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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="multiculture education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7272</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: multiculture education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7152</span> Information Construction of Higher Education in Teaching Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Meng">Yang Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20L.%20Patnao"> James L. Patnao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of information technology and the impact of the epidemic environment, the traditional teaching model can’t longer meet the requirements of the development of the times. The development of teaching mechanism is the inevitable trend of the future development of higher education. We must further promote the informatization of higher education in teaching practice, let modern information technology penetrate and practice in classroom teaching, and provide promising opportunities for the high-quality development of higher education. This article mainly through the distribution of questionnaires to teachers of colleges and universities, so as to understand the degree of informatization in the teaching of colleges and universities. And on the basis of domestic and foreign scholars' research on higher education informatization, it analyzes the existing problems, and finds the optimal solution based on the needs of education and teaching development. According to the survey results, most college teachers will use information technology in teaching practice, but the information technology teaching tools used by teachers are relatively simple, and most of them only use slides. In addition, backward informatization infrastructure and less informatization training are the main challenges facing the current teaching informatization construction. If colleges and universities can make good use of information technology and multimedia technology and combine it with traditional teaching, it will definitely promote the development of college education and further promote the modernization and informatization of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=informatization%20construction" title=" informatization construction"> informatization construction</a>, <a href="https://publications.waset.org/abstracts/search?q=e-education" title=" e-education"> e-education</a> </p> <a href="https://publications.waset.org/abstracts/158573/information-construction-of-higher-education-in-teaching-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7151</span> Being a Teacher in Higher Education: Techne or Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20V.%20S.%20Nguyen">Thi V. S. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Laws"> Kevin Laws</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the construction of higher education teachers’ roles from the perspectives of participants in a compulsory teachers’ professional development for Vietnamese higher education teachers. Constructivist grounded theory was used as methodology and analysis of the study. Fifteen program participants were semi-structured interviewed before they started the professional development program for higher education teachers. Five trainers of the program were interviewed and documents related to teachers’ standards in Vietnam were analysed to supplement participants’ perspectives. Standards and roles of higher education teachers emerged as two categories grounded from data. Standard category involves moral and professional criteria, whereas roles of higher education teachers category consists of specific roles related to guiding student learning, and advising their academic, moral and social activities. A model of higher education teachers’ conceptions of their roles in a Vietnamese context addressing both professional (techne) and moral (praxis) responsibilities is constructed from this study. A discussion on teachers’ roles in higher education is put forward and insightful implications for the design and possible restructure of teachers’ professional development for early career higher education teachers is suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20teachers%27%20roles%20and%20standards" title="higher education teachers' roles and standards">higher education teachers' roles and standards</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20roles" title=" moral roles"> moral roles</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20professional%20development" title=" teachers' professional development"> teachers' professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20conceptions%20of%20their%20roles" title=" teachers' conceptions of their roles"> teachers' conceptions of their roles</a> </p> <a href="https://publications.waset.org/abstracts/53242/being-a-teacher-in-higher-education-techne-or-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7150</span> The Impact of Web Based Education on Cancer Patients’ Clinical Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Ar%C4%B1kan">F. Arıkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Karakus"> Z. Karakus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cancer is a widespread disease in the world and is the third reason of deaths among the chronic diseases. Educating patients and caregivers has a vital role for empowering them in managing disease and treatment's symptoms. Informing of the patients about their disease and treatment process decreases patient's distress and decisional conflicts, improves wellbeing of them, increase success of the treatment and survival. In this era, technological education methods are used for patients that have different chronic disease. Many studies indicated that especially web based patient education such as chronic obstructive lung disease; heart failure is more effective than printed materials. Web based education provide easiness to patients while they are reaching health services. It also has more advantages because of it decreases health cost and requirement of staff. It is thought that web based education may be beneficial method for cancer patient's empowerment in coping with the disease's symptoms. The aim of the study is evaluate the effectiveness of web based education for cancer patients' clinical outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cancer%20patients" title="cancer patients">cancer patients</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20based%20education" title=" web based education"> web based education</a> </p> <a href="https://publications.waset.org/abstracts/8629/the-impact-of-web-based-education-on-cancer-patients-clinical-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7149</span> Experts' Perception of Secondary Education Quality Management Challenges in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aklilu%20Alemu">Aklilu Alemu</a>, <a href="https://publications.waset.org/abstracts/search?q=Tak%20Cheung%20Chan"> Tak Cheung Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following the intensification of secondary education in the developing world, the attention of Ethiopia has currently shifted to its quality education and its management. This study is aimed to explore experts’ perceptions of quality management challenges in secondary education in Ethiopia. The researchers employed a case study design recruiting participating supervisors from the Ministry of Education, region, zone, wereda, and cluster by using a purposeful sampling technique. Twenty-six interviewees took part in this study. The researchers employed NVivo 8 versions together with a thematic analysis process to analyze the data. This study revealed that major problems that affected quality management practices in Ethiopia were: lack of qualified experts at all levels; lack of accountability in every echelon; the changing nature of teacher education; the ineffectiveness of teacher-licensing programs; and lack of educational budget and the problem of utilizing this limited budget. The study concluded that the experts at different levels were not genuinely fulfilling their roles and responsibilities. Therefore, the Ministry of Finance and Economic Development, together with the concerned parties, needs to reconsider budget allocation for secondary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20quality" title="education quality">education quality</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20challenge" title=" quality challenge"> quality challenge</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20management" title=" quality management"> quality management</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a> </p> <a href="https://publications.waset.org/abstracts/144531/experts-perception-of-secondary-education-quality-management-challenges-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144531.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7148</span> The Τraits Τhat Facilitate Successful Student Performance in Distance Education: The Case of the Distance Education Unit at European University Cyprus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dimitrios%20Vlachopoulos">Dimitrios Vlachopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Tsokkas"> George Tsokkas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although it is not intended to identify distance education students as a homogeneous group, recent research has demonstrated that there are some demographic and personality common traits among most of them that provide the basis for the description of a typical distance learning student. The purpose of this paper is to describe these common traits and to facilitate their learning journey within a distance education program. The described research is an initiative of the Distance Education Unit at the European University Cyprus (Laureate International Universities) in the context of its action for the improvement of the students’ performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education%20students" title="distance education students">distance education students</a>, <a href="https://publications.waset.org/abstracts/search?q=successful%20student%20performance" title=" successful student performance"> successful student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20University%20Cyprus" title=" European University Cyprus"> European University Cyprus</a>, <a href="https://publications.waset.org/abstracts/search?q=common%20traits" title=" common traits"> common traits</a> </p> <a href="https://publications.waset.org/abstracts/21141/the-traits-that-facilitate-successful-student-performance-in-distance-education-the-case-of-the-distance-education-unit-at-european-university-cyprus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">486</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7147</span> The Implementation of Inclusive Education in Collaboration between Teachers of Special Education Classes and Regular Classes in a Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chiou-Shiue%20Ko">Chiou-Shiue Ko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As is explicitly stipulated in Article 7 of the Enforcement Rules of the Special Education Act as amended in 1998, "in principle, children with disabilities should be integrated with normal children for preschool education". Since then, all cities and counties have been committed to promoting preschool inclusive education. The Education Department, New Taipei City Government, has been actively recruiting advisory groups of professors to assist in the implementation of inclusive education in preschools since 2001. Since 2011, the author of this study has been guiding Preschool Rainbow to implement inclusive education. Through field observations, meetings, and teaching demonstration seminars, this study explored the process of how inclusive education has been successfully implemented in collaboration with teachers of special education classes and regular classes in Preschool Rainbow. The implementation phases for inclusive education in a single academic year include the following: 1) Preparatory stage. Prior to implementation, teachers in special education and regular classes discuss ways of conducting inclusive education and organize reading clubs to read books related to curriculum modifications that integrate the eight education strategies, early treatment and education, and early childhood education programs to enhance their capacity to implement and compose teaching plans for inclusive education. In addition to the general objectives of inclusive education, the objective of inclusive education for special children is also embedded into the Individualized Education Program (IEP). 2) Implementation stage. Initially, a promotional program for special education is implemented for the children to allow all the children in the preschool to understand their own special qualities and those of special children. After the implementation of three weeks of reverse inclusion, the children in the special education classes are put into groups and enter the regular classes twice a week to implement adjustments to their inclusion in the learning area and the curriculum. In 2013, further cooperation was carried out with adjacent hospitals to perform development screening activities for the early detection of children with developmental delays. 3) Review and reflection stage. After the implementation of inclusive education, all teachers in the preschool are divided into two groups to record their teaching plans and the lessons learned during implementation. The effectiveness of implementing the objective of inclusive education is also reviewed. With the collaboration of all teachers, in 2015, Preschool Rainbow won New Taipei City’s “Preschool Light” award as an exceptional model for inclusive education. Its model of implementing inclusive education can be used as a reference for other preschools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20classes" title=" special education classes"> special education classes</a>, <a href="https://publications.waset.org/abstracts/search?q=regular%20classes" title=" regular classes "> regular classes </a> </p> <a href="https://publications.waset.org/abstracts/32602/the-implementation-of-inclusive-education-in-collaboration-between-teachers-of-special-education-classes-and-regular-classes-in-a-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7146</span> Incarcerated Students' Participation Rates in Open Distance Education: Exploring the Role of South African Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veisiwe%20Gasa">Veisiwe Gasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many higher institutions of education that offer Open Distance Learning (ODL) and e-Learning have opened their doors to accommodate prisoners who want to further their studies. The provision of education for prisoners in South Africa emanates from a number of reasons. The alarmingly high numbers of the prison population in South Africa has called for the government to provide desperate measures. It is on these premises that the provision of higher education in prison is recommended. Higher education is recommended because of the belief that it creates employability and thereby reduces recidivism. Using targeted sampling, 5 universities were required to elaborate on their awareness strategies, how they ensure that Distance Education is accessible to the prisoners and also the ways in which they cater to the needs of incarcerated students. The research findings reveal that there is so little that has been done by these particular institutions to cater for prisoners. This raises a concern and indicates a need to raise awareness of the value of higher and distance education among prisoners. It also calls for higher education institutions to make prisons aware of their course offerings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=incarcerated%20students" title=" incarcerated students"> incarcerated students</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20distance%20learning" title=" open distance learning"> open distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=recidivism" title=" recidivism"> recidivism</a> </p> <a href="https://publications.waset.org/abstracts/82440/incarcerated-students-participation-rates-in-open-distance-education-exploring-the-role-of-south-african-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7145</span> Financial Literacy Testing: Results of Conducted Research and Introduction of a Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Nesleha">J. Nesleha</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Florianova"> H. Florianova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the study is to provide results of a conducted study devoted to financial literacy in the Czech Republic and to introduce a project related to financial education in the Czech Republic. Financial education has become an important part of education in the country, yet it is still neglected on the lowest level of formal education–primary schools. The project is based on investigation of financial literacy on primary schools in the Czech Republic. Consequently, the authors aim to formulate possible amendments related to this type of education. The gained dataset is intended to be used for analysis concerning financial education in the Czech Republic. With regard to used methods, the most important one is regression analysis for disclosure of predictors causing different levels of financial literacy. Furthermore, comparison of different groups is planned, for which t-tests are intended to be used. The study also employs descriptive statistics to introduce basic relationship in the data file. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Czech%20Republic" title="Czech Republic">Czech Republic</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20education" title=" financial education"> financial education</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title=" financial literacy"> financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/60525/financial-literacy-testing-results-of-conducted-research-and-introduction-of-a-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7144</span> Diversifying Income Streams in Portuguese Higher Education – a Multiple Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Nascimento">Ana Nascimento</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For several reasons and in different countries worldwide, there is an increasing difficulty of the States to finance higher education. However, most societies consider education as a public good, so it should be a State obligation to provide this service to citizens. In Portugal, over the last decades, state has diminished its contribution to public higher education and the public higher education institutions started to look for alternative incoming sources, namely charging student’s taxes and fees, provision of services to companies, production of applied research, search for sponsors, configuring new forms of fundraising. This financial policy can raise some concerns to the scientific and pedagogical autonomy of these institutions as well as concerns in access and equity in higher education. For these reasons and in the scope of a PhD research in the area of Economy of Education, a survey is taking place in all public higher education institutions in the Great Lisbon area that intends to analyze and discuss the policy measures in each institution in the search for external financing. The research aims to understand what these measures are and what implications they might have in the institution’s autonomy as well as in higher education access by students from less favored backgrounds. The research uses a qualitative approach, namely through semi-structured interviews to presidents, directors and rectors of each institution, totalizing 50 interviews. In this paper are discussed some of the results from the interviews made so far that present the subjects opinion about higher education finance, the right to education, the search for fundraising and the possible consequences to the institution’s autonomy as well as some literature on the state of the art. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=finance" title=" finance"> finance</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20goods" title=" public goods"> public goods</a> </p> <a href="https://publications.waset.org/abstracts/21020/diversifying-income-streams-in-portuguese-higher-education-a-multiple-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">665</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7143</span> Contextualizing Theory Z of Motivation Among Indian Universities of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janani%20V.">Janani V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Tanika%20Singh"> Tanika Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Bala%20Subramanian%20R."> Bala Subramanian R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Santosh%20Kumar%20Sharma"> Santosh Kumar Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education across the globe is undergoing a sea change. This has created a varied management of higher education in Indian universities, and therefore, we find no universal law regarding HR policies and practices in these universities. As a result, faculty retention is very low, which is a serious concern for educational leaders such as vice-chancellors or directors working in the higher education sector. We can understand this phenomenon in the light of various management theories, among which theory z proposed by William Ouchi is a prominent one. With this backdrop, the present article strives to contextualize theory z in Indian higher education. For the said purpose, qualitative methodology has been adopted, and accordingly, propositions have been generated. We believe that this article will motivate other researchers to empirically test the generated propositions and thereby contribute in the existing literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=managemenet" title=" managemenet"> managemenet</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory%20X" title=" Theory X"> Theory X</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory%20Y" title=" Theory Y"> Theory Y</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory%20Z" title=" Theory Z"> Theory Z</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/179609/contextualizing-theory-z-of-motivation-among-indian-universities-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7142</span> Prevention of Student Radicalism in School through Civic Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Triyanto">Triyanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Radicalism poses a real threat to Indonesia's future. The target of radicalism is the youth of Indonesia. This is proven by the majority of terrorists are young people. Radicalization is not only a repressive act but also requires educational action. One of the educational efforts is civic education. This study discusses the prevention of radicalism for students through civic education and its constraints. This is qualitative research. Data were collected through literature studies, observations and in-depth interviews. Data were validated by triangulation. The sample of this research is 30 high school students in Surakarta. Data were analyzed by the interactive model of analysis from Miles & Huberman. The results show that (1) civic education can be a way of preventing student radicalism in schools in the form of cultivating the values of education through learning in the classroom and outside the classroom; (2) The obstacles encountered include the lack of learning facilities, the limited ability of teachers and the low attention of students to the civic education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prevention" title="prevention">prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=radicalism" title=" radicalism"> radicalism</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20student" title=" senior high school student"> senior high school student</a>, <a href="https://publications.waset.org/abstracts/search?q=civic%20education" title=" civic education"> civic education</a> </p> <a href="https://publications.waset.org/abstracts/94743/prevention-of-student-radicalism-in-school-through-civic-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7141</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7140</span> Sustainability Education among the Malaysian Media </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Saifudin%20Mohamad%20Saleh">Mohamad Saifudin Mohamad Saleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides a discussion of the importance of sustainability education among the Malaysian media. Without doubt, media play a crucial role in promoting the sustainable or so called “eco-system” society for a better future. Since 2002, the role of media as one of the vital stakeholders particularly in educating the society in three main areas of sustainable education including on environment, economy and society has been clearly highlights on the World Summit for Sustainable Development (WSSD) that was held in Johannesburg. In this paper, six media practitioners from two local Malaysia newspapers organization were interviewed by the researcher in order to identify their understanding about sustainability education; their perception about the pivotal role in sustainability education and the challenges faced by them in the process of educating society about sustainability issues. The findings of this study showed that most of Malaysian media practitioners have displayed clear understanding about sustainability education and they also realize their huge responsibility for not only informing but also educating society in having a sustainable lifestyle. The ultimate challenge in sustainability education faced by the media is to make the public really understand the importance of sustainable lifestyle. Overall, from this study, it is hoped to provide more possible direction in sustainability education not only among the Malaysian media but also all media in the entire world, particularly the developing and Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media" title="media">media</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20education" title=" sustainability education"> sustainability education</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/24814/sustainability-education-among-the-malaysian-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">598</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7139</span> Relevance of Technology on Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20K.%20Oluwalola">Felicia K. Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the relevance of technology on education. It identified the concept of technology on education, bringing real-world learning to the classroom situation, examples of where technology can be used. This study established the fact that technology facilitates students learning compared with traditional method of teaching. It was recommended that the teachers should use technology to supplement, not replace, other instructional modes. It should be used in conjunction with hands-on labs and activities that also address the concepts targeted by the technology. Also, technology should be students centered and not teachers centered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20teaching" title=" classroom teaching"> classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/24753/relevance-of-technology-on-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7138</span> Quality and Quantity in the Strategic Network of Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juha%20Kettunen">Juha Kettunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study analyzes the quality and the size of the strategic network of higher education institutions and the concept of fitness for purpose in quality assurance. It also analyses the transaction costs of networking that have consequences on the number of members in the network. Empirical evidence is presented from the Consortium on Applied Research and Professional Education, which is a European strategic network of six higher education institutions. The results of the study support the argument that the number of members in the strategic network should be relatively small to provide high-quality results. The practical importance is that networking has been able to promote international research and development projects. The results of this study are important for those who want to design and improve international networks in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20development" title=" research and development"> research and development</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/45063/quality-and-quantity-in-the-strategic-network-of-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7137</span> Gender, Tutoring, and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shady">Eman Shady</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We use data from the 2005-06 Egypt Household Education Survey to examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=track" title=" track"> track</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9384/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7136</span> Increasing Health Education Tools Satisfaction in Nursing Staffs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lu%20Yu%20Jyun">Lu Yu Jyun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Health education is important nursing work aiming to strengthen patients’ self-caring ability and family members. Our department educates through three methods, including speech education, flyer and demonstration video education. The satisfaction rate of health education tool use is 54.3% in nursing staff. The main reason is there hadn’t been a storage area for flyers, causing extra workload in assessing flyers. The satisfaction rate of health education in patients and families is 70.7%. We aim to improve this situation between 13th April and 6th June 2021. Method: We introduce the ECRS method to erase repetitive and redundant actions. We redesign the health education tool usage workflow to improve nursing staffs’ efficiency and further enhance nursing staffs care quality and working satisfaction. Result: The satisfaction rate of health education tool usage in nursing staff elevated from 54.3% to 92.5%. The satisfaction rate of health education in patients and families elevated from 70.7% to 90.2%. Conclusion: The assessment time of health care tools dropped from 10minutes to 3minutes. This significantly reduced the nursing staffs’ workload. 1213 paper is saved in one month and 14,556 a year in the estimate; we save the environment via this action. Health education map implemented in other nursing departments since October due to its’ high efficiency and makes health care tools more humanize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20tools" title=" education tools"> education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20staff" title=" nursing staff"> nursing staff</a> </p> <a href="https://publications.waset.org/abstracts/146067/increasing-health-education-tools-satisfaction-in-nursing-staffs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7135</span> Analyzing the Attitudes of Prep-Class Students at Higher Education towards Computer-Based Foreign Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakine%20Sincer">Sakine Sincer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s world, the borders between countries and globalization are getting faster. It is an undeniable fact that this trend mostly results from the developments and improvements in technology. Technology, which dominates our lives to a great extent, has turned out to be one of the most important resources to be used in building an effective and fruitful educational atmosphere. Nowadays, technology is a significant means of arranging educational activities at all levels of education such as primary, secondary or tertiary education. This study aims at analyzing the attitudes of prep-class students towards computer-based foreign language education. Within the scope of this study, prep-class students at a university in Ankara, Turkey in 2013-2014 Academic Year participated in this study. The participants were asked to fill in 'Computer-Based Educational Attitude Scale.' The data gathered in this study were analyzed by means of using statistical devices such as means, standard deviation, percentage as well as t-test and ANOVA. At the end of the analysis, it was found out that the participants had a highly positive attitude towards computer-based language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-based%20education" title="computer-based education">computer-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20education" title=" foreign language education"> foreign language education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=prep-class" title=" prep-class"> prep-class</a> </p> <a href="https://publications.waset.org/abstracts/52955/analyzing-the-attitudes-of-prep-class-students-at-higher-education-towards-computer-based-foreign-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7134</span> Pedagogical Tools In The 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Aherrahrou">M. Aherrahrou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moroccan education is currently facing many difficulties and problems due to traditional methods of teaching. Neuro -Linguistic Programming (NLP) appears to hold much potential for education at all levels. In this paper, the major aim is to explore the effect of certain Neuro -Linguistic Programming techniques in one educational institution in Morocco. Quantitative and Qualitative methods are used. The findings prove the effectiveness of this new approach regarding Moroccan education, and it is a promising tool to improve the quality of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20environment" title="learning and teaching environment">learning and teaching environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Neuro-%20Linguistic%20Programming" title=" Neuro- Linguistic Programming"> Neuro- Linguistic Programming</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20learning" title=" quality of learning "> quality of learning </a> </p> <a href="https://publications.waset.org/abstracts/17911/pedagogical-tools-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7133</span> Canadian Business Leaders’ Phenomenological Online Education Expansion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amna%20Khaliq">Amna Khaliq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research project centers on Canadian business leaders’ phenomenological online education expansion by navigating the challenges faced by strategic leaders concerning the expansion of online education in the Canadian higher education sector from a business perspective. The study identifies the problems and opportunities of faculty members’ transition from traditional face-to-face to online instruction, particularly in the context of technology-enhanced learning (TEL), and their influence on the growth strategies of Canadian educational institutions. It explores strategic leaders’ approaches and the impact of emerging technologies to assist with developing and executing business strategies to expand online education in Canada. As online education has gained prominence in the country, this research addresses a relevant business problem for educational institutions. The research employs a phenomenological approach in the qualitative research design to conduct this investigation. The study interviews eighteen faculty members engaged in online education in Canada. The interview data is analyzed to answer the three research questions for strategic leaders to expand online education with higher education institutions in Canada. The recommendations include 1) data privacy, infrastructure, security, and technology, 2) support and training for student engagement, 3) accessibility and inclusion, and 4) collaboration among institutions associated with expanding online education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20leadership" title="strategic leadership">strategic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=Canada" title=" Canada"> Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/179525/canadian-business-leaders-phenomenological-online-education-expansion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7132</span> A Quantitative Study on the Effects of School Development on Character Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20G%C3%BCcen">Merve Gücen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the aims of education is to educate individuals who have embraced universal moral principles and transform universal moral principles into moral values. Character education aims to educate behaviors of individuals in their mental activities to transform moral principles into moral values in their lives. As the result of this education, individuals are expected to develop positive character traits and become morally indifferent individuals. What are the characteristics of the factors that influence character education at this stage? How should character education help individuals develop positive character traits? Which methods are more effective? These questions come to mind when studying character education. Our research was developed within the framework of these questions. The aim of our study is to provide the most effective use of the education factor that affects character. In this context, we tried to explain character definition, character development, character education and the factors affecting character education using qualitative research methods. At this stage, character education programs applied in various countries were examined and a character education program consisting of Islamic values was prepared and implemented in an International Imam Hatip High School in Istanbul. Our application was carried out with the collaboration of school and families. Various seminars were organized in the school and participation of families was ensured. In the last phase of our study, we worked with the students and their families on the effectiveness of the events held during the program. In this study, it was found that activities such as storytelling and theater in character education programs were effective in recognizing wrong behaviors in individuals. It was determined that our program had a positive effect on the quality of education. It was seen that applications of this educational program affected the behavior of the employees in the educational institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20development" title="character development">character development</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20activities" title=" family activities"> family activities</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20program" title=" education program"> education program</a> </p> <a href="https://publications.waset.org/abstracts/94543/a-quantitative-study-on-the-effects-of-school-development-on-character-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7131</span> The Efficacy of Psycho-Education in Improving the Emotional Well-Being of Visually Impaired Adolescents in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Tolulope%20Olaseni">Janet Tolulope Olaseni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional well-being in adolescents is an important psychological factor that can enhance positive living, but if it is not well groomed, it can have adverse impacts on their development. Therefore, the present study examined the efficacy of psycho-education on the emotional well-being of adolescents who are visually impaired in Nigeria. A total of twenty-eight (28) participants, which comprisednineteen (19) males and nine (9) females (M=15.82, SD=2.23) from a Nigerian School for the Blind, participated in the quasi-experimental study. Randomized clinical trial designwas used to assigned the participants into three (Complete Psycho-education, Incomplete Psycho-education, and No Psycho-education) groups. Standardized scales were used to gather data from the respondents. The formulated hypotheses were tested using Dependent T-Test and Analysis of Co-Variance. The results showed that there was a significant effect of Psycho-education on the emotional well-being of the Visually Impaired Adolescents. Those who received complete Psycho-educationhad the highest level of emotional well-being compared to those in the other groups. In order to enhance the emotional well-being of the Visually Impaired Adolescents, the study recommended that complete Psycho-education programme should be incorporated into the school activities of the Visually Impaired Adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20well-being" title="emotional well-being">emotional well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education" title=" psycho-education"> psycho-education</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20adolescents" title=" visually impaired adolescents"> visually impaired adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/145800/the-efficacy-of-psycho-education-in-improving-the-emotional-well-being-of-visually-impaired-adolescents-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7130</span> The Relations among Business Model, Higher Education, University and Entrepreneurship Education: An Analysis of Academic Literature of 2009-2019 Period</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elzo%20Alves%20Aranha">Elzo Alves Aranha</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcio%20M.%20Araki"> Marcio M. Araki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Business model (BM) is a term that has been receiving the attention of scholars and practitioners and has been consolidating itself as a field of study and research. Although there is no agreement in the academic literature on the definition of BM, at least there is an explicit agreement: BM defines a logical structure of how an organization creates value, capture value and delivers value for the customers and stakeholders. The lack of understanding about connections and elements among BM and higher education, university, and entrepreneurship education opens a gap in the academic literature. Thus, it is interesting to analyze how BM has been approached by the literature and applied in higher education, university, and entrepreneurship education aimed to know the main streams of research. This is because higher education institutions are characterized by innovation, leading to a greater acceptance of new and modern concepts such as BM. Our research has the main motivation to fill the gap in the academic literature, making it possible to increase the power of understanding about connections and aspects among BM and higher education, university, and entrepreneurship education. The objective of the research is to analyze the main aspects among BM and higher education, university, and entrepreneurship education in academic literature. The research followed the systematic literature review (SLR). The SLR is based on three main factors: clarity, validity, and auditability. 82 academic papers were found in the past 10 years, from 2009-2019. The search was carried out in Science Direct and Periodicos Capes databases. The main findings indicate that there are links between BM and higher education, BM and university, BM, and entrepreneurship education. The main findings are inserted within seven aspects. The findings are innovative and contribute to increase the power of understanding about the connection among BM and higher education, university, and entrepreneurship education in academic literature. The research findings addressed to the gap exposed in academic literature. The research findings have several practical implications, and we highlight only two main ones. First, researchers will be able to use the research findings to mitigate a BM research agenda involving connections between BM and higher education, BM and university, and BM and entrepreneurship education. Second, directors, deans, and university leaders will be able to carry out BM awareness programs, BM professors training programs, and makers planning for the inclusion of BM, as one of the components of the curricula of the undergraduate and graduate courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20model" title="business model">business model</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/128878/the-relations-among-business-model-higher-education-university-and-entrepreneurship-education-an-analysis-of-academic-literature-of-2009-2019-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7129</span> Effects of Merging Personal and Social Responsibility with Sports Education Model on Students' Game Performance and Responsibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Hsiang%20Pan">Yi-Hsiang Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen-Hui%20Huang"> Chen-Hui Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Ting%20Hsu"> Wei-Ting Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study were to understand these topics as follows: 1. To explore the effect of merging teaching personal and social responsibility (TPSR) with sports education model on students' game performance and responsibility. 2. To explore the effect of sports education model on students' game performance and responsibility. 3. To compare the difference between "merging TPSR with sports education model" and "sports education model" on students' game performance and responsibility. The participants include three high school physical education teachers and six physical education classes. Every teacher teaches an experimental group and a control group. The participants had 121 students, including 65 students in the experimental group and 56 students in the control group. The research methods had game performance assessment, questionnaire investigation, interview, focus group meeting. The research instruments include personal and social responsibility questionnaire and game performance assessment instrument. Paired t-test test and MANCOVA were used to test the difference between "merging TPSR with sports education model" and "sports education model" on students' learning performance. 1) "Merging TPSR with sports education model" showed significant improvements in students' game performance, and responsibilities with self-direction, helping others, cooperation. 2) "Sports education model" also had significant improvements in students' game performance, and responsibilities with effort, self-direction, helping others. 3.) There was no significant difference in game performance and responsibilities between "merging TPSR with sports education model" and "sports education model". 4)."Merging TPSR with sports education model" significantly improve learning atmosphere and peer relationships, it may be developed in the physical education curriculum. The conclusions were as follows: Both "Merging TPSR with sports education model" and "sports education model" can help improve students' responsibility and game performance. However, "Merging TPSR with sports education model" can reduce the competitive atmosphere in highly intensive games between students. The curricular projects of hybrid TPSR-Sport Education model is a good approach for moral character education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20teaching%20model" title="curriculum and teaching model">curriculum and teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20self-efficacy" title=" sports self-efficacy"> sports self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20enthusiastic" title=" sport enthusiastic"> sport enthusiastic</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20education" title=" character education"> character education</a> </p> <a href="https://publications.waset.org/abstracts/51173/effects-of-merging-personal-and-social-responsibility-with-sports-education-model-on-students-game-performance-and-responsibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7128</span> Integrated Approach of Knowledge Economy and Society in the Perspective of Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation, sustainability, and higher education are vital issues of the knowledge economy and society. In fact, the concentration on these issues, educators and researchers convinced the learners to prepare productive citizens for the knowledge economy and society, and many initiatives have been launched worldwide. The concept of a knowledge economy requires simultaneous and balanced progress in three dimensions (Innovation, Education and Sustainability) which are totally interdependent and correlated. The paper discusses the importance of an integrated approach to the knowledge economy and society from the perspective of higher education institutions. It remarks on the advent of a knowledge-based economy and society and the need for the combination of Innovation, sustainability, and education. This paper introduces nine (9) important issues or challenges of higher education institutions that have emphasized, cross-linked each other, and combined in a new education system that can form a new generation for the completive world as well as able to manage the knowledge-based economy and societal system. Moreover, the education system must be the foundation for building the necessary knowledge-based economy and society, which must manage the innovation process through a more sustainable world. In this viewpoint, Innovation, sustainability and higher education are becoming more and more central in our economy and society, and it is directly associated with the possibility of global wealth distribution to the economy and society. The objective of this research is to demonstrate the knowledge-based economy and social paradigm in order to create the opportunity for higher education institutions' development. The paper uses the collective action methodologies to examine “the mechanisms and strategies” used by higher education institutions’ authority to accommodate an integrated pattern as per connecting behaviors of knowledge economy and society. The paper accomplishes that the combination of Innovation, sustainability and education is a very helpful approach to building a knowledge-based economy and society for practicing the higher education institution’s challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20economy" title=" knowledge economy"> knowledge economy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/168663/integrated-approach-of-knowledge-economy-and-society-in-the-perspective-of-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7127</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7126</span> Data-Driven Decision Making: Justification of Not Leaving Class without It</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Denise%20Hexom">Denise Hexom</a>, <a href="https://publications.waset.org/abstracts/search?q=Judith%20Menoher"> Judith Menoher </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers and administrators across America are being asked to use data and hard evidence to inform practice as they begin the task of implementing Common Core State Standards. Yet, the courses they are taking in schools of education are not preparing teachers or principals to understand the data-driven decision making (DDDM) process nor to utilize data in a much more sophisticated fashion. DDDM has been around for quite some time, however, it has only recently become systematically and consistently applied in the field of education. This paper discusses the theoretical framework of DDDM; empirical evidence supporting the effectiveness of DDDM; a process a department in a school of education has utilized to implement DDDM; and recommendations to other schools of education who attempt to implement DDDM in their decision-making processes and in their students’ coursework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data-driven%20decision%20making" title="data-driven decision making">data-driven decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=institute%20of%20higher%20education" title=" institute of higher education"> institute of higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20improvement" title=" continuous improvement"> continuous improvement</a> </p> <a href="https://publications.waset.org/abstracts/13576/data-driven-decision-making-justification-of-not-leaving-class-without-it" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7125</span> Quality Education as a Tool for Global Poverty Alleviation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Auwalu">Ibrahim Auwalu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main thrust of this paper is the examination of Quality Education as opposed to low level knowledge acquisition in the promotion of quality of life, health, individual and national growth and development. The paper reviews the role education plays in developed, developing and third world economies. It further explores the real meaning of poverty in the context it exists. That is poverty in terms of its dimensions– shortened lives, illiteracy, social exclusion and lack of material means to improve family circumstances. The paper concludes that education not only helps individuals escape poverty by developing the skills needed to improve their livelihoods, but also generates productivity gains that fuel economic growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty%20alleviation" title=" poverty alleviation"> poverty alleviation</a> </p> <a href="https://publications.waset.org/abstracts/44071/quality-education-as-a-tool-for-global-poverty-alleviation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7124</span> Lines for a Different Approach in Music Education: A Review of the Concept of Musicality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Carlos%20De%20Mata%20Castrej%C3%B3n">Emmanuel Carlos De Mata Castrejón</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music education has shown to be connected to many areas of sciences and arts, it has also been associated with several facets of human life. The many aspects around the study of music and education, make very difficult for the music educator to find a way through, even though there are lots of methods of teaching music to young children, they are different between one another and so are the students. For the music to help improve children’s development, it is necessary for the children to explore their musicality as they explore their creativity; it must be a challenging, playful, and enjoyable activity. The purpose of this investigation is to focus the music education not in the music, nor the teaching, but the children to be guided through their own musicality. The first approach to this kind of music education comes from the Active learning methods during the nineteenth century, most of which are still used around the world, sometimes with modifications to fit a certain place or type of students. This approach on children’s musicality requires some knowledge of music, pedagogy, and developmental psychology at least, but more important than the theory or the method used for music education, the focus should be on developing the student’s musicality, considering the complexity of this concept. To get this, it is needed, indeed, far more research in the topic, so this is a call for collaborative research and for interdisciplinary teams to emerge. This is a review of authors and methods in music education trying to trace a line pointing to transdisciplinary work and pursuing the development of children’s musicality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=musicality" title=" musicality"> musicality</a> </p> <a href="https://publications.waset.org/abstracts/71797/lines-for-a-different-approach-in-music-education-a-review-of-the-concept-of-musicality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7123</span> Critical Pedagogy in the Philippine K-12 Grade 8 Values Education Curriculum and Textbook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymon%20Maac">Raymon Maac</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Arthus%20Muega"> Michael Arthus Muega</a>, <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Ann%20%20Calingasan"> Joyce Ann Calingasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Elva%20Maureen%20Gorospe"> Elva Maureen Gorospe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical pedagogy is known for its advocacy of humanistic and liberating education. Its far-reaching approach helps students to understand and analyze their own situations and the realities happening in their society. However, this pedagogy together with its promising features is not well-known in the Philippines. This paper determines the place of critical pedagogy in the new values education curriculum and analyzes its features in the K-12 Values Education curriculum and textbook. The study examines the position of critical pedagogy in the Philippine K-12 Values Education curriculum by closely studying and comparing their features; and scrutinizes the Grade 8 Values Education textbook specifically modules 4, 8, 10 and 13 which comprises 25% of the total 16 modules. The said modules are concerned with the role of the family in the preservation of social justice, which is one of the objectives of critical pedagogy. The findings in this research were based on the pieces of evidence gathered from the curriculum and textbook itself. Based on the evaluation done, the study found out that the ideas of critical pedagogy were the same with that of the objectives of K-12 Values Education Curriculum. Due to this, values education teachers can utilize critical pedagogy in their subject. In addition, the K-12 Values Education curriculum exhibits some of the features of critical pedagogy such as authentic student empowerment and critical thinking. Lastly, some features of critical pedagogy are also evident in some of the general parts and recommended activities in the K-12 Values Education textbook while other activities need to be fully developed by both teacher and students to reflect the genuine critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20student%20empowerment" title="authentic student empowerment">authentic student empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=liberating%20education" title=" liberating education "> liberating education </a> </p> <a href="https://publications.waset.org/abstracts/53516/critical-pedagogy-in-the-philippine-k-12-grade-8-values-education-curriculum-and-textbook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multiculture%20education&page=4" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multiculture%20education&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multiculture%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" 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