Impacto de la covid-19 en la mejora de las competencias docentes sobre el aprendizaje basado en problemas (ABP))

Teaching problem solving skills is essential for the continuous training of university teachers. However, the COVID-19 pandemic has had a dramatic ef - based teaching. The aim of the paper is to explore the impact of the COVID-19 pandemic on the enhancement of -based teaching underpinning the implementation of the empirical analysis carried out within an international project. The research is based on the methodology of the system of the external and internal perspectives. The exploratory research was employed in the empirical study. The survey was conducted in July-August 2020. The sample contained 18 respondents (3 females and 15 males). The age of the respondents ranged from 30 to 70 years old. The data were processed by making use of the content analysis. The content analysis of the data from the survey consists of the content structuring and summarizing. The COVID-19 pandemic has had a - based teaching within the international project as the project participants consider the COVID-19 pandemic as a challenge. Another finding is that the negative impact of the COVID-19 pandemic on the -based teaching within the international project prevails. The theoretical finding is the newly defined structural elements of problem solving, namely challenge, opportunities, gains and possibilities, analysed within the methodology of the development of the system of the external and internal perspectives. The empirical study shows that the COVID-19 pandemic has negatively impacted the enhancement -based teaching within this international project.La enseñanza de habilidades para la resolución de problemas se basa en el desarrollo profesional continuo de los profesores universitarios. Sin embargo, la pandemia de COVID-19 ha impactado enormemente en la mejora de las habilidades de los maestros en la enseñanza basada en problemas. El objetivo del trabajo es explorar el impacto de la pandemia COVID-19 en la mejora de las habilidades de la enseñanza basada en problemas de los profesores universitarios. La investigación se basa en la metodología del sistema de las perspectivas externa e interna. La investigación exploratoria se empleó en el estudio empírico. La encuesta se realizó en julio-agosto de 2020 y participaron 18 encuestados (tres mujeres y 15 hombres) de entre 30 y 70 años. Los datos se procesaron mediante análisis de contenido. El análisis de contenido incluyó el análisis de contenido estructurado y resumido. Resultados principales: La pandemia de COVID-19 impactó significativamente la perspectiva externa de la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problemas dentro del proyecto internacional, ya que los participantes del proyecto consideran la pandemia de COVID-19 como un desafío. Otro hallazgo es que prevalece el impacto negativo de la pandemia COVID-19 en la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problemas dentro del proyecto internacional. Conclusiones: El hallazgo teórico son los elementos estructurales de resolución de problemas recientemente definidos, a saber, desafío, oportunidades, ganancia y posibilidad, analizados dentro de la metodología del desarrollo del sistema de las perspectivas externa e interna. El estudio empírico muestra que la pandemia de COVID-19 afectó negativamente la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problema

A NEW DEVELOPMENT MODEL OF SUSTAINABLE COMMUNICATION FOR HIGHER EDUCATION INSTITUTIONS

Higher education institutions are the important chain in provision of the inter-connections between the workforce (school graduates, youth, or adults), representatives from different economic sectors, experts from research and innovation development organisations, and all the interested contributors. The research purpose is to build a new development model of sustainable communication for higher education institutions. This research is qualitative as it aims at constructing a new model. The research integrates the use of theoretical analysis, comparative analysis of existing models, theoretical modelling, model creation, summarising analysis. Very often the researchers think of the process of communication as a one-way process. The present work allowed for the establishment of the inter-connections between the development of the system of the external and internal perspectives, on the one hand, and the implementation of the process of sustainable communication, on the other hand. The novel contribution of this research is that the sender and the receiver of the information in the sustainable communication process act at the same time, their information meets and exchanges, thereby promoting information interaction or quasi-knowledge creation. Future research intends to include the empirical methods of research. Collection of quantitative data is a future research direction, too

MIXED CLASS TEACHING AS AN EMERGING TREND ACCELERATED BY COVID-19

The COVID-19 pandemic has essentially accelerated the pace of the teaching transformation. Mixed (also hyflex) class teaching has become indispensable in medical, engineering, teacher and other fields of education when only online teaching is not enough to ensure the continuity of the instruction. The research aim is to identify scenarios of mixed class teaching underpinning the elaboration of implications for higher education. The present research used both - theoretical and empirical methods. The theoretical methods included the analysis of scientific literature, theoretical modelling, systematisation, synthesis, comparison, and generalisation. The empirical study carried out in June 2021 was exploratory. Data were collected through the analysis of published studies. The collected data were processed via content analysis. The present research allows concluding that teaching has undergone significant changes in different historical periods. The findings of the empirical study facilitate the conclusion on the existence of two scenarios of mixed class teaching, namely HOT (Here or There) and COIL (Collaborative Online International Learning). Both scenarios are oriented to students’ learning, teaching in these scenarios is neither segmented nor structured. The novel contribution of the research is revealed in the implications on mixed class teaching for higher education. Future research work was proposed.

EMOTIONS’ CATEGORIZATION FOR A BETTER EDUCATION

Education can be enhanced via the application of the categorization method. Emotions’ categorization has been well addressed by the scientific community. However, research on emotions carried out in different disciplines enriches the existing knowledge with new findings and novel scientific contributions. The research aims at analysing scientific literature on emotions’ categories underpinning the elaboration of implications for educational practice. The method of categorization of the descriptive research is leveraged in this work for the characterisation of educational practice. Theoretical analysis allows concluding that emotions and education are linked. Emotions, being the innate part of an individual, drive the educational process. The educational process, built on the understanding of emotions as a cognition product, facilitates the development of individual’s emotions. The educational process is implemented in three phases, namely teaching, peer-learning, and learning. Each phase of the educational process has its own objective upon the development of education actors’ emotions. Organisation of only one or two phases of the educational process while omitting the other phase(s) leads to the imbalance of individual’s emotions. Quality of education is influenced by education actors’ emotions. Consequently, external and internal regulation of education actors’ emotions within the educational process might impact the quality of educatio

CHALLENGES AND OPPORTUNITIES IN ADULT EDUCATION IN GREENLAND

Education in Greenland is a central parameter in achieving the long-term goals of the Government in terms of providing the population with the necessary means to take up positions as skilled labour. The research aim is to implement theoretical and empirical analysis of adult education in Greenland underpinning the identification of challenges and opportunities in adult education in Greenland. The empirical study of the exploratory nature was carried out in November-December 2020. Data collection was based on document analysis as well as interview. The obtained data were processed via content analysis. Findings of the theoretical analysis allow defining challenges as externally created problem situations. The structuring content analysis allows identifying challenges and opportunities in adult education in Greenland. The summarizing content analysis reveals that adult education within the educational system in Greenland has not been properly addressed. The empirical findings allow concluding that adult education in Greenland is to be shaped in such a way that it responds to the emergent challenges. The present study has some limitations. The new research question has been formulated: What modern skills (creativity, digital skills, entrepreneurship, languages, etc) do adult learners in Greenland need most? Future research will focus the extension of the dataset.

CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN

Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed

EMOTIONS IN EDUCATION 2050: A FORECASTING EXERCISE

Prediction on emotions in Education 2050 is both an important problem and a guiding force behind the search for the inter-connections that underlie natural and social phenomena. The aim of this work is to analyse the links and regularities between emotions and Education 2050. The present research is prognostic. The methodology in the present work is forecasting. The method of trend analysis, based on expert opinion investigation, was deployed. The research showed the trend - the emotions’ shift from a psychological phenomenon to the educational category. The trend is based on the analysis of experts’ opinions about the incorporation of “emotional skills” into Education 2050. The forecast for the inter-connections between emotions in Education 2050 is that emotional skills will play the key role in future education as emotions are the drivers of the educational process. During the educational process emotional skills are processed via cognitive evaluation, and, therefore emotional skills become the output/outcome/result of the educational process. Emotional skills will require further investigation of their sub-skills, structure and developmental dynamics. The novel contribution of this research is that the analysis of experts’ opinions is revealed as well as trend and forecast for emotions in Education 2050 are proposed

CHESS PLAY AS A MEANS OF IMPROVING INCLUSIVENESS OF DISADVANTAGED GROUPS

Chess game as a means of the enhancement of inclusiveness of disadvantaged groups is attracting more and more attention from chess federations, social workers, youth trainers, etc. The aim of this work is to analyse scientific literature to establish conceptual and theoretical inter-connections between disadvantaged groups’ inclusion, chess game, and metacognition. The present work relates to exploratory research. The methodology of the analysis in the present work proceeds from exploration through analysis to the formulation of a new research question. The method of literature review was applied in this work. Theoretical literature review was carried out. Novelty of this research lies in the establishment of conceptual and theoretical links to chess play as a means of individual’s metacognitive development for his/her social inclusion. The conclusion is that there exist conceptual and theoretical inter-connections between disadvantaged groups’ inclusion, chess game, and metacognition. The conceptual links extended the range of analysed concepts to five and change their order: disadvantaged groups’ inclusion, rehabilitation, personality, metacognition, and chess game. The algorithm includes the logical and sequential steps based on the established theoretical links: 1)Playing chess enriches individual’s metacognition. 2)Improved individuals’ metacognition increases this individual’s inclusiveness. Directions of further research are proposed

STEM COIL MODEL VERIFICATION: A PILOT STUDY IN LATVIA

STEM COIL (Science, Technology, Engineering, and Mathematics Collaborative Online International Learning) is an emerging research and education area. This research was enabled by the research question: Is the STEM COIL model designed right? The work aim is to verify the STEM COIL model underpinning the evaluation of the pilot study carried out in Latvia. Descriptive study was deployed. Observational method of the descriptive study was carried out in Latvia in April 2024. Collected data were processed via content analysis. The obtained results were interpreted. The novelty of this research is represented by the STEM COIL model verification based on results of the pilot study carried out in Latvia. The findings of the descriptive study reveal that the STEM COIL implementation coincide with the STEM COIL theoretical model. In other words, the elements of the STEM COIL performed their function in the intended way. The analysis of the pilot study carried out in this work allows concluding that the STEM COIL model has been verified as the STEM COIL elements performed the intended function in the course of the implementation of the pilot study carried out in Latvia in April 2024. Consequently, STEM COIL provides opportunities for STEM learners who wish to improve their STEM knowledge, increase their inclusiveness and equity in society in general and STEM education specifically

THE IMPACT OF COVID-19 ON THE IMPROVEMENT OF TEACHING SKILLS ON PROBLEM-BASED LEARNING (PBL)

Teaching problem solving skills is essential for the continuous training of university teachers. However, the COVID-19 pandemic has had a dramatic effect on the improvement of teachers’ skills in problem-based teaching. The aim of the paper is to explore the impact of the COVID-19 pandemic on the enhancement of university teachers’ skills in problem-based teaching underpinning the implementation of the empirical analysis carried out within an international project. The research is based on the methodology of the system of the external and internal perspectives. The exploratory research was employed in the empirical study. The survey was conducted in July-August 2020. The sample contained 18 respondents (3 females and 15 males). The age of the respondents ranged from 30 to 70 years old. The data were processed by making use of the content analysis. The content analysis of the data from the survey consists of the content structuring and summarizing. The COVID-19 pandemic has had a significant impact on the external perspective of the enhancement of university teachers’ skills on problem-based teaching within the international project as the project participants consider the COVID-19 pandemic as a challenge. Another finding is that the negative impact of the COVID-19 pandemic on the enhancement of university teachers’ skills in problem-based teaching within the international project prevails. The theoretical finding is the newly defined structural elements of problem solving, namely challenge, opportunities, gains and possibilities, analysed within the methodology of the development of the system of the external and internal perspectives. The empirical study shows that the COVID-19 pandemic has negatively impacted the enhancement of university teachers’ skills in problem-based teaching within this international project.La enseñanza de habilidades para la resolución de problemas se basa en el desarrollo profesional continuo de los profesores universitarios. Sin embargo, la pandemia de COVID-19 ha impactado enormemente en la mejora de las habilidades de los maestros en la enseñanza basada en problemas. El objetivo del trabajo es explorar el impacto de la pandemia COVID-19 en la mejora de las habilidades de la enseñanza basada en problemas de los profesores universitarios. La investigación se basa en la metodología del sistema de las perspectivas externa e interna. La investigación exploratoria se empleó en el estudio empírico. La encuesta se realizó en julio-agosto de 2020 y participaron 18 encuestados (tres mujeres y 15 hombres) de entre 30 y 70 años. Los datos se procesaron mediante análisis de contenido. El análisis de contenido incluyó el análisis de contenido estructurado y resumido. Resultados principales: La pandemia de COVID-19 impactó significativamente la perspectiva externa de la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problemas dentro del proyecto internacional, ya que los participantes del proyecto consideran la pandemia de COVID-19 como un desafío. Otro hallazgo es que prevalece el impacto negativo de la pandemia COVID-19 en la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problemas dentro del proyecto internacional. Conclusiones: El hallazgo teórico son los elementos estructurales de resolución de problemas recientemente definidos, a saber, desafío, oportunidades, ganancia y posibilidad, analizados dentro de la metodología del desarrollo del sistema de las perspectivas externa e interna. El estudio empírico muestra que la pandemia de COVID-19 afectó negativamente la mejora de las habilidades de los profesores universitarios en la enseñanza basada en problema &nbsp