Kultura szkoły jako przedmiot analiz: przegląd badań kazachskich i polskich

Introduction: The post-socialist political transformation after 1989 initiated several changes in the political, economic, and social spheres in many countries. Changes have also occurred in educational institutions, which have been transformed over the last three decades because of changes of the program and organizational nature. The actual scope and depth of changes taking place at school requires the isolation of a comprehensive construct that will allow to capture the features and changes taking place at various, also hidden, levels of school functioning. These criteria are best met by the concept of school culture.Research Aim: The aim was to analyze empirical Polish and Kazakh articles on school culture.Method: To find relevant literature, a search strategy was developed which consisted of several stages, including searching databases of peer-reviewed journal articles published in English, Kazakh and Polish in the last 30 years.Results: Although publications from the last 30 years were analyzed, there were not many publications that met the imposed analytical criteria. Considering Kazakh publications, it should be noted that the dominant approach is the quantitative one, however, there are no studies that address school culture issue directly. In the case of publications of authors dealing with the issue of school culture in Poland, the quantitative approach also dominates, but the authors refer directly to the category of school culture. Although publications in the native language dominate, the number of texts in English is increasing.Conclusions: The results showed considerable differences in the nature of the empirical discourse regarding school culture.Wprowadzenie: Postsocjalistyczna transformacja ustrojowa po 1989 roku zapoczątkowała szereg zmian w sferze politycznej, gospodarczej i społecznej w wielu krajach. Zmiany zaszły również w placówkach edukacyjnych, które w ciągu ostatnich trzech dekad przekształciły się ze względu na zmiany o charakterze programowym i organizacyjnym. Rzeczywisty zakres i głębokość zmian zachodzących w szkole wymaga wyodrębnienia całościowego konstruktu, który pozwoli uchwycić cechy oraz zmiany zachodzące na różnych, także ukrytych, poziomach funkcjonowania szkoły. Najlepiej zdaje się spełniać te kryteria koncepcja kultury szkoły.Cel badań: Celem była analiza empirycznych artykułów polskich i kazachskich dotyczących kultury szkoły.Metoda badań: Aby znaleźć odpowiednią literaturę, opracowano strategię wyszukiwania, która składała się z kilku etapów, w tym przeszukiwania baz danych recenzowanych artykułów naukowych opublikowanych w języku angielskim, kazachskim i polskim w ciągu ostatnich 30 lat.Wyniki: Chociaż przeanalizowano publikacje z ostatnich 30 lat, niewiele zidentyfikowano publikacji spełniających narzucone kryteria analityczne. Biorąc pod uwagę publikacje kazachskie, należy zauważyć, że dominującym podejściem empirycznym jest podejście ilościowe, jednak brak jest badań, które bezpośrednio poruszałyby problematykę kultury szkoły. W przypadku publikacji autorów zajmujących się tą problematyką w Polsce również dominuje podejście ilościowe, ale autorzy odwołują się bezpośrednio do kategorii kultury szkolnej. Mimo że dominują publikacje w języku ojczystym, liczba tekstów w języku angielskim rośnie.Wnioski: Wyniki wykazały znaczne różnice w charakterze dyskursu empirycznego dotyczącego kultury szkoły

E-learning in higher education and social development

The paper deals with digital education. Currently, digital education is getting popular, particularly in current pandemic event COVID 19 which has been emerged in China recently. Authors discussed online education issues. Authors reviewed different literature on e-learning and online education worldwide, as well as highlighted the online problems emerged in different countries. Now, when in many countries distance learning is actively imposed on people who do not have not only teaching aids and methodological competence for digital learning, when some people do not even have access to digital devices, there are no conditions for learning outside the classroom and there are many other problems, the problem digital inequality becomes its one channel for increasing general social inequality. Our research, which contributes to the study of current and likely future problems of digital education, its role and interaction with other spheres of society, including science and industry, is a contribution to solving the problem of social well-being, including sustainable development. Sustainable development is a controversial concept that combines two leading lines: the line of harmonization of the development of society in all its separate spheres and the harmonization of relations between spheres, and the line of achievements, evolution of each of the spheres and relations of spheres

L'utilisation des plateformes pédagogiques pour développer des compétences de communication orale en FLE au Kazakhstan : aspects didactiques et pédagogiques

International audienceThe article is devoted to the problem of implementing an individual approach in teaching languages on interactive educational platforms. The criteria for analyzing interactive educational platforms from the point of view of individualization are proposed. The article also discusses the problems of creating pedagogical platforms for teachers of the French language; such a pedagogical platform is considered by the author as an innovative didactic tool. This fulfills all the functions of didactic tools and can be used for distance learning of French language for a group of students; describing the available pedagogical platforms, the author concludes that the proposed options do not meet the needs of language teachers. The research hypothesizes that learning on an interactive educational platform in the context of an individual approach can increase the level of knowledge of students. The article describes the developed educational platform Ca va école for learning French. The paper also presents the results of a pedagogical experiment to evaluate the effectiveness of the developed methodology

Development of Construction Engineering Teaching Course by using VR-AR: A Case Study of Polytechnic in Indonesia

The Covid-19 pandemic impacted on increasing use of Android smartphones in teaching and learning. This study aims to build markerless VR-AR (Virtual Reality-Augmented Reality) as Android-based teaching materials for construction engineering students in Polytechnic. VR-AR based teaching materials that have been established can reduce the risk of spreading Covid-19 without reducing learning quality. This research used the V-model method, which is divided into two parts, particularly development and testing activities. Testing is performed by developers and examiners using ISO 25010. The test results of VR-AR based teaching materials that have been established show that the teaching materials were very feasible in terms of functional suitability, compatibility, and usability. All functions of the VR-AR application operate smoothly and work successfully on various Android operating systems with different screen resolutions. Moreover, users were satisfied with the developed VR-AR based teaching materials. They felt comfortable, fun, and excited when using the AR application

Development of Construction Engineering Teaching Course by using VR-AR: A Case Study of Polytechnic in Indonesia

The Covid-19 pandemic impacted on increasing use of Android smartphones in teaching and learning. This study aims to build markerless VR-AR (Virtual Reality-Augmented Reality) as Android-based teaching materials for construction engineering students in Polytechnic. VR-AR based teaching materials that have been established can reduce the risk of spreading Covid-19 without reducing learning quality. This research used the V-model method, which is divided into two parts, particularly development and testing activities. Testing is performed by developers and examiners using ISO 25010. The test results of VR-AR based teaching materials that have been established show that the teaching materials were very feasible in terms of functional suitability, compatibility, and usability. All functions of the VR-AR application operate smoothly and work successfully on various Android operating systems with different screen resolutions. Moreover, users were satisfied with the developed VR-AR based teaching materials. They felt comfortable, fun, and excited when using the AR application