The Current Situation of the Internationalization of Higher Education Institutions In Europe: Case of Türkiye, Belgium, Bulgaria, Czech Republic, Romania and Spain

Çevrimiçi (119 sayfa : grafik, şekil )As the editor of this book, I am honored to present the output of Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project. This project, set against the ever-evolving landscape of higher education, stands as a guiding light for academic exploration. It underscores our collective commitment to understanding and promoting diversity within educational settings. In a world that's more interconnected than ever, multicultural classrooms are not just a part of higher education; they are at its very core. This project takes us on a journey across several European countries, including Türkiye, Belgium, Romania, Bulgaria, the Czech Republic, and Spain, to explore the experiences and challenges faced by both students and faculty in these diverse classrooms. The main goal is to understand these educational environments and come up with recommendations for improvement. We've engaged with 80 participants, including students and faculty, and used interviews to gather insights that have led to valuable recommendations. This book, featuring six national reports, offers unique perspectives on multicultural classrooms, contributing to a comprehensive view of European education. It's a valuable resource for those who care about the future of higher education and the power of diversity. As you embark on this exploration, remember that you're part of an ongoing dialogue shaping the path of higher education. We extend our heartfelt gratitude to the chapter writers for their invaluable contributions. Enjoy the journey! Mehmet Emin BAKA

English as the Language of Trade, Finance, and Technology in APEC: an East Asia Perspective

The use of English language for cross-border communications is important in many areas of trade ranging from tourism to trade in financial services. English will increase the capacity of people to communicate and exchange ideas and goods across borders. However, the increasing involvement in trade, tourism, and international relations among APEC member countries where English is not spoken as the first language poses some problems and barriers in achieving aspired regional cooperation. Efforts have been made by governments to encourage the internalization of English as a second language. This article documents ongoing efforts to adopt English as the official language of trade, finance, and technology in APEC member countries and to improve English fluency in selected East Asian countries. It is an interesting case study on the adoption of a common technology (i.e., English as the medium of communication) as an explicit policy to enhance both global integration and country competitiveness.capacity building, English language, language barrier, language skill, language education, English economy, trade language

English as the Language of Trade, Finance, and Technology in APEC: an East Asia Perspective

The use of English language for cross-border communications is important in many areas of trade ranging from tourism to trade in financial services. English will increase the capacity of people to communicate and exchange ideas and goods across borders. However, the increasing involvement in trade, tourism, and international relations among APEC member countries where English is not spoken as the first language poses some problems and barriers in achieving aspired regional cooperation. Efforts have been made by governments to encourage the internalization of English as a second language. This article documents ongoing efforts to adopt English as the official language of trade, finance, and technology in APEC member countries and to improve English fluency in selected East Asian countries. It is an interesting case study on the adoption of a common technology (i.e., English as the medium of communication) as an explicit policy to enhance both global integration and country competitiveness.capacity building, English language, language barrier, language skill, language education, English economy, trade language

Technology Leadership for Secondary Vocational Education Development in China

In the digital age, rapid advancement in technology influence education inherently. This study explored the technology leadership for secondary vocational education development in China. Though content analysis method reviewing critically the research works of china secondary vocational education situation, educational technology development in all of the world and educational leadership theories, the author identify technology leadership including building the technology (or ICT) vision, enhance professional development, transform learning and teaching and evaluate outcomes. Keywords: Technology Leadership, Secondary Vocational Education, Vocational Education Leadership, Classroom Technology, ICT. DOI: 10.7176/JEP/10-19-08 Publication date:July 31st 201

The integration of information technology in music teacher education and school music education in Taiwan

This study is an investigation into the integration of information technology in music education in Taiwan. It focuses particularly on primary schools, and universities offering pre-service and postgraduate programs in music education. The study’s design begins with an exploration of government policies and their implementation, followed by an examination of music teacher education, and then music in primary schools. In the process it identifies significant approaches used to promote the integration of information technology into music programs. Following an historical examination of the development of information technology into the education system, and subsequent government policies, the researcher investigated courses in information technology pertaining to music offered by relevant universities in Taiwan. The next stage of the research involved semi-structured interviews with three groups of stakeholders: policy developers, university teachers, and primary school teachers. Three periods of development were discerned by the researcher: the Computer Assisted Instruction Period (1986-1997), the Internet Development Period (1997-2001), and the Digital Content Period (2001 to the present). All three periods were significant for developments in school and teacher education. An examination of information technology in nine music teacher education institutions showed that most courses were only offered as electives: they were not compulsory. In practice this has meant that music graduates who have entered the teaching profession have not necessarily received any training in information technology. Unfortunately, in-service or professional development courses in information technology for practising teachers have generally been inadequate; part of the problem has been a dearth of courses designed specifically for teachers of music. Professional development courses have predominantly been oriented towards general teaching across disciplines. The researcher argues the need for universities and those offering professional development courses to ensure that music teachers are not only skilled in information technology, but also acquainted with appropriate pedagogy for using it in teaching and learning. The study showed that information technology has not generally been assimilated into music teaching and learning in primary schools in Taiwan. Part of the problem, as suggested by the teacher interviewees, is that music teachers are not sufficiently motivated and skilled to integrate information technology into the curriculum, and many schools are inadequately resourced. This not only highlights the need for more effective teacher training, but also for schools themselves to give greater recognition to the importance of [the integration of IT in] music in primary schools. Music education in Taiwan with respect to the integration of information technology appears to be in a relatively weak position in schools and in teacher education. Indeed, the study has also highlighted music’s relatively weak status compared to many other subject or discipline areas. In identifying specific issues, the study concludes with a number of recommendations addressed to the government and the Ministry of Education, primary school administrators, primary school music teachers, and future researchers in the field

Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three: A small-­‐scale evaluation of the Design and Technology Framework in England

Since the beginning of Design and Technology (D&T) in the English secondary school curriculum, the teaching of design has been identified as less effective than that of making. Research Questions: What are the experiences of pupils between the ages of 12 and 14 of design learning? Purpose of Study: In 2004 as part of the National Strategies, the D&T framework was launched, aiming to support the teaching of design skills. This is a small-­‐scale study, which begins to explore the experiences of pupils and teachers in four schools in the Northwest of England. Research Methods: The study used a mixed methods approach, gathering quantitative and qualitative data in a questionnaire with a convenience sample of school pupils. The questionnaire responses are analysed alongside qualitative interviews with D&T teachers from the schools. Findings: The findings indicate that many pupils had a clear understanding of the role of designing. However, some common assumptions of the nature of design activity centering on the act of sketching or drawing were evident. The majority of pupils were unable to accurately identify the names of many of the design activities introduced as part of the framework. Conclusions: Whilst some progress has been made in the teaching of design, through the use of design activities introduced in the D&T Framework, the support experienced by teachers was limited and were not sustained beyond the initial training. There are implications for initial teacher educators in supporting beginning teachers and balancing the tensions trainees experience whilst on placements in school. Key Words: Design, designing, pedagogy, teacher educatio

Dealing with Taiwan

The de facto politically independent Taiwan is coming under increas­ing pressure from the People's Republic of China (PRC) and its claim to reunification. In addition to militarily threatening gestures, Beijing is employing economic and political means as well as cyberattacks and disinformation campaigns. This threatens the stability and status quo in the Taiwan Strait. Taiwan is of immense importance to East Asia's geopolitical dynamics: geo-strategically as part of the first island chain that restricts the PRC’s access to the Pacific, and economically-technologically as a leading manufacturer of semiconductors. In the global systemic conflict between liberal-democratic and authoritarian political systems, Taiwan holds a prominent position as a consolidated, pluralistic democracy and political counter-model to the authoritarian system of the PRC. It is in the interest of Germany and Europe that peace and stability in the Taiwan Strait are preserved, to make better use of Taiwan's economic and technological potential and to extend value-based support for its free and democratic society. Germany is committed to a one-China policy, which rules out any diplo­matic recognition of Taiwan. Nevertheless, there is scope to expand and intensify relations below this threshold and thus counter China's policy of intimidating and isolating Taiwan. The Taiwan policies of the United States, Japan, Singapore, South Korea, Australia, India as well as European partner countries show that there is room for pursuing closer relations with Taiwan while at the same time adhering to a one-China policy. Thus, options for action exist in foreign and security policy, trade and economic policy, as well as cultural policy

Pre-service Primary and Secondary Teachers’ Perceptions of the Potential of Virtual Reality for Teaching and Learning

In this thesis, three separate but closely connected studies were conducted. A scoping review employed a systematic approach to identify studies dealing with pre-service teachers’ ICT beliefs, revealed the crucial factors in terms of measuring pre-service teachers’ ICT beliefs, explored unresolved issues with the current literature of pre-service teachers’ beliefs of different technologies, and provided clear directions for the development of further educational research and practice. A systematic review sought to examine the ICT beliefs of pre-service teachers containing the variables of ICT beliefs measurement, ICT adaptation factors and ICT training needs. The findings from the scoping review and systematic review revealed the relevant research and provided insights into the possible ways to measure pre-service teachers’ ICT beliefs. A mixed method empirical study on pre-service teachers’ beliefs and training needs on the educational use of virtual reality was conducted to fill the research gap and move the literature forward, as the results of scoping review and systematic review have suggested that there is a lack of evidence about pre-service teachers’ beliefs on cutting-edge technologies, such as virtual reality technology. It was found that pre-service teachers have moderately positive attitude towards ICT and virtual reality technology in terms of openness to new ICT tools, perceived usefulness, perceived ease of use, and technological complexity; however, they hold a relatively positive expectation for the future development of virtual reality technology in the educational field. The results also showed that pre-service teachers have moderately positive attitudes towards ICT training, and they have clear goals about their training needs to guide their implementation of virtual reality technology in classroom teaching and learning. It is suggested that pre-service teachers in China need to adapt to the recent and newest policies for their own development and for the advancement of society. Future research could be based on the relationship between pre-service teachers’ ICT beliefs and the practices of integration of technology in the classroom, as well as the changes in pre-service teachers’ perceptions of ICT and cutting-edge educational technologies before and after the Covid-19 pandemic for teaching practice

Meeting the information challenge: exploring partnerships with Africa

Africa suffers from the disadvantages of marginality within the global technical system and a legacy of externally driven infrastructure. Developments in information and communication technologies now offer the chance to redress these but the technologies require skills and capacities which are scarce. The technologies themselves can be used to leverage existing resources so that the necessary skills can be developed. However this process needs to take account of African priorities and requirements if the current inequitable situation is not to be reproduced in a new global infrastructure. The key to this is a balance between external partnership and internal collaboration. The African diaspora offers a means of moderating such relationships