The Role of E-Transformational Leadership in Intergenerational Cooperation for School Culture

In transforming society and the new education system, there is significant need to know more about new generation expectations and the characteristics in order to form future actions. This study aims to reveal the role of e-transformational leadership in intergenerational cooperation for the better school practice and culture. The literature pays attention on transformation in education however literature needs to put forward to expanding practical knowledge on entrepreneurship, cooperation and transformational leadership by concentrating on intergenerational learning and exchange of knowledge in school culture. The study has qualitative nature that self-reports of headmaster and teachers in school context provided qualitative data in order to discover emic perspective on e-transformational leadership and intergenerational cooperation. Thematic analysis was employed to reveal the perceptions and experiences of headmasters and teachers in respect to research focus. The findings showed that the situation of transformational leadership of headmasters, intergenerational cooperation on school culture and efficient use of information technology are key terms to be considered for the development of school culture

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Behavioural intentions of disabled tourists for the use of peer-to-peer accommodations: An application of fsQCA

Purpose. This empirical study aims to examine the causal models that predict disabled tourists’ behavioral intentions to use peer-to-peer (p2p) accommodations. This study also explores the causal models through complex combinations of demographic factors, host attributes, and the levels of perceived charm, convenience, and other service features of the accommodations as a means of describing disabled tourists’ behavioral outcomes. Design/methodology/approach. A questionnaire was administrated to measure the study variables. Using the convenience sampling technique, the questionnaires were distributed among disabled individuals with orthopedic disorders who reside in North Cyprus in May 2016. The five respondents were later interviewed about their needs and expectations from p2p accommodations. A set of preliminary tests (for both reliability and validity) were conducted, and descriptive statistics were used based on the scale items. Fuzzy set qualitative comparative analysis (fsQCA) was used to test the proposed research model, which revealed sufficient and consistent conditions leading to behavioral intentions of disabled tourists in their use of p2p accommodations. The predictive validity of the model was then tested. Finally, the results of the fsQCA were evaluated based on the key tenets of complexity theory. Findings. The findings reveal under which conditions disabled tourists tend to use p2p accommodations. This empirical study has relied upon the use of causal models integrating combinations of demographic variables and host and accommodation place attributes (i.e., charm, convenience, and service features) which were put forth as sufficient predictive configurations of the behavioral outcomes of disabled tourists within the context of a sharing economy. Ultimately, this study find that p2p customers are not limited to travelers with low income levels. Research limitations/implications. The views of people with orthopedic problems in North Cyprus were obtained for testing the configurational model, which means that the results do not necessarily represent a large range of customers’ perspectives. Although this limitation was addressed through the application of a powerful compensatory analytical approach (fsQCA), it is advised that data from tourists with various types of disabilities in other countries be collected for future studies. Practical implications. The results of this study provide practical implications for hosts on how to combine accommodation place characteristics (e.g., charm, convenience, and service) with their own personal attributes (e.g., knowledge and eagerness) to bolster the disabled tourists’ intentions to use p2p accommodations. It is hoped that the results of the fsQCA using the demographic variables presented here will guide businesses toward performing target marketing. This is useful for hosts who wish to attract more disabled tourists, a profitable segment of the market. Originality/value. To the best knowledge of authors, this is the first empirical study that investigates the indicators of disabled tourists’ intentions to use p2p accommodations. This study also adds to the current literature by modeling the behavioral intentions of disabled tourists within a sharing economy using a pragmatic and set-theoretic approach (i.e., fsQCA in conjunction with complexity theory)

EXAMINANDO OS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL PARA A SITUAÇÃO ATUAL DAS POLÍTICAS E PRÁTICAS DE EDUCAÇÃO INCLUSIVA NAS UNIVERSIDADES DO CAZAQUISTÃO

Sustainable Development Goals become guide for future of education. For the quality of education, countries try to reshape educational policies and strategies. Especially inclusiveness plays a great role to achieve quality of education for the future of education. This research aims to evaluate current situation of inclusive education in Kazakhstan Universities in order to foster existing practices and policies. In this respect, survey and semi structured interview were conducted to determine current situations to 200 participants. It is revealed that  definition of inclusive education can be categorized as giving equal education rights, reintegrating students with disabilities into society, inclusion of people with disabilities in the social process, diversity and tolerance, right of access to education. The majority of the research participants expressed a positive opinion towards inclusion. Challenges in inclusive education are infrastructure issues, lack of awareness, teacher lack of knowledge, insufficient training programs and lack of community awareness.Os Objetivos de Desenvolvimento Sustentável tornam-se um guia para o futuro da educação. Para a qualidade da educação, os países tentam reformular as políticas e estratégias educativas. Especialmente a inclusão desempenha um grande papel para alcançar a qualidade da educação para o futuro da educação. Esta pesquisa visa avaliar a situação atual da educação inclusiva nas universidades do Cazaquistão, a fim de promover as práticas e políticas existentes. A este respeito, foram realizados inquéritos e entrevistas semiestruturadas para determinar a situação actual a 200 participantes. Revela-se que a definição de educação inclusiva pode ser categorizada como a concessão de direitos iguais à educação, a reintegração dos alunos com deficiência na sociedade, a inclusão das pessoas com deficiência no processo social, a diversidade e a tolerância, o direito de acesso à educação. A maioria dos participantes da pesquisa expressou uma opinião positiva em relação à inclusão. Os desafios da educação inclusiva são questões de infra-estruturas, falta de sensibilização, falta de conhecimentos dos professores, programas de formação insuficientes e falta de sensibilização da comunidade

A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis

The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse

Implementing constructivist approach into online course designs in Distance Education Institute at Eastern Mediterranean University

Change and development in work settings for better working practice through projects has become essential. My work-based research has a significant role to contribute innovative practice of Distance Education Institute at Eastern Mediterranean University (EMU) by European University Association (EUA) norms. The research is aimed to investigate implementing constructivist approach into online course designs to develop learning and skills of the online students based on teamwork inspiration within the institute. Action research approach was employed in this qualitative research in order to provide insights on how to prepare and design online courses based on the constructivist approach. Training, in-depth interviews, documentary analysis, focus group, research diary and semi-structured interviews, self-report based on scaling were employed as data collection techniques to gather large amount of data from online tutors, students and core members of institute in relation to their collaborative efforts and experiences within the process. Furthermore, triangulated data was analyzed based on content analysis in this inductive journey. The results revealed that members and the tutors had no prior knowledge and experience on team work culture and the principles of constructivist approach into online course designs. As a result of this research process, team work culture was developed within the institute through participatory action research process. In this respect, implementing constructivist approach into online course designs based collaborative efforts and synergy power of the tutors developed reasoning, critical thinking, team work, communication skills of students. My project supported the quality improvements in online education practices within higher education institution

Analysis of MOOCs practices from the perspective of learner experiences and quality culture

This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses

MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas

Massive open online courses (MOOCs) provide opportunities for learners to benefit from initiatives that are promoted by prestigious universities worldwide. The introduction of MOOCs in 2008 has since then transformed education globally. Consequently, MOOCs should be acknowledged as a pedagogical innovation and recognized as change agents and facilitators in the transition of opening up education, in the transition from traditional campus education to open online learning arenas, which increases learners’ access to and equity in lifelong learning. There is a need to consider MOOCs as a natural part of universities’ course offerings and business models and to recognize MOOCs as valuable for learners. Furthermore, MOOCs should be regarded as valuable learning and educational initiatives in the same way that journals and books are recognized. Learners should be able to take MOOCs either at their own university or from other providers. Moreover, MOOCs should be valued in policies, strategies, and action plans, and they should be included in processes of quality enhancement and quality assurance. This paper points out the merits of the innovative use of MOOCs in higher education. In this qualitative literature research, a content method analysis was conducted through a systematic review of the literature. Through the findings from the literature research it is suggested that MOOCs could be permanent change agents that boost innovation in higher education learning arenas. In particular, the findings revealed the benefits of MOOCs in various areas, such as lifelong learning, professional competence development, validation of learning, and degree recognition, in addition to clarifying several business models of higher education