• Evolution of education as a constitutional and legal paradigm: historical context and philosophical discourse

  V. Prodan (Uzhhorod National University, 2023-11-01)

  This article is devoted to the study of the evolution of education as a constitutional and legal paradigm in the historical context and philosophical discourse. Within the framework of the work, the historical path of education development is considered, starting from primitive and ancient times and ending with the present. Emphasis is placed on the development of the educational paradigm from the point of view of philosophical and cultural changes that had an impact on the perception and regulation of the educational process. 
 In particular, the historical gradation of the development and establishment of education as a constitutional and legal category is proposed to be considered through the prism of the following chronological framework: 
 Stage I: The Age of the Ancient World (Primitive Age and Ancient times); 
 Stage II: The Age of the Middle Ages; 
 III stage: Age of Enlightenment; 
 IV stage: The period of industrial revolution and modernization; 
 Stage V: Modernity. 
 The article examines the role of great philosophers and ancient jurists, such as Aristotle, Democritus, Plato, Seneca, Socrates, Ulpian, Cicero, etc., in shaping the concepts of the right to education. 
 Special attention is paid to how the history of education reflects social and cultural changes. From primitive forms of learning to modern education systems, this article shows how education has always been not only a right, but also an important factor in social evolution. 
 Emphasis is placed on the works of the following famous philosophers, the American - J. Dewey, the Brazilian - P. Freire and the domestic - P. Kulish, who had an impact on the formation and development of the philosophy of modern education. 
 The conclusions of the article emphasize that the right to education is determined not only by legal norms, but also by the social context and philosophical views. They emphasize the importance of understanding the historical development of education for the modern understanding of the constitutional and legal paradigm of education, which reflects the dynamics of society and its needs for education and development
• Pour une sémiotique sociale en terrain scolaire : explorer et enrichir les compétences visuelles, émotionnelles et numériques chez les adolescents

  Centre d'études sur les médias, les technologies et l'internationalisation (CEMTI); Université Paris 8 Vincennes-Saint-Denis (UP8); Piot, Virginie (HAL CCSDGroupe de Recherche en Littératie Médiatique Multimodale, 2023-09)

  International audience
• Éléments de validité à propos d’un instrument mesurant le climat relationnel perçu par des étudiants et étudiantes universitaires à distance

  Ambroise Baillifard (ADMEE-Canada, 2022-01-01)

  Le questionnaire Climat relationnel des études à l’Université (CREU) (Genoud, 2008) a été adapté en français et en allemand et intitulé Climat relationnel des études à distance (CRED). Une analyse factorielle confirmatoire (n = 223) soutient la structure du CRED en quatre sous-échelles. D’autres éléments de validité sont fournis par des coefficients de cohérence interne et par la comparaison avec les résultats antérieurs obtenus par Genoud (2008). Toutefois, une faible invariance de mesure entre les échantillons (francophones et germanophones) et des indices d’ajustement parfois insuffisants, en particulier pour la version allemande, invitent à la nuance. La validité de critère est étayée par des liens significatifs positifs entre le sentiment d’auto-efficacité, la persévérance et la qualité perçue du climat relationnel (CRED). Des liens négatifs ont été trouvés entre le CRED et la propension à l’ennui (SBPS). Aucun lien n’apparait entre le climat relationnel et les performances (notes).
• Pour une sémiotique sociale en terrain scolaire : explorer et enrichir les compétences visuelles, émotionnelles et numériques chez les adolescents

  Piot, Virginie (Groupe de recherche en littératie médiatique multimodaleÉrudit, 2023)

  Omniprésente dans les pratiques communicationnelles des adolescents, l’image est un « objet polyvalent » (Féroc-Dumez, 2019) dont la dimension émotionnelle et éthique notamment est régulièrement soulignée comme un enjeu éducatif primordial. Je transpose en contexte scolaire une méthode en sémiotique sociale (Saemmer, Tréhondart et Coquelin, 2022) favorisant l’introspection idéologique et l’esprit critique en situation d’interprétation de l’image. Une expérimentation auprès de collégiens permet de mettre en lumière les potentialités de la sémiotique sociale comme dispositif pédagogique auprès d’adolescents tant sur le plan de l’acquisition d’outils sémiotiques que d’outils réflexifs. Elle les transforme en « interprètes-impliqués » tout en permettant de traiter certaines questions vives de société, comme les stéréotypes liés au genre ou aux codes en vigueur sur les plateformes numériques.
• Políticas de evaluación a gran escala y la inclusión de los colectivos vulnerabilizados

  Universidade Estadual Paulista. Brasil; Reis, Márcia Lopes; Silva, Hilda Maria Gonçalves da (Asociación INFADUniversidad de Extremadura, 2023-11-16)

  El presente trabajo intenta analizar cómo se observan las paradojas hacia las prácticas de gestión de los cursos de grado en Brasil tras las políticas de inclusión y/o cupos para los colectivos vulnerables en las universidades brasileñas en el contexto de las políticas a gran escala. En Brasil, el ENADE (Exame Nacional de Desempenho dos Estudantes) representa un relevante proceso de evaluación a gran escala de los cursos de grado. El ENADE forma parte de um sistema más abarcante que conlleva otros tres componentes principales: la evaluación de las instituciones, de los cursos de grado y del desempeño de los estudiantes. Asi que el SINAES (Sistema Nacional de Avaliação da Educação Superior) evalua las universidades en sus funciones de docencia, investigación y extensión y ha sido creado el 2004 por la Ley n. 10861. Desde entonces, han cambiado algunas políticas de acceso a la universidad para garantizar que los colectivos que han sido vulnerabilizados a lo largo de la historia puedan formar parte de ese locus de construcción y difusión del conocimiento científico. La interrogante que se propone: ¿Qué estudios se hacen bajo el tema de las prácticas de gestión que han sido cambiadas por los resultados de las evaluaciones a gran escala tras las políticas afirmativas? Los análisis bibliográficos representan la metodología que se va a utilizar. Los primeros análisis evidencian las escasas reflexiones publicadas bajo el tema i evidencian la fragilidad de los sistemas de evaluación a gran escala para cumplir su rol: mensurar la calidad de la educación superior.
• El teatro como medio para implementar una formación crítica e incluyente en la escuela

  Briceño Romero, Ysabel Cristina; Briceño Romero, Ysabel Cristina [0001626677]; Briceño Romero, Ysabel Cristina [nmdAizUAAAAJ]; Briceño Romero, Ysabel Cristina [0000-0002-6605-6838]; Briceño Romero, Ysabel Cristina [Ysabel_Brice]; Briceño Romero, Ysabel Cristina [ysabel-cristina-briceño-romero]; Arango Jaimes, Brahyand Steven (Universidad Autónoma de Bucaramanga UNABFacultad Ciencias Sociales, Humanidades y ArtesMaestría en Educación, 2023-01-20)

  Esta tesis de maestría propone al teatro como un medio para implementar una formación crítica e incluyente con estudiantes de octavo y noveno del Colegio Ecológico de Floridablanca Sede Helechales con el fin de que problematicen en las dos categorías. Para ello se llevó a cabo una estrategia de investigación acción con enfoque experimental que se basó en un plan formativo de talleres teatrales con actividades enfocadas a las categorías definidas: pensamiento crítico y reconocimiento del otro; acompañado de un diagnóstico al principio y al final del proceso para evaluar el impacto que pudieron tener los talleres y los posibles cambios en los estudiantes. Como resultado del proceso se pudo evidenciar que, por medio del proceso formativo de talleres teatrales, algunos participantes lograron interesarse por tener una visión crítica y empática sobre las situaciones de su contexto próximo, pero otros mostraron desinterés o apatía hacia los temas de las actividades. Se puede concluir que el teatro sirve para mejorar en competencias de pensamiento crítico y reconocimiento del otro y que sobre todo se hace notable en las categorías de contexto socio-político y empatía mientras que se presenta una dificultad en mejorar la reflexión analítica de los participantes por lo cual habría que prestar mayor atención a esta temática.
• ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis

  Benjamin H. Nam; Qiong Bai (SpringerOpen, 2023-11-01)

  Abstract Background With the increasing demand brought on by the beginning of the fourth industrial revolution in the period of post-digital education and bio-digital technology, artificial intelligence (AI) has played a pivotal role in supporting human intelligence and contributing to intellectuals within science, technology, science, and mathematics (STEM) and in the broader field of higher education. Thus, this study examines how writers for mainstream STEM journals and higher education magazines perceive the impact of ChatGPT, a powerful AI chatbot, on STEM research and higher education. ChatGPT can generate realistic texts based on user prompts. However, this platform also poses ethical challenges for academic integrity, authorship, and publication. Results Using a comparative media discourse analysis approach, this study analyzes 72 articles from four media outlets: (a) Springer Nature; (b) The Chronicle of Higher Education; (c) Inside Higher Ed; and (d) Times Higher Education. The results show that the writers expressed various concerns and opinions about the potential conflicts and crises caused by ChatGPT in three areas: (a) academic research and publication; (b) teaching and learning; and (c) human resources management. Conclusions This study concludes with some policy implications and suggestions for future research on ChatGPT and AI ethics in academia by reilluminating the most overarching policy concerns related to ethical writing in STEM research and higher education and limitations to the blindness to authorship and academic integrity among diverse stakeholders.
• The European Educational Policy and Early School Leaving: A Conceptual Analysis from the Perspective of the Leaving Subject

  Guerrero Puerta, Laura M. (MDPI, 2023-11-14)

  This research is associated with the project funded by EDU2014-52702-R Project (Ministry
 of economy and competitivity of Spain) and the Author Doctoral Thesis. But funding has being fully
 assumed by the authors. The APC was funded by National University of Distance Education IOAP
 program, and partially paid by author.
• Autonomía universitaria y metaverso

  Gonzalez Busquin, Facundo Rodrigo (Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente, 2022)

  The rapid advancement of information and communication technologies (ICT) has impacted the way in which the youngest acquire their knowledge; causing, consequently, a mutation of the forms of teaching. In this avant-garde wave, the Artificial Intelligence Laboratory of the Faculty of Law of the University of Buenos Aires (IALAB) has developed a minimum viable product (Metaverse) that pursues the difficult task of adapting university education to the demands of the new generations. However, since these virtual universes are proposed as new platforms for social interaction, co- governed by their users, their development in the academic field leads to the dichotomous decision of raffling off university autonomy - historically recognized- or incurring in the creation of a mere educational platform, a simple game of learning higher level knowledge, far from being a true metaverse.
• La formación inicial de docentes de Educación Física en licenciaturas a distancia: dos estudios de caso etnográficos en universidades públicas y privadas brasileñas

  Sancho, Juana Ma.; Alonso Cano, Cristina; Universitat de Barcelona. Facultat d'Educació; Oliveira, Fernando Dias de (Universitat de Barcelona, 2023-11-21)

  Programa de Doctorat en Educació i Societat
• Videojuegos para el desarrollo de competencias en educación superior

  Sierra Daza, María Caridad; Martín del Pozo, Marta; Fernández Sánchez, María Rosa (Editorial Universidad de Sevilla, 2023-11-21)

  Los videojuegos ganan cada vez más atención desde la investigación educativa y su aplicación a la práctica docente. En este sentido, los videojuegos pueden ampliar las posibilidades educativas, entre otras, en la etapa universitaria. Dicho esto, este trabajo tiene como objetivo central obtener evidencias de artículos que abordan el desarrollo de competencias específicas (instrumentales, interpersonales y sistémicas)del Proyecto Tuning con videojuegos en Educación Superior, analizándoselas competencias desarrolladas, y, además, las ramas de conocimiento de las titulaciones universitarias. Para ello, se lleva a cabo una revisión sistemática de literatura de estudios publicados en los seis últimos años (desde 2016 hasta 2021) sobre el uso de videojuegos para el desarrollo de competencias en los estudiantes en Educación Superior, guiada por el protocolo PRISMA 2020. En esta revisión, se identifican 62 artículos que recogen hallazgos sobre el uso de videojuegos para el desarrollo de competencias en la Educación Superior. Los resultados obtenidos reflejan un predominio de estudios centrados en el uso de videojuegos para el desarrollo de competencias instrumentales de la dimensión del “saber”, seguido de aquellos centrados en competencias sistemáticas tales como la motivación. Sin embargo, se detecta una carencia en competencias interpersonales como la capacidad de trabajar en un equipo interdisciplinar o la capacidad para comunicarse con expertos de otras áreas, siendo ambas fundamentales en el desarrollo profesional
• Influencia de las clases presenciales y virtuales en el rendimiento académico

  Gonzales Choquehuanca, Elvis Eleodoro; Aliaga Ahuanari, Vanessa Megdaly; Vasquez Anaya, Eda Marleni (Universidad de Ciencias y Humanidades (UCH)PE, 2023-11-23)

  Esta investigación tuvo el objetivo de determinar la influencia de las clases presenciales
 y virtuales en el rendimiento académico. En lo metodológico, esta ha sido una
 investigación de diseño cuantitativo, diseño no experimental, nivel causal y de corte
 transversal, con una muestra censal de 45 estudiantes universitarios. El instrumento fue
 un cuestionario de escala ordinal. Se obtuvo que en clases presenciales y clases virtuales
 predomina el nivel medio con el 60,0% y 51,1%, respectivamente; en el rendimiento
 académico prevaleció el nivel muy bueno con el 66,7%. El análisis inferencial permite
 conocer que las clases presenciales y virtuales influyen en el 34,1% del rendimiento
 académico, las clases presenciales influyen en el 22,6% del rendimiento académico y las
 clases virtuales influyen en el 19,1% del rendimiento académico. Se concluye que las
 variables independientes influyen en la variable dependiente, aunque no de forma
 significativa. Por tanto, se acepta la hipótesis alterna y, por consiguiente, se refuta la
 hipótesis nula.
• Accreditation and Quality Assurance Model of Iran's Higher Education System from the Perspective of the Experts

  Mohammad MojtabaZadeh; Abbas Abbaspour; hasan makeki; Maghsoud FARASATKHAH (Iranian Educational Research Association, 2018-10-01)

  The aim of this study is to design an accreditation and quality assurance model, appropriate to underlying condition and   contextual features Iran's higher education system. The study was conducted using qualitative research with the Grounded Theory approach. The study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. In addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. After that, we act the first to open coding, then, to have axial and selective action. In the first phase open coding, in 2027 the concept was obtained. The second phase of open coding data, in 1262 concept and 157 major categories were classified. In axial coding stage, 25 theoretical codes were determined. Then, in terms of condition, interactive / process and outcome characteristics was classified. In selective coding, category of quality discourse, fear and hope, as the central category where selected. In the opinion of higher education experts, Existing challenges in academic quality in Iran are due to the challenge of discourse, and no challenge in nature in and shape and even epistemological. Due to the understanding and interpretation of the experts, quality has two dimensions of fear and hope. accordingly, in a general perspective, dual and conflict vision of quality discourse, in the name of the discourse of regulatory quality as fear, and discourse of cooperative quality as  hope was typified and classified.in the universities of Iran. Also, the model designed in this study is a complex and multidimensional concept. In case this model will have a positive function, which like a unit totality should be considered in every aspect of it alike.
• Developing and explaining the mobile-based learning model of social networking in higher education in Iran

  nilofar akbarzadeh; kamran mohamadkhani; mahmod abolghasemi (Iranian Educational Research Association, 2020-06-01)

  In this study, a model for validation and validation of social network-based mobile learning in higher education in Iran has been investigated. Mobile learning is a concept that is composed of a combination of two forms of education or e-learning and distance learning and is generally done via mobile and social media. The research method in this article is a mixed one. Firstly, based on qualitative method and specifically based on interviews with subject matter experts, the dimensions, components and indicators of mobile learning concept are extracted and then in the quantitative phase, by formulating a questionnaire. Based on the qualitative stage indicators and after implementing a WhatsApp social networking 'statistical basics' learning course, 300 participants in this questionnaire-based survey were recruited based on 281 data. Questionnaire was valid - validation and factor analysis of mobile learning model in higher education were conducted. The findings of the qualitative research showed that the mobile learning model has 4 components and 24 components. These dimensions include the "learner or learner" dimension, "interaction and communication", "tools and technology" and "infrastructure". Quantitative results also showed that in exploratory and confirmatory factor analysis, factor loadings of all indices were higher than 0.3, and goodness of fit indices showed good fit. Also, the indices had good reliability (Cronbach's alpha) in the model.
• Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems

  Reis, Carlos; Formosinho, Maria das Dores; Jesus, Paulo Renato (2016-11-06)

  The significance of the “Bologna Turn” in European Higher Education, which supposedly refocused the process of teaching and learning and was expected to bring about a pedagogical reform, is discussed mainly by clarifying why it has not in fact realized the expected advances on performativity and standardization. We show how the “Bologna Process” falls into the mechanistic paradigm that Rancière (1987) acutely criticized and through which the educational intervening subjects are reduced to a functional dimension. We draw on Rancière’s criticism to make clear the dynamics of the “deranging machine”, while we call for Buber’s “pedagogy of encounter” as having the potential for opening a new space to escape from the current situation by a “pedagogy of an inspiring way of speaking”, as this may act as adequate conveyer for accomplishing the desired meaningful encounters. These issues lead us to consider why and how education requires a special “pedagogical tact”: the tact for understanding that education is an antinomical process that flows from, through and towards a meaningful dialogue, so that one can recognize that autonomy is constructed in relation to dependency, freedom in relation to compliance and care in relation to some amount of constraint.
• Autonomía universitaria y su abordaje en la jurisprudencia

  Kenny, Vicente; Singla, Florencia (Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente, 2022)

  Academic autonomy is one of the pillars of the Argentine higher education system, as it guarantees the free debate of ideas. However, its specific scope has been the subject of intense doctrinal and jurisprudential debates. Since academic autonomy was derived from national legislation, the Supreme Court of Justice understood that it was limited to economic and financial autarchy and the freedom of teaching and research, but did not exempt national universities from control by the Executive branch. The constitutional reform of 1994 granted constitutional status to academic autonomy, and although this did not substantially alter the scope that the Supreme Court and federal courts assign to the concept, it did affect the system of control of decisions made by national universities - especially as formulated in Law No. 24.521 - by removing it from the sphere of the Executive branch and firmly placing it in the hands of National Congress, which has broad regulatory powers, and the judiciary
• The Effectiveness of Critical Thinking Psycho-Educational Approach on Adjustment and Social Anxiety of Female Students

  Batool Ghodosian; Sharifi Tayebe; Maryam Chorami; Mahmoud Jajarmi (Iranian Educational Research Association, 2021-06-01)

  Moving from the status quo to the desired state of education is difficult and impossible, despite the emotional and social turmoil. Little is known about the role of critical thinking in emotional and social turmoil. Therefore, the aim of this study was to investigate the group training of critical thinking (CT) on adjustment and social anxiety of female high school students in Bojnourd. The method of the present study was a quasi-experimental with pre-test-post-test-follow-up and control groups. The statistical population of the study included 430 girls in the second year of high school in Bojnourd in the academic year of 1998-99. And witnesses were randomly replaced. The instruments used in this study were Bell Social Adjustment (1961) and the Social Anxiety Scale for Adolescents (SAS-A, 1999). The Critical thinking training program was performed on the experimental group during 8 sessions of 90 minutes according to the training program. The results of repeated measures analysis of variance show that there was a significant difference between the mean of adjustment and social anxiety in the experimental and control groups. This means that group training in critical thinking has been significantly effective in increasing social adjustment and reducing social anxiety in the experimental group.
• La Acreditación de la Educación Superior en Colombia

  Serrano Sarmiento, Rafael (Universidad Autónoma de Bucaramanga UNABFacultad Ciencias Económicas, Administrativas y ContablesPregrado Administración de Empresas, 2023-11-16)

  La Acreditación de la Educación Superior, de instituciones y de programas, es un proceso sin antecedentes en Colombia. El Sistema Nacional de Acreditación fue creado por la Ley 30 de 1992, o Ley de la Educación Superior, la cual introdujo significativos cambios en la concepción y gestión del servicio público que prestan las instituciones, tanto las públicas como las privadas.
• La méthode de conversion de la cote de rendement au collégial (cotes R) en moyenne cumulative exprimée en pourcentage

  Denis Savard; Serge Sévigny (ADMEE-Canada, 2007-01-01)

  Le présent article décrit les fondements de la formule de conversion des cotes de rendement au collégial, les cotes R, en moyennes cumulatives exprimées en pourcentage. Cette moyenne est utilisée depuis 2003 par les universités québécoises participant au palmarès des universités du magazine Maclean’s. L’utilité de la formule développée dépasse largement les simples fins de classement des établissements pour lesquelles elle a été élaborée. Dans les faits, la moyenne cumulative brute des cégépiens ne peut être comparée sans désavantager sérieusement ceux-ci par rapport aux finissants du secondaire des autres provinces canadiennes. Par souci d’équité, cette formule, qui convertit les cotes R en moyennes cumulatives exprimées en pourcentage, devrait être utilisée dans tous les cas où les résultats des finissants de cégeps sont comparés à ceux de leurs homologues du secondaire des autres provinces dans le cas de processus de sélection (accès aux programmes contingentés, octroi de bourses au mérite ou de prix d’excellence) ou de mesure comparative de la performance des établissements ou des systèmes.
• The Position of Critical Thinking in Upper Documents of Education in Iran

  Saber Sharifi; Maryam Seifnaraghi; Ezatollah Naderi; Ghodsi Ahghar (Iranian Educational Research Association, 2018-03-01)

  Abstract The purpose of this article is to investigate the predictive point of view in the upstream documents of Iranian education. For this purpose, in this research, which is a kind of evaluation study, content analysis is used and the descriptive method is used because of the fact that the researcher personally studies and searches criteria and indexes. In the first research, Literature and subject background, the components of critical thinking were identified from the viewpoint of various theorists and researchers. In this section, Bloom's revised classification was used as the dominant theory, and its last three categories, analysis, evaluation and composition (Creation) was selected as a joint component for review. Validity of selected components was confirmed by three field specialists. The reliability coefficient, which was performed with a re-test method, is 96% in this research. Among the research community, the national curriculum document was selected as a sample by purposeful sampling. The results of the research show that, in general, the text and content The national curriculum document does not pay the same attention to the critical thinking components and the emphasis on the composition component (creation) is higher by 43% than the other components, and the component of evaluation is second to 38% and the analysis component with 19% Third grade is the focus and emphasis.

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