CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: liberating education research</title> <meta name="description" content="Search results for: liberating education research"> <meta name="keywords" content="liberating education research"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="liberating education research" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="liberating education research"> <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> 28578</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: liberating education research</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28578</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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28577</span> Intersections and Consequences of the Epistemology and Methodology used in Equity-Related Chemistry Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanessa%20R.%20Ralph">Vanessa R. Ralph</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20N.%20Hosbein"> Kathryn N. Hosbein</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Y.%20Deshaye"> Megan Y. Deshaye</a>, <a href="https://publications.waset.org/abstracts/search?q=Paulette%20Vincent-Ruz"> Paulette Vincent-Ruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The language of the statement “persistent achievement gaps between demographic groups” communicates much about the philosophies inherent to the author. In this synthesis of two flagship journals of Chemistry Education Research: Chemistry Education Research and Practice and the Journal of Chemical Education, the use and investigation of equity was examined by the language, epistemology, and methodologies of the researchers. Findings include a considerable increase in the use and investigation of equity in these journals following the years 2012 and 2020. While an increase in consciousness of equity was apparent, epistemologies were stagnated. The majority reflects a deficit-oriented perspective wherein deficits are attributed to students as a “lack of achievement” inherent to specific “demographic groups” and minimized as “gaps” rather than systemic inequities. The lack of epistemological progress may be the result of reading and citing literature within discipline-based education research, failing to acknowledge the efforts propagated for decades by equity theory advancement in disciplines of sociology and psychology. To envision liberated educational systems across the globe, one must first contend with the biases within. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research" title="liberating education research">liberating education research</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20research" title=" philosophy of research"> philosophy of research</a>, <a href="https://publications.waset.org/abstracts/search?q=synthesis" title=" synthesis"> synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/137219/intersections-and-consequences-of-the-epistemology-and-methodology-used-in-equity-related-chemistry-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137219.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">202</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">28576</span> The Use of Methods and Techniques of Drama Education with Kindergarten Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladimira%20Hornackova">Vladimira Hornackova</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Kottasova"> Jana Kottasova</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuzana%20Vanova"> Zuzana Vanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Jungrova"> Anna Jungrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drama%20education" title="drama education">drama education</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a> </p> <a href="https://publications.waset.org/abstracts/48421/the-use-of-methods-and-techniques-of-drama-education-with-kindergarten-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48421.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">364</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">28575</span> Realization Mode and Theory for Extensible Music Cognition Education: Taking Children's Music Education as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yumeng%20He">Yumeng He</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to establish the “extenics” of children music education, the “extenics” thought and methods are introduced into the children music education field. Discussions are made from the perspective of children music education on how to generate new music cognitive from music cognitive, how to generate new music education from music education and how to generate music learning from music learning. The research methods including the extensibility of music art, extensibility of music education, extensibility of music capability and extensibility of music learning. Results of this study indicate that the thought and research methods of children’s extended music education not only have developed the “extenics” concept and ideological methods, meanwhile, the brand-new thought and innovative research perspective have been employed in discussing the children music education. As indicated in research, the children’s extended music education has extended the horizon of children music education, and has endowed the children music education field with a new thought and research method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20evaluations" title="comprehensive evaluations">comprehensive evaluations</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20thought" title=" extension thought"> extension thought</a>, <a href="https://publications.waset.org/abstracts/search?q=extension%20cognition%20music%20education" title=" extension cognition music education"> extension cognition music education</a>, <a href="https://publications.waset.org/abstracts/search?q=extensibility" title=" extensibility"> extensibility</a> </p> <a href="https://publications.waset.org/abstracts/104068/realization-mode-and-theory-for-extensible-music-cognition-education-taking-childrens-music-education-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104068.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">225</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">28574</span> A Bibliometric Analysis of the Structural Equation Modeling in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lim%20Yi%20Wei">Lim Yi Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Structural equation modelling (SEM) is well-known in statistics due to its flexibility and accessibility. It plays an increasingly important role in the development of the education field. The number of research publications using SEM in education has increased in recent decades. However, there is a lack of scientific review conducted on SEM in education. The purpose of this study is to investigate research trends related to SEM in education. The researcher will use Vosviewer, Datawrapper, and SciMAT to do bibliometric analysis on 5549 papers that have been published in the Scopus database in the last five years. The result will show the publication trends of the most cited documents, the top contributing authors, countries, institutions, and journals in the research field. It will also look at how they relate to each other in terms of co-citation, collaboration, and co-occurrence of keywords. This study will benefit researchers and practitioners by identifying research trends and the current state of SEM in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title="structural equation modeling">structural equation modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title=" bibliometric analysis"> bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Vosviewer" title=" Vosviewer"> Vosviewer</a> </p> <a href="https://publications.waset.org/abstracts/158729/a-bibliometric-analysis-of-the-structural-equation-modeling-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158729.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">99</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">28573</span> Teaching Physics: History, Models, and Transformation of Physics Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Didi%C5%9F%20K%C3%B6rhasan">N. Didiş Körhasan</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Kaltak%C3%A7%C4%B1%20G%C3%BCrel"> D. Kaltakçı Gürel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many students have difficulty in learning physics from elementary to university level. In addition, students' expectancy, attitude, and motivation may be influenced negatively with their experience (failure) and prejudice about physics learning. For this reason, physics educators, who are also physics teachers, search for the best ways to make students' learning of physics easier by considering cognitive, affective, and psychomotor issues in learning. This research critically discusses the history of physics education, fundamental pedagogical approaches, and models to teach physics, and transformation of physics education with recent research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/53785/teaching-physics-history-models-and-transformation-of-physics-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53785.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">264</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">28572</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of pre-school education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/130970/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130970.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">164</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">28571</span> Education for Sustainable Development and Primary Education in China: A Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronghui%20%28Kevin%29%20Zhou">Ronghui (Kevin) Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research intends to explore the enactment of Education for Sustainable Development (ESD), in term of the ESD concept, in primary schools in China, and investigate the factors that have positively or negatively impacted the outcome of ESD in urban primary schools in China. The proposed research question is: how is the ESD concept perceived and enacted by the local education stakeholders. This research is conducted in multiple primary schools in China and has questionnaired and interviewed multiple education stakeholders, including school principals, school teachers, and bureau from the municipal Ministry of Education. Factor analysis, regression analysis, and critical discourse analysis are adopted to interpret and analyze the data. The preliminary findings suggest that contested ESD definition, education system pressures, education policy enforcement, and power dynamics between stakeholders are the key factors that have determined to what degree is ESD enacted, and to what extent is ESD practiced in primary schools in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title=" primary education"> primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/125546/education-for-sustainable-development-and-primary-education-in-china-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125546.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">166</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">28570</span> Challenges in the Use of Information and Communication Technology in Agricultural Education and Training in Colleges of Education in Adamawa State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harrison%20Gideon%20Maghra">Harrison Gideon Maghra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted on the challenges in the use of ICT in Agricultural Education and Training in Colleges of Education in Adamawa State. Three objectives guided the study, and the objectives were translated into three research questions and the research questions translated into two null hypotheses. Frequency and percentage were used to answer research question one, mean and standard deviation were used to answer research questions two and three, and t-test statistic was used to test the null hypotheses at 0.05 level of significance. The study was descriptive research and a questionnaire was used to solicit responses from the respondent. The instrument for data collection was subjected to face and content validity by 1 expert in the Department of Vocational Education, Modibbo Adama University, Yola and 3 experts from the Department of Vocational and Technical Education, Adamawa State University, Mubi. Pearson Product Moment Correlation Coefficient was used to test the reliability of the instrument and a reliability coefficient of 0.76 was obtained through the test re-test test method. Results from the study revealed that ICT facilities are not available in state-owned colleges of education. Agricultural Education lecturers have a positive attitude toward the use of ICT in teaching agricultural education and training. Based on the findings of the study, recommendations were made, among which: Colleges of Education in the state should organize training on the use of ICT for all lecturers, including those in the Agricultural Education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20education" title=" agricultural education"> agricultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a> </p> <a href="https://publications.waset.org/abstracts/161823/challenges-in-the-use-of-information-and-communication-technology-in-agricultural-education-and-training-in-colleges-of-education-in-adamawa-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161823.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">80</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">28569</span> Research on the Teaching Quality Evaluation of China’s Network Music Education APP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guangzhuang%20Yu">Guangzhuang Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Chu%20Liu"> Chun-Chu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=network%20music%20education%20APP" title="network music education APP">network music education APP</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20quality%0D%0Aevaluation" title=" teaching quality evaluation"> teaching quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20and%20connotation" title=" index and connotation"> index and connotation</a> </p> <a href="https://publications.waset.org/abstracts/131891/research-on-the-teaching-quality-evaluation-of-chinas-network-music-education-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131891.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">128</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">28568</span> Effect of Hybrid Learning in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Meydanlioglu">A. Meydanlioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Arikan"> F. Arikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, thanks to the development of information and communication technologies, the computer and internet have been used widely in higher education. Internet-based education is impacting traditional higher education as online components increasingly become integrated into face-to-face (FTF) courses. The goal of combined internet-based and traditional education is to take full advantage of the benefits of each platform in order to provide an educational opportunity that can promote student learning better than can either platform alone. Research results show that the use of hybrid learning is more effective than online or FTF models in higher education. Due to the potential benefits, an increasing number of institutions are interested in developing hybrid courses, programs, and degrees. Future research should evaluate the effectiveness of hybrid learning. This paper is designed to determine the impact of hybrid learning on higher education. <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20learning" title=" hybrid learning"> hybrid learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/8561/effect-of-hybrid-learning-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8561.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">909</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">28567</span> Alternative Sources of Funding Tertiary Institution in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Omu">Mark Omu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education has remained the greatest fulcrum on which the developmental aspirations of societies and the world over is Anchored. This has been the case from the antiquity. As a result of recognition of this fact, education occupies a crucial and centripetal position at different epochs of societal formation and transformation. This paper recognized the all-embracing role of education to society and it utilized the literary research and review of literature to espouse on the role of alternative sources of financing education. This position was borne out of the dwindling resources available to education. Especially to finance teaching, learning, research and retraining of staffers. This paper found among other things that alternative funding of education is possible and it can be achieved through selling of its research products like entrepreneurial skills, collaborative ventures in public private partnership, philanthropic of endowments, etc. These are capable of bridging the financial gap currently bedevilling the educational sectors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20sources" title="alternative sources">alternative sources</a>, <a href="https://publications.waset.org/abstracts/search?q=funding" title=" funding"> funding</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary" title=" tertiary"> tertiary</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership" title=" partnership"> partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/30195/alternative-sources-of-funding-tertiary-institution-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30195.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">410</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">28566</span> Quality Assurance as an Educational Development Tool: Case from the European Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Mourad">Maha Mourad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education in any competitive European economy should serve the new information society by increasing the supply of good quality education services and by creating good international brands in the international higher education market. Hence, continuous risk management techniques through higher educational reforms programs became one of the top priorities within the European Union to control the quality of higher education. Risk is higher education is studies by several researchers who agreed that the risk in higher education has a direct influence on continuity of quality education and research contribution. The focus of this research is to highlights the Internal Quality Assurance (IQA) activities in the Polish higher education system as a risk management tool used to control the quality of education. This paper presents a qualitative empirical analysis in 5 different universities in Poland. In addition, it aims to help in finding global practical and create benchmark for policy makers concerning the risk management techniques based on the Polish experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20development" title="education development">education development</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=european%20higher%20education" title=" european higher education"> european higher education</a> </p> <a href="https://publications.waset.org/abstracts/9856/quality-assurance-as-an-educational-development-tool-case-from-the-european-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9856.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">468</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">28565</span> Parents' Attitude toward Compulsory Pre-School Education in Slovakia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compulsory pre-school education in Slovakia will be established by the Education Act for all five-year-old children from September 2021. The implementation of this law will change pre-school education in our country from optional to compulsory, and children will be able to complete this education either in institutional form school facilities or in the form of individual education at the request of the parent. The primary purpose of this change is that all children achieve pre-school education before entering primary school, thus eliminating differences between children before entering primary school. The benefits of introducing compulsory pre-school education are obvious to the professional public. However, as this fundamental change in children's education is perceived by parents who have a prime position in the upbringing and education of their children, research pays minimal attention. The aim of the study is to interpret the findings of quantitatively oriented research, which was focused on finding out the attitudes of parents to the planned introduction of compulsory preschool education in Slovakia. The data were obtained through questionnaires primarily intended for parents of preschool children. In the distributed questionnaire, the degree of agreement or disagreement with individual items could be expressed on a 5-point Likert scale. The results of the research present how perceived compulsory pre-school education is perceived by the parental public in Slovakia and what perspectives and limitations parents anticipate after its introduction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20act" title=" education act"> education act</a>, <a href="https://publications.waset.org/abstracts/search?q=childs%27%20learning%20and%20development" title=" childs' learning and development"> childs' learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%27%20perspectives" title=" parents' perspectives"> parents' perspectives</a> </p> <a href="https://publications.waset.org/abstracts/131418/parents-attitude-toward-compulsory-pre-school-education-in-slovakia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131418.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">160</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">28564</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">28563</span> Keyword Network Analysis on the Research Trends of Life-Long Education for People with Disabilities in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jakyoung%20Kim">Jakyoung Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sungwook%20Jang"> Sungwook Jang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to examine the research trends of life-long education for people with disabilities using a keyword network analysis. For this purpose, 151 papers were selected from 594 papers retrieved using keywords such as 'people with disabilities' and 'life-long education' in the Korean Education and Research Information Service. The Keyword network analysis was constructed by extracting and coding the keyword used in the title of the selected papers. The frequency of the extracted keywords, the centrality of degree, and betweenness was analyzed by the keyword network. The results of the keyword network analysis are as follows. First, the main keywords that appeared frequently in the study of life-long education for people with disabilities were 'people with disabilities', 'life-long education', 'developmental disabilities', 'current situations', 'development'. The research trends of life-long education for people with disabilities are focused on the current status of the life-long education and the program development. Second, the keyword network analysis and visualization showed that the keywords with high frequency of occurrences also generally have high degree centrality and betweenness centrality. In terms of the keyword network diagram, it was confirmed that research trends of life-long education for people with disabilities are centered on six prominent keywords. Based on these results, it was discussed that life-long education for people with disabilities in the future needs to expand the subjects and the supporting areas of the life-long education, and the research needs to be further expanded into more detailed and specific areas.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life-long%20education" title="life-long education">life-long education</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20with%20disabilities" title=" people with disabilities"> people with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20trends" title=" research trends"> research trends</a>, <a href="https://publications.waset.org/abstracts/search?q=keyword%20network%20analysis" title=" keyword network analysis"> keyword network analysis</a> </p> <a href="https://publications.waset.org/abstracts/72646/keyword-network-analysis-on-the-research-trends-of-life-long-education-for-people-with-disabilities-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72646.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">338</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">28562</span> Perception of Mass Media Usage in Educational Development of Rural Communities in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aniekan%20James%20Akpan">Aniekan James Akpan</a>, <a href="https://publications.waset.org/abstracts/search?q=Inemesit%20Akpan%20Umoren"> Inemesit Akpan Umoren</a>, <a href="https://publications.waset.org/abstracts/search?q=Uduak%20Iwok"> Uduak Iwok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From prehistoric and primitive cultures, education was seen as a process of culture transmission by way of guiding children into becoming good members of their local communities. Even in modern cultures, education is seen as a systematic discipline aimed at cultivating genuine values to improve oneself and society. Without education, the chances of realizing the desired vision are marred as it is believed that nations that invest much in education are able to reap the desired benefits technologically, economically, socially, politically, and otherwise. In this sense, the moulding of character is considered the primary purpose of education, and until the audience of mass media through its various vehicles is seen as tools for improving the overall development of society. It is believed that a media-friendly person is likely to perform better than someone who is less friendly. This work, therefore, examines the role media play in educational development. As highlighted by the study, a summary of the functions of media shows that they widen horizon by acting as a liberating force, breaking distance, bonds, and transforming a traditional society into a modern one. With the use of technological development theory, agenda-setting theory as well as uses and gratification theory and multiple intelligence theory, the work identifies different ways in which mass media help in educational development and draws attention to the audience’s perception of media functions in terms of educational development. With a survey method and a population of 6,903,321 people, the work sampled 220 respondents using purposive technique drawn from rural communities in the South-South region of Nigeria. The work concludes that mass media are potent vehicles for teaching and learning and therefore recommends that government should provide basic infrastructures to the rural communities to aid full utilization of media potentials in educational development and equally urge media owners and practitioners to as a matter of urgency increase coverage time on issues bordering on education as it is done for political and other issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational" title="educational">educational</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20usage" title=" media usage"> media usage</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/122561/perception-of-mass-media-usage-in-educational-development-of-rural-communities-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122561.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">128</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">28561</span> A Bibliometric Analysis of Research on E-learning in Physics Education: Trends, Patterns, and Future Directions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurjanah">Siti Nurjanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Supahar"> Supahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning has become an increasingly popular mode of instruction, particularly in the field of physics education, where it offers opportunities for interactive and engaging learning experiences. This research aims to analyze the trends of research that investigated e-learning in physics education. Data was extracted from Scopus's database using the keywords "physics" and "e-learning". Of the 380 articles obtained based on the search criteria, a trend analysis of the research was carried out with the help of RStudio using the biblioshiny package and VosViewer software. Analysis showed that publications on this topic have increased significantly from 2014 to 2021. The publication was dominated by researchers from the United States. The main journal that publishes articles on this topic is Proceedings Frontiers in Education Conference fie. The most widely cited articles generally focus on the effectiveness of Moodle for physics learning. Overall, this research provides an in-depth understanding of the trends and key findings of research related to e-learning in physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title="bibliometric analysis">bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=biblioshiny" title=" biblioshiny"> biblioshiny</a>, <a href="https://publications.waset.org/abstracts/search?q=E-learning" title=" E-learning"> E-learning</a> </p> <a href="https://publications.waset.org/abstracts/185853/a-bibliometric-analysis-of-research-on-e-learning-in-physics-education-trends-patterns-and-future-directions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185853.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">41</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">28560</span> An Investigation into the Views of Distant Science Education Students Regarding Teaching Laboratory Work Online</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research analysed the written views of science education students regarding the teaching of laboratory work using the online mode. The research adopted the qualitative methodology. The qualitative research was aimed at investigating small and distinct groups normally regarded as a single-site study. Qualitative research was used to describe and analyze the phenomena from the student’s perspective. This means the research began with assumptions of the world view that use theoretical lenses of research problems inquiring into the meaning of individual students. The research was conducted with three groups of students studying for Postgraduate Certificate in Education, Bachelor of Education and honors Bachelor of Education respectively. In each of the study programmes, the science education module is compulsory. Five science education students from each study programme were purposively selected to participate in this research. Therefore, 15 students participated in the research. In order to analysis the data, the data were first printed and hard copies were used in the analysis. The data was read several times and key concepts and ideas were highlighted. Themes and patterns were identified to describe the data. Coding as a process of organising and sorting data was used. The findings of the study are very diverse; some students are in favour of online laboratory whereas other students argue that science can only be learnt through hands-on experimentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20work" title=" laboratory work"> laboratory work</a>, <a href="https://publications.waset.org/abstracts/search?q=views" title=" views"> views</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a> </p> <a href="https://publications.waset.org/abstracts/99402/an-investigation-into-the-views-of-distant-science-education-students-regarding-teaching-laboratory-work-online" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99402.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">144</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">28559</span> Research on the Planning and Design of National Park Gateway Communities from the Perspective of Nature Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yulin%20Liang">Yulin Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Under the background of protecting ecology, natural education is an effective way for people to understand nature. At the same time, it is a new means of sustainable development of eco-tourism, which can improve the functions of China's protected areas and develop new business formats for the development of national parks. This study takes national park gateway communities as the research object and uses literature review, inductive reasoning and other research methods to sort out the development process of natural education in China and the research progress of natural education design in national park gateway communities. Finally, we discuss how gateway communities can use natural education to transform their development methods and provide a theoretical and practical basis for the development of gateway communities in national parks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20education" title="natural education">natural education</a>, <a href="https://publications.waset.org/abstracts/search?q=gateway%20communities" title=" gateway communities"> gateway communities</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20parks" title=" national parks"> national parks</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/172896/research-on-the-planning-and-design-of-national-park-gateway-communities-from-the-perspective-of-nature-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172896.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">66</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">28558</span> Research on Community-based Nature Education Design at the Gateway Communities of National Parks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yulin%20Liang">Yulin Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Under the background of protecting ecology, natural education is an effective way for people to understand nature. At the same time, it is a new means of sustainable development of eco-tourism, which can improve the functions of China 's protected areas and develop new business formats for the development of national parks. This study takes national park gateway communities as the research object and uses literature review, inductive reasoning and other research methods to sort out the development process of natural education in China and the research progress of natural education design in national park gateway communities. Finally, it discuss how gateway communities can use natural education to transform their development methods and provide theoretical and practical basis for the development of gateway communities in national parks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20education" title="nature education">nature education</a>, <a href="https://publications.waset.org/abstracts/search?q=gateway%20communities" title=" gateway communities"> gateway communities</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20park" title=" national park"> national park</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/173284/research-on-community-based-nature-education-design-at-the-gateway-communities-of-national-parks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173284.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">60</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">28557</span> Parents' Expectations from Compulsory Pre-School Education in the Slovak Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sona%20Lorencova">Sona Lorencova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beata%20Hornickova"> Beata Hornickova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, the aim of which was to find out the attitudes of parents to the planned compulsory pre-school education in the Slovak Republic. The research was conceived as an entry into the field of the researched issue and its aim was to support the validity and effectiveness of items in the questionnaire, which was created based on the statements of parents. The research method was an interview with 15 parents whose children attended kindergarten. The main question of the interviews was to find out what are the parents' expectations from compulsory pre-school education, which will be compulsory in the Slovak Republic from 2021 for all 5-year-old children. From the introduction of compulsory pre-school education, the professional public expects in particular greater participation of children from marginalized Roma communities in pre-school education, as well as children from socially disadvantaged backgrounds, better preparation of children for primary school and better results in international testing. The research found that the expectations of parents are different and depend on their socio-economic status, in accordance with which they place greater importance on the upbringing and education of children. The findings from interviews with parents contributed to the formulation of items in the questionnaire, which will be distributed to parents whose children will attend compulsory pre-school education in the Slovak Republic from 2021. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20of%20pre-school%20children" title=" education of pre-school children"> education of pre-school children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations%20from%20pre-school%20education" title=" parental expectations from pre-school education"> parental expectations from pre-school education</a> </p> <a href="https://publications.waset.org/abstracts/127311/parents-expectations-from-compulsory-pre-school-education-in-the-slovak-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127311.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">179</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">28556</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">28555</span> A Correlation Analysis of an Effective Music Education with Students’ Mathematical Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon%20Suh%20Song">Yoon Suh Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though music education can broaden one’s capacity for mathematical performance, many countries lag behind in music education. Little empirical evidence is found to identify the connection between math and music. Therefore, this research was set out to explore what music-related variables are associated with mathematical performance. The result of our analysis is as follows: A Pearson's Correlation analysis revealed that PISA math score is strongly correlated with students' Intelligence Quotient (IQ). This lays the foundation for further research as to what factors in students’ IQ lead to a better performance in math. <p class="card-text"><strong>Keywords:</strong> <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=mathematical%20performance" title=" mathematical performance"> mathematical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=IQ" title=" IQ"> IQ</a> </p> <a href="https://publications.waset.org/abstracts/97551/a-correlation-analysis-of-an-effective-music-education-with-students-mathematical-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97551.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">212</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">28554</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">28553</span> Exploring the Correlation between Students' Performance in Educational Statistics and Research Methods in Education: The Influence of Undergraduate Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justice%20Dadzie">Justice Dadzie</a>, <a href="https://publications.waset.org/abstracts/search?q=Stacy%20H.%20Surman"> Stacy H. Surman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20K.%20Annan-Brew"> Ruth K. Annan-Brew</a>, <a href="https://publications.waset.org/abstracts/search?q=Ifesinachi%20J.%20Ezugwu"> Ifesinachi J. Ezugwu</a>, <a href="https://publications.waset.org/abstracts/search?q=Evans%20Addison"> Evans Addison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the correlation between students' performance in educational statistics and research methods in education, as well as investigate potential differences in performance based on their undergraduate programs. A cross-sectional design was employed, and data was collected from 170 students enrolled in master of philosophy programs in the department of education and psychology. The correlation analysis revealed a strong positive correlation between students' performance in intermediate statistics in education and research methods in education. This indicates a close relationship between the two domains. The MANOVA analysis showed no significant differences in the linear combination of intermediate statistics in education and research methods in education scores across the different undergraduate programs. The tests of between-subjects effects further confirmed that the student's performance in intermediate statistics in education and research methods in education did not differ significantly across the different undergraduate programs. These findings contribute to the existing literature by providing insights into the correlation between educational statistics and research methods, and the influence of undergraduate program backgrounds on students' performance in these domains. The strong positive correlation between intermediate statistics and research methods highlights the importance of a solid foundation in statistics for understanding and applying research methods. Moreover, the consistent relationship across different academic backgrounds emphasizes the need for targeted interventions and support systems to enhance graduate students' competencies in these critical areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20statistics" title="educational statistics">educational statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20programs" title=" undergraduate programs"> undergraduate programs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20performance" title=" students performance"> students performance</a> </p> <a href="https://publications.waset.org/abstracts/185609/exploring-the-correlation-between-students-performance-in-educational-statistics-and-research-methods-in-education-the-influence-of-undergraduate-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185609.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">44</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">28552</span> Implication of E-Robot Kit in Kuwait’s Robotics Technology Learning and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murtaza%20Hassan%20Sheikh">Murtaza Hassan Sheikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20A.%20A.%20AlSaleh"> Ahmed A. A. AlSaleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Naser%20H.%20N.%20Jasem"> Naser H. N. Jasem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kuwait has not yet made its mark in the world of technology and research. Therefore, advancements have been made to fill in this gap. Since Robotics covers a wide variety of fields and helps innovation, efforts have been made to promote its education. Despite of the efforts made in Kuwait, robotics education is still on hold. The paper discusses the issues and obstacles in the implementation of robotics education in Kuwait and how a robotics kit “E-Robot” is making an impact in the Kuwait’s future education and innovation. Problems such as robotics competitions rather than education, complexity of robot programming and lack of organized open source platform are being addressed by the introduction of the E-Robot Kit in Kuwait. Due to its success since 2012 a total of 15 schools have accepted the Kit as a core subject, with 200 teaching it as an extracurricular activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=robotics%20education" title="robotics education">robotics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait%27s%20education" title=" Kuwait's education"> Kuwait's education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-robot%20kit" title=" e-robot kit"> e-robot kit</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=innovation%20and%20creativity" title=" innovation and creativity"> innovation and creativity</a> </p> <a href="https://publications.waset.org/abstracts/52349/implication-of-e-robot-kit-in-kuwaits-robotics-technology-learning-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52349.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">417</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">28551</span> Physical Education Teacher's Interpretation toward Teaching Games for Understanding Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soni%20Nopembri">Soni Nopembri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to evaluate the implementation of teaching games for Understanding model by conducting action to physical education teacher who have got long teaching experience. The research applied Participatory Action Research. The subjects of this research were 19 physical education teachers who had got training of Teaching Games for Understanding. Data collection was conducted intensively through a questionnaire, in-depth interview, Focus Group Discussion (FGD), observation, and documentation. The collected data was analysis zed qualitatively and quantitatively. The result showed that physical education teachers had got an appropriate interpretation on TGfU model. Some indicators that were the focus of this research indicated this points; they are: (1) physical education teachers had good understanding toward TGfU model, (2) PE teachers’ competence in applying TGfU model on Physical Education at school were adequate, though some improvement were needed, (3) the influence factors in the implementation of TGfU model, in sequence, were teacher, facilities, environment, and students factors, (4) PE teachers’ perspective toward TGfU model were positively good, although some teachers were less optimistic toward the development of TGfU model in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TGfU" title="TGfU">TGfU</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher" title=" physical education teacher"> physical education teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20games" title=" teaching games"> teaching games</a>, <a href="https://publications.waset.org/abstracts/search?q=FGD" title=" FGD"> FGD</a> </p> <a href="https://publications.waset.org/abstracts/9668/physical-education-teachers-interpretation-toward-teaching-games-for-understanding-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9668.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">545</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">28550</span> The Impact of Drama Education on Creativity Development at Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladim%C3%ADra%20Horn%C3%A1%C4%8Dkov%C3%A1">Vladimíra Hornáčková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper points out at the importance of creativity development in children of preschool age and analyses certain conditions and pedagogical principles which should be respected during the development of creativity in kindergartens. Research survey focuses on the development of creativity reflection at children in kindergartens at preschool age and based on a test of creativity it compares creativity of children in experimental and control groups. The goal is to find out if there are any differences among children in experimental and control classrooms in kindergartens; wherein experimental groups, there is preschool education with the use of drama education while in control groups there is not. On the basis of certain aspects, the gained data is compared through descriptive methods and correlations. Research results refer to reserves in creativity development in modern pre-primary education in the context of implemented and expected changes in didactic approach in the education of kindergartens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20child" title="preschool child">preschool child</a>, <a href="https://publications.waset.org/abstracts/search?q=drama%20in%20education" title=" drama in education"> drama in education</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20of%20creativity" title=" test of creativity"> test of creativity</a> </p> <a href="https://publications.waset.org/abstracts/48398/the-impact-of-drama-education-on-creativity-development-at-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48398.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">312</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">28549</span> Higher Education Quality Culture: Case Study: Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pikria%20Vardosanidze">Pikria Vardosanidze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation entitled ”Higher Education Quality Culture – Case Study: Georgia”is concerned with an urgent and crucial issue. Located at the crossroads of Europe and Asia, Georgia is a transnational, post-soviet country. And it is conditioned the peculiarity of our education system. Higher education in Georgia has an extensive history and a challenging period of development consisting of several phases, especially noteworthy of which are 1918 and 1991, marking there storation of Georgia’s independence. Georgia joined the Bologna Process in 2005. Given its geopolitical location, Georgian culture has developed, and still pursues the path of development against the background of the Western and Eastern cultures. Furthermore, socio-politically and culturally, it represents part of Europe. It is of particular interest how post-Soviet states develop in terms of education. What is the path to the European integration for Georgia as a post-Soviet country? How developed is the higher education quality culture in Georgia? And, what should be done in the future? It is important to answer these questions. The research carried out in the field of education is characterized by a certain specificity as does the post-colonial research. The field of education contributes to the development of democratic society as well as to the European integration, the Eastern Partnership and so on. What is crucial for the educational system, apart from transparency and democratization, is the improvement of the quality of education which is one of the most powerful tools dictating the need for a doctoral research as such. As for the research method, the comparative method of research, and the qualitative research are applied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization" title="internationalization">internationalization</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=policies" title=" policies"> policies</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia" title=" Georgia"> Georgia</a> </p> <a href="https://publications.waset.org/abstracts/151069/higher-education-quality-culture-case-study-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151069.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">100</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=952">952</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=953">953</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=liberating%20education%20research&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>