies – social and collective competencies
Teachers’ Attitudes Towards AI Integration in Foreign Language Learning: Supporting Differentiated Instruction and Flipped Classroom
The use of Artificial Intelligence (AI) in education is rapidly gaining traction as research in technology has produced a growing number of cutting-edge applications. Indeed, the latest possibilities presented by AI require innovative and alternative methodological approaches to be integrated into the learning process. Within the educational community, and especially among foreign language educators, there is a clear desire and interest in adopting these new tools to enhance and maximise learning outcomes. However, there is also some scepticism regarding potential issues that may arise from their introduction into the learning process. This study presents a survey that examines the utilization of AI by 116 foreign language educators as well as their attitudes towards the utilization of AI in the context of the Greek public and private primary and secondary educational system. The research also explores how differentiated instruction and flipped classroom models can be enhanced by AI. Data was collected through an online survey on Facebook using a structured questionnaire, designed to capture quantitative insights into educators’ AI attitudes. Findings showed that teachers have adopted a positive attitude towards incorporating AI in teaching foreign languages. Indeed, a considerable number of educators employ AI as part of their curriculum, utilizing it also as a means for facilitating differentiated instruction where each student is taught according to his unique abilities and needs. Factors such as age, years of teaching experience and familiarity with AI technologies played a crucial role in shaping teachers’ attitude toward AI. However, the study revealed that one area that has been largely overlooked by researchers is how artificial intelligence could be utilised within flipped classroom settings; this lack of investigation into pedagogical applications represents a significant gap within current knowledge about AI in education thus necessitating further training and support on AI applications to language education.
artificial intelligence, differentiated instruction, flipped classroom, foreign language teaching and learning, teacher attitudes
The paper presents conclusions from research into the opportunities to employ games in university education and it constitutes a description of a number of projects carried out at the Institute of Pedagogy at the University of Wroc?aw. The project encompassed: (1) the use of location-based games in cultural education classes (Kulturalny Wroc?aw project), (2) a five-day game seminar on career management (the Gamification in career management in the educational practice of Lower Silesia project), (3) a location-based game diagnosing entrepreneurship competences (the Entrepreneurship in the educational practice of Lower Silesia project), and (4) the use of LARP games in developing soft skills (the Learning through games project). During the conducted research triangulation of methods was employed: participant observation as well as focus and individual interviews. The conclusion of the explorations is that the Introduction of games into university education is an effective and attractive educational means, which, at the same time, requires substantial amount of time and number of staff in the preparation of the classes.
education, adults, gamification, university education
Adapting Librarians’ Professional Competences to Current Requirements through Initial Education and Lifelong Education
The alert pace of technological, information and social development of contemporary society prevent academic programmes of initial education (bachelor, master) in the field of Library and Information Science (LIS) from supplying graduates with enough knowledge and competences to meet the employers’ requirements: this makes lifelong learning indispensable. The initial education and lifelong education options for graduate professional librarians in Romania as stipulated by the specific legislation are bachelor in LIS, bachelor in another professional field plus a master in LIS, bachelor in another field plus competence acquired otherwise than through formal education and assessed based on Occupational Standards as acknowledged by the National Agency for Qualifications. The beneficial effects of lifelong learning are blurred in Romania by the propagation of a traditional, outdated professional profile strongly marked by negative stereotyping and that still keep youth away from a career in the info-documentary field. To well adapt the profession of librarian to the requirements of our society (information technology and globalisation), lifelong learning programmes need to pay attention not only to specific professional competences but also to competences and activities related to institutional internationalisation and adaptation to the multicultural environment, educating the public in the spirit of information literacy, and revitalising the didactics and promotion of reading.
lifelong learning, librarian career development [Romania]; specific competences, transversal competences, occupational standard
The Role of Scientific Terminology and Metaphors in Management Education
Interdisciplinary studies can create synergy across various fields, allowing for knowledge in a previously specialized area to support other disciplines. A number of scientific theories and laws have been applied in other domains to explain the latter’s phenomenon; the adaptation of Newton’s Gravitational Law for studies of bilateral trade, diplomatic ties, migration and interaction, or the extension of Chaos Theory to biological evolution, engineering, and organizational management. Recent literature in management studies have also used scientific theories as metaphors to describe management functions and managerial behaviours. Similarly, one can apply Moore’s Law to understand the exponential world. Changes are no longer linear and predictable, and the past is no longer a proxy for the future. This paper suggests that the renowed and established theories of General Relativity, Quantum Physics, the Newtonian Paradigm, Theory of Chaos, and the Standard Model have the potential to operate as extensions or metaphors to explain some aspects of strategic management. These scientific theories, and the implications of their respective terminologies, can therefore help firms better appreciate strategies and organizational designs that combat complexities of business environments, especially those in international markets. Their use will also help managers with a background in science understand various phenomena with augmented interest and clarity, thereby improving the learning experience and depth of understanding for both professionals and management students alike.
scientific metaphors, enhancing learning, globalization, education, organizational management education, interdisciplinary
Language Teacher Education: Identities Under Construction
This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher’s narratives were investigated through a qualitative approach. The narratives were collected from these students-teachers during the four semesters of their supervised internship class in their undergraduate course, as well as the interactions they posted in the Community of Practice - CdP - and discussed in thematic sessions accomplished during the process of investigation.
Identities. Pre-service Teachers. Community of Practice.
The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning
Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.
innovation, professional development, teacher empowerment, teamworking, secondary education1.
Positive Impact of Computer Conferencing in Distance Education
A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on?line environment: as synchronicity, interactivity, textual communications, and collaboration.
positive, impact, computer conferencing, distance education
Efforts to utilize AI in education, and especially in language education, have their roots in the 60s with the appearance of the first rule-based systems. However, recent advances in Artificial Intelligence (AI) and more specifically the introduction of ChatGPT, have given a new perspective to language learning. The integration of AI, natural language processing, and Machine Learning has enabled adaptive learning environments tailored to individual learners' needs and led to a new generation of advanced tutoring systems and chatbots, able to offer personalized and customizable learning experiences to enhance language learning by increasing learner autonomy, engagement, motivation, and effectiveness. At the same time, research on Large Language Models revolutionized chatbot capabilities, making them integral tools in language learning. Commercial language learning online platforms experienced similar advancements, incorporating AI tools that offer enhanced possibilities for personalized language learning (PLL). This paper examines how the introduction of Large Language Models (LLM) and conversational AI has revolutionized the capabilities of chatbots, introducing the transformative potential of AI technologies to language learning and enabling them to enhance learning experiences, to increase engagement and improve their language proficiency. It also presents the existing specialized online language learning platforms and analyzes the areas in which artificial intelligence tools are currently used in language teaching and the benefits they have brought to users. The paper also discusses the problems, challenges and implications related to LLMs, such as ethical issues, potential biases and privacy concerns that need to be addressed, as well as the areas in which future research must focus, such as the pedagocical exploitation of AI tools and the most effective ways, strategies and pedagogical approaches and methodologies to blend AI-driven learning with traditional instruction, so that the use of artificial intelligence in language education becomes beneficial.
artificial intelligence, iCALL, personalized language learning, LLM, large language models, natural language processing, machine learning, chatbots, educational technology. adaptive learning, language learning
Classes for gifted children as a development factor of self-awareness in primary school
The article dwells on the issue of self-awareness development in primary schools. The paper offers theoretical and empirical researches of the issue. The empirical research is based on Newtten’s method of “unfinished ideas” (modified by A.B. Orlov); Newtten’s the scale of temporary settings; self-appriciation method “Tree” or “Find yourself” (modified by L.P. Ponomarenko); content-analysis of the composition “I am a human being”. In conclusion the article provides pedagogical recommendations to a constructive development of self-awereness of pupils. The article was written with the support of Russian Humanitarian Scientific Foundation, project 15-06-10726 (?).
Self-awereness, giftedness, self-appriciation, personal attitude, psychology of primary pupils.
Headmaster’s Competencies in Management Area: Evaluating the Significance Level of Managerial Competencies in Lithuanian Comprehensive Schools
The aim of the article is to present the insights of carried survey on evaluating the level of significance of managerial competencies in comprehensive schools in Lithuania. The approach that head teachers’ managerial competency highly influences the process of education and is one of the most important factors ensuring efficiency of school activities such as educational policy and strategic planning, educational process, management of human, material and financial resources has been followed. Researcher self-made questionnaire for expert evaluation was used to measure competency components. In the paper the author presents main results of one part of the research related to school leader’s competencies in management area, which was divided into five spheres: strategic institution management, teaching and learning process administration, managing human resource development, ensuring and managing structure, processes and resources of institution, strategic partnership and collaboration. Each of the spheres comprises different items – competences a successful headmaster should dispose. The significance, specified as the most important, was assessed by ranking procedure. The Kendall coefficient of concordance has been used to assess the agreement among raters for every ranked question. The results revealed that the most significant head teachers’ competencies which highly influence the results of school activity areas are the abilities to form the strategic direction and implement effective staff policy, strengthen the attitude of school community that each student can reach a success in the learning process, organize conducive conditions for professional staff development, administer property and allocations, collaborate with parents, foster-parents or guardians.
School effectiveness, school management, managerial competencies.
Family is the child's first school, the parents are the children's first teacher. Nowadays, in China most families have only one child, the responsibility of parents is not just let the children eat and drink, parents also should bear the task of cultivating children, educating children. About two-thirds of the time spent in the family, family education is earlier than any other form of education, even if the child in the kindergarten, primary school, junior high school and even university, no matter how the living environment changes, family education is the longest and the most important in a person's life.
Family education; fair; interest; teaching; love
A New Proposal to Teaching: The Beehive Interactive Learning Model in a Statistics Course
The purpose of the study is to present the Beehive Interactive Learning Model (BILM) and to provide an example of its application in an undergraduate statistics course. The model is developed by the researcher, who is a professor in Educational Measurement and Evaluation area in Turkey with over 15 years of teaching experience. The model is based on four main components; content, instruction, assessment, and motivational beliefs. The core principal of the model is to stimulate students’ desire for learning. Both the instructor and the students are in the center of the model, placed in the beehives, referring to the hard work and constant interaction among students. The graphical representation of the model is presented in the paper. The model has been improved over a period of 10 years by adding new components and omitting some. The model requires the instructor to encourage active learning through class projects and performance assignments. It heavily relies on technology and the Internet; course portal provides online documents, an opportunity to download and submit assignments online, and to take online self-regulated quizzes with instant feedback. There are lab sessions requiring students to demonstrate their analyzing skills in SPSS. The model aims to pack the knowledge in a way that awakens everybody's desire to learn, satisfies the learner through successful hands-on applications and finally develops a sense of success, hopefully yielding positive attitudes toward the content and learning. The model is in the process of development and any suggestions are welcomed from the researchers around the world.
Beehive Interactive Learning Model (BILM), learning, teaching.
The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring- (BSM)
In an ongoing search for new models to streamline college training and mentoring, a different training model was developed called the -Big Sister Model-. This model was experienced for five years in the kindergarten-training program at the Kay College of education in Israel. Within this model, two female students are trained in each kindergarten: one in the third college year and the other in the second. Together with kindergarten staff, the two students plan the class curriculum and activities. A third-year student, who possess additional one year experience in practicing (veteran), has the opportunity to mentor a 2nd year student who also has the opportunity to observe the training of the third year and get more experience. This process provides a good staff relationship and develops interpersonal relations based on social and psychological elements, which points to a huge positive change in behavior, interpersonal relations and its motivations. In peer mentoring, the mentor accompanies, analyzes, supports, instructs, empowers and provides necessary knowledge in the mentoring process. It undergoes a process of empowerment, leadership, and success (Power et Al, 2011). This study is a continuous action research that aims at examining the effectiveness of the “Big sister” training model. When a third-year student mentors a second-year student, her personality will be accordingly empowered. Moreover, she is exposed to another year of the second year training program, once when she receives guidance in the second year and once more as a 3rd year student mentor. The second-year student enjoys continuous training throughout the day with a close colleague in addition to the training teacher and pedagogical mentor. In addition, she reveals the contents and skills of the third year allowing her ongoing internalization over time all third-year program. In the effectiveness of the training, we also sought to deeply examine the areas that this model promotes and strengthens as well as, how much the students perceive it as a training benefactor compared to the regular model in a control group.
Peer mentoring, preservice training program, mentor, mentee, college, leadership
The Administration of Corporate Social Responsibility in the District Regulation in Indonesia
In Indonesia, Corporate Social Responsibility (CSR) is corporate activity that is regulated by the law. By means of the Investment Law No.25 year of 2007 and the Limited Liability Company Act No. 40 year of 2007, it is regulated that every company in Indonesia is obliged to implement CSR. However, these regulations are not set technically; therefore some local governments have made guidelines for the implementation of CSR through the District Regulations. The problems of this study are: (1) how is the CSR regulation model in the District Regulation? (2) What are the company’s attitude and the company’s request towards the CSR regulation in the District ? This study uses normative law research method that examines the provisions of the law, as well as empirical legal research method that used to observe the behavior and the attitude of the government and corporate actors. This research took place in several provinces in Indonesia.The results of this research are: First, the CSR regulation in regional area is formulated based on local government authorities. The provisions of these district regulations are customized to the interests of each region, although it still normatively refers to the standard legislation. Second: The Company’s attitudes prefer the self-regulated regulations arranged by their respective companies. Additionally, the setting of CSR can make the arrangement of CSR activities in accordance with the District Government program; as a result it can speed up the community development.
Corporate Social Responsibility, District Regulation, Self Regulation, Community Development
Copyright (c) 2021 European Journal of Social Science Education and Research https://creativecommons.org/licenses/by-sa/4.0
Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students
Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell - Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students' motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students' motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43 percent male, 57 percent female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students' Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.
Motivation, Engagement, Achievement, Academic Satisfaction, Science Education secondary school.
Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses
Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.
Biographical narratives, Teaching, Experiential learning, Professional identities
Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View
In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.
Higher Education; Labour Market; Non-formal and Informal Entrepreneurial Learning; Stakeholders; Cooperation and collaborative work.
Ethical Leadership in the Field of Education in Europe: A Comparative Analysis
The purpose of this research is to explore the characteristics of ethical leadership in in the field of education in Europe. In an era, when there are no transcendental principles and universally accepted values and, within organizations, a mainly “situational” and “procedural” ethics has been developed (Voyé, 1999), educational mission, goals and procedures are changing. Thus, it could be extremely challenging to explore aspects of educational leadership that are not considered necessarily self-evident, maintaining at the same time a critical and skeptical attitude regarding power relations and the promotion of moral values and democratic processes at school. The present research was carried out in Greece, Great Britain, Germany, Italy, France and Spain and, the sample consisted of 451 primary and secondary education teachers. The findings of this research demonstrated that, according to teachers’ perceptions, principals at schools- in carrying out their duties- have to develop responsibility and moral values so as not to deviate from the main goals of education, which are system’s eudaimonia through the all-round development of the future citizens of a democratic society (Goldring & Greenfield, 2002). More specifically, teachers from all participating countries affirmed that educational leaders put the emphasis– to a great extend- on core values such as honesty, sincerity, integrity, altruism, trust, rewarding ethical contribution and moral responsibility.
Copyright (c) 2023 European Journal of Education
Social Movements in Europe, from the Past to the Present
Over time, the concept of social movement has evolved as society has changed, but has always implied collective action in the public space. The form of social contestation has changed, according to the conjuncture of each historical period. In 18th century, the transition from the Old Regime to Liberalism provoked movements considered by some authors as “primitive” or “premodern”, as they were spontaneous, sporadic and depoliticized. Industrial society of the 19th century gave rise to the labor movement and trade unionism, which from then on organized the social movements. In the 20th century there were changes and innovation in the collective way of acting, there was the emergence of a series of social movements that differ from the traditional in terms of the objectives and actors involved, such as the pacifist, ecologist, feminist movements, acting on the fringes of parties and unions. The 21st century has witnessed a set of movements that begin on social networks, such as Generation Scratch, Outraged, Occupy Wall Street, Screw the Troika, and quickly outgrow local scales to become global. Through the use of a theoretical and conceptual framework derived from the theories of social movements and taking into account the current transformation of collective action that has been witnessed in the 21st century, we intend to verify if we are facing a new social phenomenon or another phase of “repertoire” change.
social movements, past, present, evolution, repertoire
Epistemological Beliefs of Nnest’s based on the Nest-Nnest Dichotomy
The purpose of this study was to understand graduate and post-graduate EFL teachers’ epistemological beliefs based on the standardized English language and their beliefs on the NEST/NNEST dichotomy. In order to gain a deeper understanding two different group of teachers were formed consisting of graduate and post-graduate level of education. The aim was to understand whether or not the level of education affect EFL teachers’ beliefs based on the knowledge concept of standardized English and native speakerism. As a data collection methodology for this mixed methods research design, metaphors and the epistemological belief questionnaire (adapted from Hofer, 2000) were used. The results show that there was a significant difference between the two groups’ epistemological beliefs. While the post-graduate group was more critical about the issue, the graduate group of teachers seemed to highly accept the standardized language concept. The analysis of the metaphorical conceptions also supported the findings of the questionnaires.
Epistemological beliefs, Epistemological belief questionnaire, metaphors, NEST/NNEST dichotomy, mixed-method design.
Copyright (c) 2022 European Journal of Education
Ethical Leadership and Ethical Climate at Educational Organizations in Europe: Depicting the “Value” of Values
Despite the immense amount of literature on ethical leadership and ethical climate, little is known about how ethical leadership characteristics are correlated with different dimensions of ethical climate. This study investigated the relationship between ethical leadership and ethical climate in European educational organizations. With a view to examine the influence of ethical leadership on moral and ethical outcomes and vice versa, multilevel analyses were conducted to test our research questions using a sample of 451 teachers at primary and secondary schools (gymnasium & lyceum) in Greece, UK, France, Italy, Spain and Germany. The results show that educational leaders in Europe attach a great importance to all dimensions of ethical climate while, they are perceived as having to a great extend almost all traits of ethical leadership. Moreover, data analysis reveals that ethical leadership traits are positively related to all ethical climate’s dimensions, except the instrumental ethical climate, which reveals a significant negative correlation with ethical leadership.
ethical leadership characteristics, ethical climate, dimensions, education
A New Pathway towards Retirement Preparation: Integration of Holistic Life Planning
This is a concept paper to review the needs of holistic life planning as a new pathway towards retirement preparation. It is based on the review of literature on the importance of this knowledge to fulfil individual successful planning and preparation for retirement. It includes the review on a planning process theory by Friedman and Scholnick (1997) which provides the basis for generation of retirement preparation. Meanwhile Hansen’s Integrative Live Planning (ILP) theory is embedded within the theoretical framework to help better understanding on the domains of planning and preparation for retirement. The purpose is to develop a theoretical model for measuring employees’ retirement preparation in government organizations. The primary problem in retirement preparation is the lack of theory to show the development of retirement preparation process. Although prior research has theories explained on retirement thoughts, behaviors, attitudes or goals undertaken to fulfill the retirement preparation, none of it measures applied in the studies were established to directly test the theories according to the process and development of retirement. According to the process theory, individuals acquire an understanding of the problem, goals will be set in making a decision to start preparing and finally behaviors is considered necessary to fulfil the goals (Noone et al., 2009). This raises intriguing questions: What factors influence retirement preparation? Which stages in retirement planning and preparation require intervention and support? (Noone et al., 2009) Which domain in life is significant to retirement preparation? The theory is discussed throughout the paper in the context of the needs of retirement preparation. This paper would be useful for policy makers, practitioners and employees in considering their own retirement preparation for future well- being.
Retirement Preparation, Retirement Planning, Hansen’s Integrative Life Planning (ILP), A process theory of planning, Retirement Domains.
Issues of Special Education in Romanian Schools
School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference.This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context. Keywords: special education, educational needs, integration policies, children, teachers
special education, educational needs, integration policies, children, teachers
Experiences of Juvenile Offender Learners in Teaching and Learning Support in the Correctional Schools: A Wellness Perspective
The study explores selected South African correctional school Juvenile offender learners' experiences regarding the support received for improving teaching and learning and wellness. The study uses qualitative interpretive approach; open-ended questionnaire involving 21 juvenile offender learners was utilized to collect data. The theoretical framework applied in the study is Ubuntu and Wellness. Ethical measures were considered before and during the study. Findings revealed that teachers use various forms of teaching and learning in order to support juvenile offender learners in the correctional schools. In addition, security official, teachers, and peers collaborate with various stakeholders to improve the wellness juvenile offender learners. The teaching and learning support meet the needs of intellectual, social, physical, emotional, spiritual and career/ occupational of juvenile offender learners. It also addresses barriers to learning, create favourable learning environment, enhance their wellness and improve their academic performances.
juvenile offender learners, learning support, social, physical, emotional, career, spiritual, intellectual wellness, Ubuntu, correctional schools
Undergraduate Students' Perceptions of Virtual Teaching
Following the first Covid-19 cases in Greece, the Ministry of Education decided to close all educational institutions on 10 March 2020. On 12 March, the Chancellor of Aristotle University of Thessaloniki, where the author currently teaches, urged the academic community to create virtual classrooms and begin distance learning. The purpose of this contribution is to investigate undergraduate students’ perceptions of virtual classrooms and distance learning. To this end, a qualitative research was conducted, including 50, third year undergraduate students of the Department of French Language and Literature. Students’ perceptions, were investigated through a mini-interview. Responses were recorded, transcribed and categorised according to specific criteria. Students compared in-person and distance lessons, referred to the pros and cons of both types of teaching to support their arguments focusing on the content of the lecture or seminar, the type of activities as well as the lecturers’ ability to use technology. Finally, in this paper a section of lessons learned from the teacher’s point of view are included.
virtual teaching, virtual classroom, students’ perceptions, distance education