Academic literature on the topic 'Aspect social-pedagogic'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Aspect social-pedagogic.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Aspect social-pedagogic"
1
Gultom, Elida, and Nurhayana Nurhayana. "ANALISIS TINGKAT KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN SEKOLAH TINGGI ILMU EKONOMI (STIE) DI WILAYAH KOTA PEKANBARU." Jurnal Daya Saing 4, no. 3 (November 23, 2018): 288–95. http://dx.doi.org/10.35446/dayasaing.v4i3.259.
Full textAbstract:
This study aims to find out how the level of student satisfaction on the performance of lecturers of the College of Economics (STIE) in the city of Pekanbaru. The population in this study were all students who were still active in lectures at the College of Economics in the city of Pekanbaru which consisted of 7 (seven) campuses of the College of Economics (STIE) with a total of 7,367 students. While the sample was taken as many as 500 respondents with sampling techniques using quota sampling and data analysis techniques used were descriptive analysis methods. Based on the results of the study, it was found that the level of student satisfaction on the performance of lecturers of the Economics College in the city of Pekanbaru, in terms of the pedagogic competence of the majority of 63.5% respondents expressed satisfaction with aspects of pedagogic competence. Judging from professional competence most of the respondents 62.3% expressed satisfaction with the aspect of professional competence. Judging from the personality competencies, most respondents 63.7% expressed satisfaction with the aspect of personality competence. And in terms of social competence most of the respondents, namely 59.80% expressed satisfaction with aspects of social competence.
2
Anam, Khaerul, Gunawan Wiradharma, Nining Suryani, and Raden Sudarwo. "Peran Kompetensi Guru terhadap Problem Solving Siswa." Journal of Education and Instruction (JOEAI) 4, no. 2 (December 23, 2021): 364–72. http://dx.doi.org/10.31539/joeai.v4i2.2663.
Full textAbstract:
This study aims to determine the effect of teacher competence from four dimensions, namely pedagogic competence, professional competence, personality competence, and social competence on students' problem solving abilities. This type of research is a survey type quantitative research. The samples in this study were fourth grade elementary school students taken from three schools in the districts of West Lombok and Central Lombok. Data collection methods in this study used tests, questionnaires, unstructured interviews and documentation. The data obtained were then analyzed by simple linear regression to determine the extent of the influence of teacher competence on student problem solving. The results of this study indicate that pedagogic competence and social competence of teachers have a significant influence on student problem solving, while professional competence and personality competence do not have a significant effect. In conclusion, the role of teacher competence, namely pedagogic competence and social competence, has a significant aspect on students' problem solving abilities, although this effect does not apply in all schools, and teacher pedagogic competence on student problem solving, but does not occur in one school only.
Keywords: Teacher Competence, Problem Solving, Quantitative Survey
3
Samokhvalova, Anna G., Kristina A. Yevstigneyeva, and Anastasiya A. Krylova. "Preventing violence in school educational environment: cross-cultural aspect." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 24–31. http://dx.doi.org/10.34216/2073-1426-2019-25-3-24-31.
Full textAbstract:
The aim of the study was to identify and substantiate the psychological and pedagogic conditions for the prevention of violence in school educational environment based on analysis of regional specificities. Studying the characteristics of bullying in Kostroma schools using the Smob questionnaire and comparing with the results of Austrian and Moscow scholars showed that there are both universal tendencies in the manifestation of bullying, independent of gender, age, ethnicity, place of residence, and specific features characteristic of provincial region. As a result of the study, it was proved that the system of psychological and pedagogic conditions for the prevention of violence in school educational environment, on the one hand, is determined by the universal characteristics of the manifestation of violence and bullying, and on the other hand, should be aligned with regional specificities. The violence prevention programme in school e educational environment should be aimed at developing pupils' skills of constructive aggression management and is based on the principles of systematic diagnostic, correctional, preventive and developmental tasks; taking into account age-psychological and individual characteristics of pupils; the complexity of the methods of civilised psychological impact; active involvement of the nearest social environment; reliance on the events of school life.
4
Al Farisi, Salman, Farid Wadjidi Ibrahim, and Murniati (Unsyiah). "EFEKTIVITAS PROGRAM DIKLAT TEKNIS SUBTATNTIF DALAM MENINGKATKAN KINERJA GURU PENDIDIKAN AGAMA ISLAM DI ACEH." Jurnal Analisa Pemikiran Insaan Cendikia 5, no. 2 (November 22, 2022): 42–62. http://dx.doi.org/10.54583/apic.vol5.no2.67.
Full textAbstract:
Education and Training Center so that the results can provide a general picture regarding the effectiveness of the implementation of the training program. In addition, it is also hoped that the results of this research can be input and improved in the context of improving the implementation of similar training programs that will be implemented in the future. In particular, the focus of this research is directed at measuring the level of effectiveness in three aspects; reaction aspects, learning aspects, and aspects of potential changes in training participants' behavior related to aspects of teacher performance, pedagogic, social, professional, and personality competencies. This research method uses a quantitative approach and a descriptive evaluative method. A quantitative approach is used in collecting information and data needed in research. Then, the research findings are described and interpreted using a descriptive evaluative method. The results showed that the reaction aspect (level 1) of the training participants to the materials, facilities, and infrastructure of the education and training organizers, and Widyaiswara was included in the good category. However, there are still some improvements related to the level of difficulty of the training material, learning support media, and variations in the use of models and learning approach according to the characteristics of the material and problems. The learning aspect (level 2) based on the learning outcomes of the pre-test and post-test scores showed an increase in understanding of the material for the acquisition of an N-gain score of 0.51 in the medium category, while the skills and attitudes of the training participants during the training were in a good category. Potential aspects of behavior change (level 3) related to teacher performance in pedagogic, professional, personality, and social aspects were obtained in a category. However, the results of this study also show that there is still a low level of confidence in several indicators such as the indicator of utilizing ICT for the benefit of PAI learning development and taking reflective action to improve the quality of learning, developing and creatively guided learning materials and sustainably developing professionalism. through reflective action. The low behavior change in these indicators is due to the low understanding and skills of using ICT because they are not accustomed to using it, and the heavy workload of teachers is the reason for not having time to make self-development efforts.
5
Prastowo, Andi. "PENGEMBANGAN MODEL KOMUNIKASI EDUKATIF REINVENTING SUBSCONCIOUS MIND (RESMI) UNTUK MADRASAH IBTIDAIYAH." ULUL ALBAB Jurnal Studi Islam 17, no. 2 (January 31, 2017): 163. http://dx.doi.org/10.18860/ua.v17i2.3402.
Full textAbstract:
The effort to develop communicative competence of Madrasah Ibtidaiyah teachers in Indonesia is still low. It is shown from various upgrading programs for teacher’s professionalism and quality which rarely touch communicative competence aspect. However, government regulation on academic qualification standard and teacher competence stated that communicative competence becomes the bases of pedagogic, social, and professional competences, except personality competence. In addition, in teacher training institute the course on learning communication is not always given. While communication play an important role for effective learning process. This article presents the research of development of Fikih learning communications model in Madrasah Ibtidaiyah namely reinventing subconscious mind (RESMI). The result shows that its implementation improves the familiarity between teachers and pupils, learning enthusiasm, ability to memorize materials, and improve learning achievement.
6
Suhaemi, Mimin Emi, and Nur Aedi. "A Management Strategy for the Improvement of Private Universities Lecturers’ Professional Competences." International Education Studies 8, no. 12 (November 26, 2015): 241. http://dx.doi.org/10.5539/ies.v8n12p241.
Full textAbstract:
<p class="apa">Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the professional competences of private university lecturers are still low. It has been established that the masterly of learning materials, the understanding of the pedagogic content and substance, and the use of appropriate teaching and learning methodologies are still low. Thus, the present study aimed to reveal, explain, and find a model of management which can better improve services in the private universities across Indonesia, especially, the improvement of lecturers’ professional competences. The research employed a descriptive-analytic method, which aimed to reveal current events that impact positively on the improvement of private university lecturers’ professional competences. This research, has revealed that the policies of lecturer planning and preparation by teacher training institutions are still weak and less concerned with the aspect of needs assessment or mapping; lecturer competence development has not been handled sufficiently thus, ignoring the stduents needs; the management strategy of lecturers’ competence improvement has not been well-coordinated; the management aspect as well as lecturer continuous professional development has failed to consider reward and punishment, hence affecting lecturer competences. In the effort for further clarification, SWOT analysis was applied which also revealed that among the factors supporting lecturer development was the high motivation and othe inner personal factors. This means there should be special strategies of management development that positively influence lecturer professional competences and quality.</p>
7
Fitri, Fajar Laelatul. "Analisis Kritis Terhadap Kebijakan Standar Kompetensi Pendidik Dan Tenaga Kependidikan Di Lembaga Pendidikan Islam Swasta." Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam 2, no. 2 (March 30, 2023): 170–76. http://dx.doi.org/10.18860/rosikhun.v2i2.21914.
Full textAbstract:
One aspect that can be seen from the achievement of educational goals in Indonesia is the educators. If Islamic schools have competent educators, it will have implications for the intelligence of the nation with good intellectual abilities. This research aims to analyze the extent of the role of teacher competency standard policies so that the nation's goals can be achieved, therefore the creation of educator standards and education personnel in Islamic educational institutions. The research method used is a literature study by collecting various sources and literature related to the laws used by Islamic educational institutions in accordance with the problems studied. From the results of the analysis, 4 competency standards were obtained that are mandatory by educators, namely (1) social competence, (2) pedagogic competence, (3) professional competence, and (4) personality competence.
8
Gold, Olga. "Aesthetic-cultural education of personality in the age of multiculturalism: social-philosophical aspect." Filosofiya osvity. Philosophy of Education 29, no. 1 (July 21, 2023): 236–48. http://dx.doi.org/10.31874/2309-1606-2023-29-1-13.
Full textAbstract:
The article deals with the issue of aesthetic and cultural education in the age of multiculturalism, which is relevant for modern pedagogy. The connections between culture and education, the growth of the role of aesthetic and cultural education and the training of a future specialist are considered, according to which the emphasis is shifted from traditional pedagogy to the development of aesthetic and cultural education of a comprehensively developed personality. It is noted that modern pedagogy considers culture and aesthetics as an auxiliary means of influencing the student, as well as the formation of his aesthetic and cultural instructions. In the article, based on the study of aesthetic and cultural education of the individual in the modern age, it is carried out in the context of multiculturalism and the synthesis of approaches from the point of view of socialization and the transition of society from traditional to modern in the conditions of globalization/polyconfessionality/transformation and the peculiarities of education in conditions of war and in the period of aggravation of social confrontations - from the standpoint of resistance to attempts to change the world order by force in the conditions of the clash of barbarism and civilization. Aesthetic and cultural education in the age of multiculturalism can serve as an example of social and cultural support for the development of individual skills and competencies. Aesthetic education has been known since ancient times. Support for aesthetic development can be based on a system of activities aimed at the activity mediation of knowledge, which opens up the possibility of their transformation into skills, creating favorable conditions for the formation of relevant competencies. In the age of multiculturalism and globalization, values are changing in favor of world/ western/modern ones, which are based on the observance of laws as the basis of the social order and educate socially mature, morally prepared and patriotic members of society. It is summarized that numerous definitions of the concept of “multiculturalism” can be classified into: historical and social, which shows the presence of ethnic and religious diversification in society; culturally diverse – the presence of cultural and spiritual understanding of the individual; political and economic – as a dependence on the economic and social situation; pedagogic-social-state – as a program of education in the state; globalist – as interconnected with modern processes of societies and civilizations.
9
Kurniati, Tuti. "Pengembangan Bahan Ajar Berbasis Instructional Approach Learning pada Mata Kuliah Kemampuan Dasar Mengajar Kimia." Jurnal Inovasi Pendidikan Kimia 16, no. 1 (January 2, 2022): 16–21. http://dx.doi.org/10.15294/jipk.v16i1.29570.
Full textAbstract:
Teachers must have competency standards in carrying out their duties. The competencies that must be possessed by professional teachers are pedagogic competence, professional competence, personal competence and social competence. In order for students to master the four competence and basic skills of teaching it is necessary to develop modul materials based on instructional approach learning. The purpose of this research is to develop modul materials. Ths research following 3D model of Thiagarajan which consists of the definition stage, the design stage and the development stage. Â The result of the research shows are the validity of the material aspect is 97.5% and the media is 87.5% in valid criteria. Practicality based on the value of the student response questionnaire in the individual trial was 95.8% and the small group test wa 89.6% which was considered very practical.
10
Syarnubi, Syarnubi. "PROFESIONALISME GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK RELIGIUSITAS SISWA KELAS IV DI SDN 2 PENGARAYAN." Tadrib: Jurnal Pendidikan Agama Islam 5, no. 1 (July 1, 2019): 87–103. http://dx.doi.org/10.19109/tadrib.v5i1.3230.
Full textAbstract:
This study aims to describe and analyze critically the professionalism of teachers in the form of PAI religiosity fourth grade students at SDN 2 Pengarayan. This research is a qualitative research taking the location of SDN 2 Pengarayan. Data collection are getting by observation, documentation and interviews. Data analysis were carried out by examining all data, data reduction, data presentation, drawing conclusions and verifying data. Data checking is done by triangulation with two modes, namely using multiple sources and multiple methods.
The results of the study show: (1) PAI teachers in SDN 2 Pengarayan are professional, which is indicated by having four competencies: pedagogic competency, personality competence, professional competence and social competence. (2) PAI teachers is forming the religiosity of fourth grade students in SDN 2 Pengarayan through five dimensions of religiosity (Belief, worship, appreciation, knowledge and experience), using habituation methods related to four competencies as follows : Pedagogical aspects: Prepare syllabus and lesson plans. Personality Aspect: Making the dhuhur prayer schedule in congregation and assistance, praying duha and reciting the Asmaul Husna. Professional Aspects: BATUHA (Read Write Al-Qur'an), PHBI (Commemoration of Islamic Day) and Muadzin. Social Aspects: Making Tambourine Music Group, Ramadhan pesantren and habit of greeting. (3) The obstacles faced by PAI teachers in forming the religiosity of students in SDN 2 Pengarayan are the limitations of place, time and supervisors, the low support of parents when at home, the lack of harmonious cooperation between parents of students and the school, the cleanliness of places of worship become an obstacle in the implementation of prayer services.
Books on the topic "Aspect social-pedagogic"
1
Balvín, Jaroslav. Andragogics, social pedagogy and social work: Pedagogic, philosophical and ethical aspects. Prague: Hnutí R=The R-Movement, 2012.
Find full text
2
Boffo, Vanna, and Francesca Torlone, eds. L'inclusione sociale e il dialogo interculturale nei contesti europei. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-769-0.
Full textAbstract:
The book contains the proceedings of the European conference and review «Products and experiences for intercultural dialogue: Best practices for social inclusion in Italy and Europe" held in Florence on 18 January 2008 in the framework of the project «Social Inclusion: How Leonardo da Vinci Projects Contribueted to Make it Effective». With a social and pedagogic/educational approach, the text is designed to make a specific contribution to the knowledge and evaluation of quality products, carefully selected by European experts, regarding three fundamental aspects of social inclusion and intercultural dialogue: learning on the part of the immigrants of the language and culture of the host country; reception and inclusion in the workplace; the protection of the health and safety of the immigrants.
3
Repere conceptuale, metodologice şi manageriale ale Educaţiei extraşcolare în Republica Moldova. Chişinău: CEP UPS "Ion Creangă", 2023.
Find full textBook chapters on the topic "Aspect social-pedagogic"
1
Liwo, Helena. "Interdyscyplinarność jako konieczność w teorii i praktyce surdologopedycznej." In Interdyscyplinarne aspekty diagnozy i terapii logopedycznej, 277–88. Wydawnictwo Uniwersytetu Łódzkiego, 2020. http://dx.doi.org/10.18778/8220-226-7.22.
Full textAbstract:
The complex nature of the language communication is largely manifested in language disabilities, this resulting in the necessity of multi-aspect research on the condition of individuals with language disabilities which, in turn, belongs to the field of logopaedics. It applies especially to surdologopaedics. The object of this subdiscipline is initiating or improvement of language development in people with hearing deficiencies. Use of the interdisciplinary procedure of cochlear implantation enables the individuals who suffer from major hearing impairments to develop their hearing and language skills. For this treatment to be effective, the current stereotype, in which individuals with hearing disability are considered deaf-mute, must be abandoned. It is also applies both to the theoretical perspective, which combines the philosophical, biological, psychological and social aspects of the issue of deafness, and to the practical perspective, which covers diagnosing and implanting hearing organs, as well as pedagogic and surdologopaedic methods.
2
Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Language Learning and Literacy, 716–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch037.
Full textAbstract:
This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
3
Halvorsen, Andy D. "Divergent Teacher Viewpoints of Technology Integration in the Language Classroom." In Preparing Foreign Language Teachers for Next-Generation Education, 130–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch008.
Full textAbstract:
This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.
4
Rinkal Sharma, Dr, Dr Mohd Shakil, and Mr Alka. "ENHANCING OF DIGITAL REFORMS IN TEACHER EDUCATION: PREPARATION OF TEACHER EDUCATORS FOR NEW EDUCATIONAL ENVIRONMENT." In Futuristic Trends in Social Sciences Volume 3 Book 15, 18–23. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3beso15p2ch2.
Full textAbstract:
In today's world, integrating electronic devices into education is essential for improving learning. Extending the digital world in education has the wonderful ability to continue teaching and learning despite unforeseen setbacks. Digital utilization and the massive exchange of data spread to every industry globally. A qualified educator is willing to acquire new skills necessary for their line of work[3]. Digital technologies are widely used in every aspect of education for a variety of reasons, [1]. The requirements for instructors with regard to technological teaching and learning are evolving in a number of ways. The use of digital tools by educators to promote novel methods of instruction and learning is first and foremost required (Drent & Meelissen, 2008).In addition to trying to adequately prepare their students for employment, involvement with the subject matter, and raising the standard of instruction and educational opportunities in twenty-first-century society, teachers are also expected to help learners become more technologically literate (International Society for Technology in Education [ISTE], 2008; United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2011; Voogt & Pareja Roblin, 2010). Many efforts have demonstrated the importance of employing electronic mediums in teaching and convincing students of the need of developing a thorough grasp of a subject. This relevance extends beyond its practical use in instructional practices as well as its justification and logic.Furthermore, to function as educators, act as models for their pupils by promoting technical literacy among them and using technology in the classroom. Effective educators must thus be able to use ICT for educational purposes as well as to encourage learners' and educators' proficiency in technology. They instruct future instructors. According to Lunenberg et al. (2007) and Wright & Wilson (2007), teachers should demonstrate pedagogic behavior consistent with the pedagogical behavior they aim to encourage in their learners as said before. Using of digital skills, academic abilities, notions regarding education and instruction, and abilities in instructional design are all required for career success. Teacher trainers are crucial in helping new educators incorporate innovation into their teaching settings.
5
Delport, Hermie Elizabeth, Jolanda Morkel, and Michele Gorman. "Architecture studios for sustainable cities and communities : a radically inclusive perspective : a response to SDG 11 : Sustainable Cities and Communities." In Leading ethical leaders : higher education institutions, business schools and the sustainable development goals, 451–517. Globethics Publications, 2023. http://dx.doi.org/10.58863/20.500.12424/4278458.
Full textAbstract:
"Sustainability is not just about energy efficiency, but rather a complex and overarching multidisciplinary field that requires appropriate expertise, as well as a moral obligation and an opportunity for inspired architecture." (Almonte (ed).2012:17) Cities are collectives of buildings that "are complex socio-technical entities, embedded in a social–cultural–economic–climatic context" (Passe 2020:566). The design and development of cities and hence the quality of lives of resident communities are directly impacted by the practices of the architectural profession.Our aim with this chapter is to explore the Sustainable Development Goals (SDGs) within architectural education with specific attention given to the architectural studio. Although there have been many actions taken and attempts made to include sustainability in architectural curricula and guidelines provided for the inclusion of the SDGs there is limited research that provides a perspective of sustainability in architectural schools globally. Our perspective is from the position of the Radically Inclusive Studio (Gorman et al.2021) which we conceptualise as part of the cities and communities and ultimately the world that we live in. The Radically Inclusive Studio is not an isolated space, but forms part of an ecosystem, defined as "a system of people, content, technology, culture, and strategy, existing both within and outside … which has an impact on both … formal and informal learning" (Eudy 2018:3), in which it supports and is simultaneously supported. We present the Radically Inclusive Studio and its structuring 6S Conceptual Framework of Inclusive Contexts (Gorman et al. in-press) as a theoretical framework for conceptually (re)organising the SDGs and for exploring the Radically Inclusive Studio principles that could serve as guidelines for sustainable development in architectural and other education. We use an integrative literature review to investigate articles, books, and other published texts with the "aim to assess, critique, and synthesize the literature ... in a way that enables new theoretical frameworks and perspectives to emerge" (Snyder 2019:335). We include sustainable architectural solutions from both practice and education to present an overview of how architectural projects address the SDGs. As authors we present aspects of our own work and we propose that the pedagogic principles of the Radically Inclusive Studio could serve as a guideline for sustainable development education.
Conference papers on the topic "Aspect social-pedagogic"
1
Catelly, Yolandamirela. "INNOVATIVE TECHNOLOGY IN THE LANGUAGE CLASS-LEARNING BY LAUGHING, WITH MEMES UNDER FOCUS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-074.
Full textAbstract:
In the contemporary society worldwide, with a dramatic change of mentality among the young generations, particularly starting from the so-called Millennials, amendments to the traditional approaches and new innovative forms of education to be designed and implemented stand as the real challenge for the teachers of any discipline, in order to provide solid support to the learners, thus contributing to their courses efficiency and to the trainees' learning success. At the trainer's disposal there are today a plethora of e-learning means, with proven impact in augmenting effectiveness of the instructional process at all levels. Therefore, in the educational setting presented here, viz. engineering students reading Computer Science at bachelor level, with English as the medium of tuition, within the English for Science and Technology - EST course, the foreign language teacher, in search for variety, novelty and successful exploitation of humour and creativity in the language class, on the basis of some new and quite popular IT 'tools', has designed and taught a cycle of activities focusing on image macros, more generically labelled as memes. Thus, the paper is meant as a strong plea for encouraging learning by setting creativity, fun and avoidance of monotony elements in the lesson. Moreover, the linguistic aspects, as well as those culture-related, are also of significance, since, in order to create memes, besides the technical skills which are compulsory, one really needs a substantial array of softer skills, such as good command of the target language, sensitivity regarding cultural differences and, last but certainly not least, a great sense of humour. Hence, the approach proposed here hypothesises that, by embedding a cycle of tasks focused on designing and discussing about such a new and popular form of social media, having multiple functions and often becoming a viral vehicle for communication, of the marketing type for instance, or for spreading opinions among the masses, the repertory of (transferable) hard and soft skills alike of the students/would-be engineers will develop, together with their chances of employability on an ever more demanding job market (inter)nationally. Consequently, the aim of the paper is a multiple one, i.e. to: (i) encourage the students to make use of their technical skills in IT, but in an original manner - by creating memes, necessarily combining them with the linguistic and even creative writing skills, which could turn into a real asset for them as future specialists, required to advertise for the products they manufacture or to socialize in professional environments; (ii) design authentic tasks that are different from the usual, sometimes repetitive, ones the learners are used to, as such activities are based, apart from the learners' technical knowledge, on the intelligent thought-provoking and laughter-generating use of the foreign language. The eclectic, communicative core approach task package is described, and the pedagogic rationale is given for the manner of sequencing them.