Artykuły w czasopismach na temat „Multicultural education – study and teaching (higher) – australia”
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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov i Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions". LAPLAGE EM REVISTA 7, Extra-D (10.07.2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.
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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.
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Harrison, Louis, Russell L. Carson i Joe Burden. "Physical Education Teachers’ Cultural Competency". Journal of Teaching in Physical Education 29, nr 2 (kwiecień 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.
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The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.
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Pratiwi, Hardiyanti, Siti Irene Astuti Dwiningrum, Agus Riwanda i Sona Minasyan. "Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education". EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 22, nr 1 (30.04.2024): 79–96. http://dx.doi.org/10.32729/edukasi.v22i1.1813.
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This study investigates multicultural attitudes among 168 ECE teacher candidates from four state Islamic universities in Indonesia, using a quantitative descriptive design and the Multicultural Attitudes Survey for Teachers. Results indicate a high average multicultural attitude score of 74.12, with candidates demonstrating confidence in managing multicultural classrooms and promoting cultural pride among children. However, their attitudes are primarily based on personal interactions rather than formal coursework. Interviews with 27 respondents further explore multicultural education practices during teaching practicum, revealing a need for improved collaboration with parents and greater emphasis on multicultural education in both teacher education and ECE curricula. Practical implications include integrating multicultural education into teacher education programs, fostering experiential learning for attitude development, and expanding multicultural education coverage in ECE curricula to enhance children's multicultural awareness.
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Nurbatra, Laela Hikmah, i Masyhud Masyhud. "Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia". Journal of Innovation in Educational and Cultural Research 3, nr 4 (7.11.2022): 722–30. http://dx.doi.org/10.46843/jiecr.v3i4.321.
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The present research examines how teachers implement Culturally Responsive Teaching (CRT) as part of multicultural education in a higher education institution. The urgency of the current research lies in the fact that teachers of the 21st century need to equip students with the necessary skills and knowledge to survive in this interconnected world. However, it was evidenced that one of the challenges in implementing multicultural education is the lack of teachers' skills to be culturally responsive. Accordingly, it is essential to highlight the implementation of Culturally Responsive Teaching in the Indonesian setting. In doing so, a qualitative case study is employed to answer the research questions. The current research involves six multicultural classroom teachers as research participants with different characteristics. To gain a depth understanding of the teachers' attitudes, the researchers employed semi-structured interviews and observation as data collection techniques. Using thematic data analysis, the results indicated nine practices that reflect the implementation of Culturally Responsive Teaching in the higher education context. The nine practices are: giving more freedom to students in selecting the familiar topic, emphasizing preserving local wisdom, celebrating different perspectives in the discussion, allowing gaining and checking students' understanding, talking personally outside the class, focusing more on positive rather than negative, being a role model, being patient, and sharing the experience.
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Baral, Madan Prasad. "Multiculturalism in English Education Curriculum of Higher Education in Nepal". English Language Teaching Perspectives 8, nr 1-2 (30.08.2023): 97–109. http://dx.doi.org/10.3126/eltp.v8i1-2.57863.
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Multicultural education is transformative, emancipatory, and justice-oriented. As multiculturalism is the defining characteristic of Nepali society and the basic identity of Nepal, the relevancy of multicultural education can hardly be exaggerated. The Constitution of Nepal, 2015 has also acknowledged unity in diversity as the basic feature of the country. So, multiculturalism needs to be incorporated into Nepal’s educational system and teacher education programme. In this context, this study aims to explore multiculturalism in teacher education curriculum of Tribhuvan University and outlines the basic features of multiculturalism and assesses the present teacher education curriculum of English Education in B. Ed under Tribhuvan University in terms of multiculturalism. Analysing the different components of English Education Courses of B. Ed in English Education, it is concluded that multiculturalism is adequately addressed in objectives and content of reading courses while other English education courses address multiculturalism in terms of evaluation and teaching strategies not in content and objectives.
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Badrkhani, Parisa. "Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education". Education and Urban Society 52, nr 2 (7.07.2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.
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There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.
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Chang, Yong-Sock. "Developing Multicultural Art Education Curriculum for Teaching Non-Art Major Students". Journal of Field-based Lesson Studies 3, nr 1 (31.01.2022): 73–104. http://dx.doi.org/10.22768/jfls.2022.3.1.73.
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South Korea is becoming more of a multicultural society due to the increase of trade, the influx of foreign labourers, the increase of international marriages, and globalization. The term, “multiculturalism” has become a familiar term in South Korean. Multicultural education is promoted by many South Korean scholars and educators as an effective means by which to solve the many issues now occurring from the social, cultural and ethnic diversity in South Korea. My research and approach to the issues of diversity, is relevant to multiculturalism, most of the research focusing on the K-12 levels in education (elementary, middle, and high school). There are few multicultural art education programs for college students or adults in South Korea. The programs in existence are commonly used to introduce foreign cultures by using traditional art making and study, such as mask making, traditional clothing design, and doll making. Multicultural art education could be expanded into higher education curriculum to include university students and continuing education for non-traditional adult students, to cover and realize more fully the goals of multicultural education. The aim of this paper is to introduce multicultural art education lessons implemented by two international art instructors working at a university located in the United States who have implemented their multicultural art education program for more than two years. The art classes in this program are designed for non-art major students and are one of the more popular courses offered at the university.
Even though the lessons in this paper are made for a particular social setting and purpose, by sharing the art lessons taught in the program, I have hope that the South Korean multicultural art education program will expand the scope of their curriculum so the goals of multiculturalism meet the needs of the diversity in the country
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Diem, Chuzaimah Dahlan, i Umar Abdullah. "Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia". Indonesian Journal of Applied Linguistics 10, nr 1 (1.06.2020): 46–58. http://dx.doi.org/10.17509/ijal.v10i1.24983.
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Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.
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Benediktsson, Artem Ingmar, Anna Katarzyna Wozniczka, Anh Dao Katrín Tran i Hanna Ragnarsdóttir. "Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?" Nordic Journal of Comparative and International Education (NJCIE) 3, nr 2 (28.05.2019): 37–54. http://dx.doi.org/10.7577/njcie.2850.
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The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.
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Salako, E. T., i O. A. Ojeyibi. "Teaching Social Studies from multicultural perspective: a practical approach to re-fashion African Studies for transformation". Contemporary Journal of African Studies 6, nr 1 (31.05.2019): 96–113. http://dx.doi.org/10.4314/contjas.v6i1.6.
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Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education
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Haseyama, Koichi, i Fumito Takahashi. "Critical Content for Teacher Education". SFU Educational Review 12, nr 3 (16.12.2019): 55–72. http://dx.doi.org/10.21810/sfuer.v12i3.1013.
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This autoethnographic study explores our experiences as postsecondary researcher-educators with a particular focus on our team teaching experience in a teacher education course at Western Vancouver University, located in Metro Vancouver, British Columbia (BC), Canada. We have introduced a case study of a Japanese temporary resident family with a toddler to our teacher candidates of BC. This case study was based on an interdisciplinary analytical lens: educational sociolinguistics and clinical psychology, which examined the case of the child having been diagnosed with mild autism in the BC’s medical system. The authors introduced this multicultural pedagogical content in higher education in order to cultivate critically internationalized analytical lenses of the teacher candidates. Our critical analysis of this clinical case suggested more than what the medical diagnosis had claimed. This contribution aims to 1) problematize the lack of societal awareness and the legitimacy of such scholarly inquiries, and 2) explore what impacts such critical multicultural contents may bring to teacher education in our multilingual and multicultural society.
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Bygrave, Constance, Ozen Asik-Dizdar i Guneet Kaur Saini. "From homogeneity to heterogeneity: the multicultural future of higher education". On the Horizon 22, nr 3 (27.08.2014): 199–209. http://dx.doi.org/10.1108/oth-05-2014-0016.
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Purpose – The purpose of this paper is to provide insights for educators when adapting their pedagogy to suit the increasingly diverse international student body. Design/methodology/approach – Archival analysis was conducted at three levels: students’ teaching style preference; epistemology of the students’ home culture; and national sociocultural dimensions. Findings – The study elucidates the importance of recognizing heterogeneity rather than homogeneity of the increasingly international student body. It extends understanding of sociocultural underpinnings of different student learning styles and encourages educators to increase their cultural empathy to adapt their pedagogy. Originality/value – This paper helps forge the way to a truly global learning environment. Understanding, adapting to and celebrating the differences among international students helps to create more inclusive learning about our global community.
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Atmowidjoyo, Sutardjo, Mugiyono Mugiyono i Nahuda Nahuda. "The Development of Multicultural Based Islamic Education Curriculum in General Higher Education". Ilomata International Journal of Social Science 3, nr 2 (30.04.2022): 207–15. http://dx.doi.org/10.52728/ijss.v3i2.467.
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The development of Islamic Religious Education curriculum in Indonesian Public Universities is a necessity, because the nation which is undergoing changes in this era of democratization requires a framework of thinking and proper implementation for students. This is especially so when it is associated with the multiculturalism of this nation, both culture, ethnicity, language, and religion. The purpose of this research is mainly to get answers about how to develop a curriculum for Islamic religious education in public universities based on multiculturalism. Then this study also aims to obtain data on the implementation and development of teaching materials for Islamic religious education in public universities. The methods used in this research include: survey, exposed facto method, phenomenology related to developments that have been carried out by public universities and evaluating them. Thus, the qualitative and explanatory approaches are interrelated with each other. The results of this study are in the form of descriptions of Islamic religious education materials in public universities that have been developed over the last 3 years. In addition, the main material for PAI can be stated as a benchmark for MKDU in Indonesian universities.
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Simagn, Debela Tezera, Yilfashewa Seyoum, Dawit Negassa i Garkebo Basha. "Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education". Journal of Curriculum and Teaching 13, nr 2 (8.05.2024): 159. http://dx.doi.org/10.5430/jct.v13n2p159.
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This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.
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Bezkorovaina, Olha. "MULTICULTURAL BASES OF STUDENTS CIVIC IDENTITY FORMATION IN HIGHER EDUCATION INSTITUTIONS". Advanced Linguistics, nr 11 (11.08.2023): 113–22. http://dx.doi.org/10.20535/2617-5339.2023.11.278269.
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The article substantiates the main priority and innovative ideas of this problem in theory and practice, examines the semantic meaning of the concepts of "multicultural education", "multicultural upbringing", "civic identity", "tolerance", and identifies effective forms and interactive methods of education and training with school and university students in the context of reforming the education system. Three levels of multicultural education are highlighted, including ethnic, civic and global (planetary). It is noted that multicultural education synthesizes knowledge about culture, which is the property of the civilized world, about ethnic culture, about national culture as a product of historical mutual enrichment and interpenetration of ethnic cultures. It is emphasized that the very concept of "multicultural education" is inextricably linked with the concept of "civic identity" in the meaning that the latter as a form of social life of a person encompasses "the feeling of being a part of society and the desire to be an active member of it in the present and future. The author characterizes the technology of education of the culture of personal self-affirmation, which actualizes the multicultural focus, active civic position of the student's personality. The described innovative program on English language teaching methods developed by the British Council in cooperation with the Ministry of Education and Science of Ukraine within the framework of the project "New Generation School Teacher" focuses on the formation of students' professional and pedagogical competences of future teachers, the development of critical thinking, initiative, creativity, independent thinking, and active citizenship in the socio-cultural reality. The author summarizes that the analysis of domestic and foreign experience makes it possible to comprehensively study the problems of civic identity and tolerance in the context of multiculturalism of the modern educational space. Therefore, it is undoubtedly especially valuable to clearly define and substantiate a conceptually oriented perspective which would contribute to the development of active civic position of pupils and student youth, the formation of national consciousness, the formation of high moral feelings and habits, would ensure the creation of a positive system of pupils' and students' attitudes towards reality, and establish tolerant intercultural relations in various activities. Key words: multicultural education, multicultural upbringing, tolerance, intercultural communication, civic identity, culture of personal self-affirmation, interactive methods, personality-oriented approach.
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Lampadan, Naltan, Thomas D, G. K. Hibbert, H. W. Ginajil i F. M. Gara. "Culturally Diverse Teaching Competence of Teachers as Perceived by Students at an International University in Thailand". Abstract Proceedings International Scholars Conference 7, nr 1 (18.12.2019): 1668–86. http://dx.doi.org/10.35974/isc.v7i1.2159.
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As higher education institutions deal with the increase of international students, teachers are increasingly concerned with the potential challenges in dealing with teaching and learning in a culturally diverse classroom. The purpose of this study is to examine the level of culturally diverse teaching competence of teachers in international higher education institutions. The cultural diverse teaching competence is measured based on the five dimensions typology of multicultural education. They are awareness, relationship, instruction, respect, and prejudice. A cross-sectional survey design was employed with a sample of 241 participants was taken from a university located in Thailand. The results of the students thought that teachers were most competent at building respect for diversity and that teachers were least competent at general cultural awareness and combating prejudice. In addition, the majority of students come from single cultural and become more multicultural as they progress through school. Lastly, there were differences in cultural competence when comparisons were made by faculty.
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Akkaya, Sumeyra, Seda Sahin i Burcu Gezer Sen. "An Investigation of the Relationship between Prospective Teachers’ Attitudes towards Multiculturality and Refugee Students". Shanlax International Journal of Education 9, S2-Sep (15.09.2021): 164–74. http://dx.doi.org/10.34293/education.v9is2-sep.4381.
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Multiculturalism refers to the existence of different social groups in society. Multiculturalism advocates a society in which no culture is dominant. Multiculturalism is a fact of life for many people. Multiculturalism and globalization affect how people organize the world around them and how they see themselves and others. Multicultural education offers an educational program that concerns not only specific minorities but also all social groups. Today, with the effect of globalization, teachers and students can participate in educational activities all over the world. This situation requires educators to approach multicultural education positively in order to ensure equality of opportunity in education. In this study, it is aimed to examine the relationship between prospective primary school teachers and pre-school teacher candidates’ attitudes towards multiculturalism and refugee students. The article summarizes the information on multicultural education, which is one of the reflections of globalization on education, and refugee students and equal opportunities in education. The research was carried out with the relational survey model, one of the quantitative research methods. In the study, it was determined that the sum of multicultural attitudes increased the general level of attitude towards refugee students. Another result of the research is that the sum of multicultural attitudes increases the level of communication, adaptation and efficiency. In the study, the communication scores of the preschool teaching department were also found to be higher than the communication scores of the primary school teaching department.
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Febriyarni, Busra, Lukman Asha i Fakhruddin Fakhruddin. "Development of the Islamic Religious Education Curriculum at PTU as Strengthening Multicultural Islam". AJIS: Academic Journal of Islamic Studies 9, nr 1 (11.06.2024): 250. http://dx.doi.org/10.29240/ajis.v9i1.7871.
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One of the courses in educational institutions in higher education, which is very related with the development of morals and behavior is Religious Education. Islamic Religious Education (PAI) at Public Higher Education (PTU) is a continuation of the teaching received by students starting from the Elementary Level, Junior and Senior High Schools. In the structure of the national higher education curriculum, Islamic religious education courses are compulsory subjects for all Muslim students in all public tertiary institutions, both public and private universities. The progress of an educational institution, one of which is determined by the teaching materials or curriculum applied, whether it is in accordance with the needs of stakeholders. Indonesia is a multicultural country, so the design of teaching materials or curriculum must be developed according to the demands of the times, times and circumstances. Therefore, the authors state that there are 4 reasons why this paper is important to study: First, the lack of knowledge of Islam among PTU students and public schools; second, the rise of brawls between students (students); third, lack of appreciation among students and students in the field of religion; and fourth, the decreased empathy and religiosity of students and students.
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Badzińska, Ewa. "Evaluation of a Multicultural Approach to Teaching Entrepreneurship: Selected Research Results Within the Framework of the ECMT+ International Project". European Journal of Social Sciences Education and Research 11, nr 2 (10.06.2017): 320. http://dx.doi.org/10.26417/ejser.v11i2.p320-327.
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One of the most important challenges in the field of higher education is to educate students about entrepreneurial attitudes and professional competences necessary for working in a multicultural environment in collaboration with a real business environment. Streamlining this process is one of the aims of the Erasmus+ Strategic Partnership Project titled Entrepreneurship and Communication in Multicultural Teams (ECMT+). The cognitive purpose of this paper is to explore and evaluate students’ reflections on entrepreneurship teaching in an international and multicultural team. The applied research methods include a pilot quantitative survey using questionnaires and a qualitative research method of a reflective essay among students participating in the two-week Intensive Programme that took place in March 2017 at Karelia University in Finland. Respondents were chosen purposeful and included 48 participants from 14 countries worldwide. They represented seven high education institutions from seven different European countries. The study has been conducted anonymously via the Claroline Connect platform. The purpose of the empirical research was to diagnose the opinions of program participants, among others about new methods of business education they have experienced, diversity of multicultural context and relationships with other team members, their entrepreneurial attitude, and ability to solve problems at designing business solutions in the multicultural team.. Preliminary results appear to present interesting data and may provide a starting point for an in-depth empirical research associated with entrepreneurship in multicultural teams. The study reveals positive effects of applied methods of business education, significant involvement of participants in achieving the goal and gaining new knowledge within the analyzed area.
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Sousa, Marina, Eunice Fontão, Isabel Machado, Jorge Mendonça, José Rodrigues i Carlos Freitas. "Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context". Education Sciences 13, nr 6 (25.05.2023): 546. http://dx.doi.org/10.3390/educsci13060546.
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The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.
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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi i Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia". Sustainability 14, nr 14 (10.07.2022): 8431. http://dx.doi.org/10.3390/su14148431.
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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Briones, Elena, i Laura Lara. "Teaching ethics in the university through multicultural online dialogue". Comunicar 24, nr 47 (1.04.2016): 99–107. http://dx.doi.org/10.3916/c47-2016-10.
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This paper presents the results of an international collaboration on ethics teaching for personal and professional values within the area of formal higher education using new communication technologies. The course design was based on the dialogic technique and was aimed at clarifying the students’ own values, defining their own positions related to ethical dilemmas, developing argumentative strategies and an ethical commitment to their profession and contribution to society. The online dialogue between heterogeneous groups of students based on their cultural background –the main innovation of this training– was possible thanks to the technological and administrative support of the participating universities. To analyze the effect of this innovative training we employed a quasi-experimental design using a control group, i.e., without the option of online dialogue with students from another culture. University students from Spain (University of Cantabria) and Chile (Universidad Autónoma de Chile) participated in this study. The positive results, which included better scores and positive assessments of both debate involvement and intercultural contact by students who participated in the new teaching program, support the main conclusion that the opening of international dialogue on moral dilemmas through new communication technologies contributes significantly to improve ethics training in higher education. En este trabajo se presentan los resultados de una colaboración internacional para la formación ética centrada en valores personales y profesionales dentro de la educación formal superior empleando las nuevas tecnologías de la comunicación. La formación diseñada basada en la técnica dialógica pretende que el estudiante clarifique sus valores, se posicione ante dilemas éticos y desarrolle estrategias argumentativas, así como un compromiso ético con su profesión y contribución a la sociedad. La principal innovación de esta formación es la incorporación del diálogo online entre grupos de estudiantes heterogéneos por su origen cultural, esto fue posible gracias a la colaboración de dos universidades y al apoyo tecnológico y administrativo aportado por las mismas. Para analizar el efecto de esta formación innovadora se ha empleado un diseño cuasi-experimental con grupo control, en el que se formaba en valores pero no existía la posibilidad de un diálogo online con estudiantes de otra cultura. En este estudio participaron estudiantes de la Universidad Autónoma de Chile y de la Universidad de Cantabria (España). Entre los resultados obtenidos destacamos las mejores calificaciones y positiva valoración de la participación en los debates y del contacto intercultural por parte de los estudiantes que siguieron la formación más innovadora. Estos resultados permiten concluir que la apertura internacional del diálogo gracias al uso de las tecnologías de la comunicación contribuye de forma significativa a la formación ética en la educación superior.
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Lacaste, Aurora V., Ming-Min Cheng i Hsueh-Hua Chuang. "Blended and collaborative learning: Case of a multicultural graduate classroom in Taiwan". PLOS ONE 17, nr 4 (28.04.2022): e0267692. http://dx.doi.org/10.1371/journal.pone.0267692.
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As internationalization of higher education has become more prevalent, the search for approaches to support quality learning within multicultural classrooms has become critical. In this study, we presented a blended and collaborative learning (BCL) method and discussed its potential as a viable learning approach for graduate classrooms with culturally-diverse students. We first discussed implementation of a BCL approach in a multicultural graduate course, then explored learnings gained from the BCL experience in terms of three interdependent Community of Inquiry elements: teaching, cognitive, and social presences, and in terms of its implementation in a multicultural setting.
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Postle, Glen, i Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study". Journal of Adult and Continuing Education 8, nr 2 (maj 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.
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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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Achmad, Widya Karmila Sari, Wasir Talib i Muhammad Basri. "Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives". ELT Worldwide: Journal of English Language Teaching 8, nr 1 (30.04.2021): 145. http://dx.doi.org/10.26858/eltww.v8i1.22299.
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Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.
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Kuny Zakkiyah, Ahmad Marzuki i Achmad Yusuf. "Implementasi Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM) dalam menanamkan Nilai-Nilai Pendidikan Islam Multikultural di Universitas Yudharta Pasuruan". Impressive: Journal of Education 1, nr 3 (30.08.2023): 104–13. http://dx.doi.org/10.61502/ijoe.v1i3.16.
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Yudharta Pasuruan University is a tertiary institution that has implemented the MBKM curriculum by instilling the values of multicultural Islamic education aimed at educating and creating a generation that respects differences in ethnicity, religion, race, ethnicity, and culture in Indonesia which are diverse and multicultural. The purpose of this study was to analyze the implementation of the MBKM curriculum at Yudharta University, Pasuruan, and to instill the values of Multicultural Islamic Education through the MBKM curriculum at Yudharta University, Pasuruan. The approach used is a qualitative approach supported by descriptive data. As for data collection techniques using active participation observation techniques, interviews, and documentation studies. The data analysis technique uses the interactive analysis model of Miles, Huberman and Saldana, namely data condensation, data presentation, and drawing conclusions. The results of this study indicate that: 1) Implementation of the MBKM curriculum at Yudharta University Pasuruan in 2020 to improve the quality of higher education and the relevance of tertiary institutions according to the needs of society and industry by involving several aspects, such as curriculum flexibility, fulfillment of students' learning rights to gain learning experience in outside the study program, the involvement of students and lecturers, especially FAI Islamic Religious Education (PAI) study programs in teaching campus programs, collaboration with the world of work, improving the quality of teaching, research and innovation. 2) Instilling the Values of Multicultural Islamic Education through the MBKM curriculum at Yudharta University Pasuruan includes; (a) at-Ta’aruf, (b) at-Tawassuth, (c) at-Tasamuh, (d) at-Ta’awun, dan (e) at-Tawazun.
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Halpern, Clarisse, i Hasan Aydin. "The light in their eyes: creating a multicultural education course for doctoral-level students". Journal for Multicultural Education 35, nr 2 (5.03.2020): 85–100. http://dx.doi.org/10.1108/jme-11-2019-0079.
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Purpose The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.
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Korotkova, E. G. "DEVELOPING THE COMPETENCE OF UNIVERSITY STAFF’S PROFESSIONAL COMMUNICATION WITH INTERNATIONAL STUDENTS IN MULTICULTURAL EDUCATIONAL ENVIRONMENT". Bulletin of the South Ural State University series "Education. Educational Sciences" 13, nr 3 (2021): 80–89. http://dx.doi.org/10.14529/ped210307.
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A modern educational environment of higher professional education is becoming more multicultural. However, not all universities are able to provide a comfortable multicultural educational environment: university staff experience different issues in communication with international students. The aim of the article is to specify the term “professional communication competence of the university staff with international students” and define the forms and methods for developing this competence. The term “professional communication competence of the university staff with international students” is defined in the basis of the analysis of research literature on the topic of intercultural communication in higher education. Taking into account the principles of andragogy and the concept of humane oriented education, the forms and methods of adult learning and teaching were defined (discussions, case study, gamification). The research results can be used to design and implement the training programs to advance university staff proficiency. The novelty of the research is in the description of the forms and methods of developing the university staff’s professional communication competence in view of age-specific features in a multicultural educational environment.
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Shin, Hyojung. "Global citizenship and ELF awareness of university English learners". Korean Association For Learner-Centered Curriculum And Instruction 23, nr 20 (31.10.2023): 67–81. http://dx.doi.org/10.22251/jlcci.2023.23.20.67.
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Objectives The purpose of this study is to examine if it is valid to integrate global citizenship education with ELF(English as a lingua franca)-aware teaching and learning in order for English learners to cultivate global identi-ties and multicultural perspectives as ELF speakers.
Methods Based on a survey conducted among 136 English learners who attend K university, correlation and cau-sation between global citizenship and ELF awareness in learning English were analyzed.
Results The result showed general global citizenship and ELF awareness in learning English were significantly correlated(r=.454, p<.001), indicating that the higher global citizenship they develop, the higher ELF awareness they perceive, or the other way around. In addition, two subcategories of global citizenship, social participation(β= .302, p<.01) and multicultural awareness(β=.224, p<.01), yielded a meaningful regression coefficient for ELF awareness, implying that exposure to various global issues and muticultural experiences cause the students to re-alize ELF awareness and build intercultural competence.
Conclusions From these findings, it is expected that the integration of global citizenship education and ELF-aware teaching and learning may play a positive role in leading English learners to develop global competence, such as communication skills, multicultural awareness and social participation.
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote i Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, nr 2 (11.04.2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.
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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.
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Moussa, Nahla M., Moustafa M. Abdelmawla i Jehad Mousa. "Promoting Multicultural Education in the Middle East: Perception and Practice". International Journal of Learning, Teaching and Educational Research 22, nr 11 (30.11.2023): 303–20. http://dx.doi.org/10.26803/ijlter.22.11.16.
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In the current era, human diversity is constantly changing due to the exponential spread of information and communication technologies, which promotes human interaction. Cultural overlap between different societies, as well as increasing rates of migration across borders strengthen multiculturalism. The education system is often influenced by the cultural reformation in society, which shapes the way education is structured, teaching styles, curriculum development and education objectives. Given that Islamic culture is the dominant one in the Middle East, it is assumed that its ideals and principles will uphold multiculturalism and inclusion, as with any other great religions. This study aims to explore the role of Islamic culture in promoting multicultural education in the Middle East, to examine the application of the concepts of multicultural education, and to reflect on the idea of multiculturalism. A sample of 37 college instructors and 312 higher education students participated in the study by answering the questionnaire, which was conducted using a mixed-method approach. The results of the study showed that Islamic values and beliefs have a remarkable influence on the adoption of multiculturalism in education without compromising Islamic beliefs and values. Furthermore, multiculturalism ideas are incorporated into instruction and student communications. According to the research report, employing a multicultural education platform effectively will require curricular adaptation.
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Rokhayati Rosa, Ade Tutty. "MULTICULTURAL EDUCATION SYSTEM VALUE ENGINEERING MODEL IN STRENGTHENING NATIONAL IDENTITY IN THE ERA OF THE INDUSTRIAL REVOLUTION AND SOCIETY 5.0 (R&D STUDY IN TEBU IRENG HIGHER EDUCATION IN EAST JAVA)". Education, Sustainability And Society 3, nr 1 (22.01.2020): 01–04. http://dx.doi.org/10.26480/ess.01.2020.01.04.
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The Industrial Revolution led to disruption of the teaching profession. One real impact of the problems of education in the digital age is the failure of multicultural education of national identity began to fade in the younger generation especially in higher education. The urgency of research is the challenges faced by the government and universities, namely how to prepare, map the workforce in the profession of education graduates in the face of the industrial revolution 4.0 and society 5.0. The purpose of the research is the importance of understanding multicultural education for resources including: (1) Solving various problems of an institution related to managing the multicultural education value system formed, so that they survive in the midst of the development of science and technology; (2) Providing strengthening of multicultural education and National Identity, equipping students with various digital-based skills. (3) Creating an Engineering Model of an education system that is able to strengthen the new literacy movement in Era Society 5.0 becomes a great opportunity for Indonesia. The research method uses qualitative methods with trials, field research, literature and social media, providing certain training, (coding, information management, real-time accounting needs to stakeholders). Research solutions include: (1) Cultivating educational value systems for adaptation to the development of science and technology and formulating strategic policies in various aspects, enhancing the nation’s competitiveness, being able to provide research-based learning infrastructure. The results of the research include: The achievement of strategic objectives of research-based tertiary institutions, strengthening national identity that is creative, innovative, characterized, with integrity so as to produce skilled graduates in aspects of data literacy, technological literacy, human literacy, through human digital approaches, digital based expertise. Conclusion that: Engineering Model in multicultural education systems based on information technology and digitalization is one solution to realize quality education, character, there are aspects that will restore the glory of human civilization, namely aspects that collaborate with each other physically, digitally, and biologically, as well as complemented by the presence of spiritual aspects means that Revolution Society 5.0 is the new future of humanity.
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Kingston, Carol. "Wholeness in Language Learning". Spicer Adventist University Research Articles Journal 2, nr 1 (10.05.2023): 41–58. http://dx.doi.org/10.56934/sauraj.v2i1.141.
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Understanding the reading and writing of L2 learners has been always a challenge for language teachers (de Jong & Harper, 2005; Hyland, 2007; Spack, 1988). The Morpheme Order Studies and Language Transfer Theory have confirmed the challenges of L2 learners, especially among multicultural students (Krashen, 1982; & Cziko, 1978; Goldschneider & DeKeyser, 2002; Lowie & Verspoor, 2007; Nunan, 2009; Spencer, 2003). Teaching such L2 learners require immense theoretical, practical and subsequently a wholistic approach (Kumaravadivelu, 2000). This qualitative study (case study) seeks to examine the challenges of language transfer among the multicultural students of a private higher education institution in Silang, Philippines. Research respondents were the multi-cultural Higher Education Students and their English language teachers. The data was collected through observation, interviews and focus group. The findings do show the possible challenges and acceptance of language transfer. The study ended with recommendations to bridge the gap of the challenging knowledge experiences of L2 teachers and learners of multi-cultural background.
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Mohd Noor, Nor Athiah, i Suhailah Hussien. "EXPLORING THE PERCEPTION OF IIUM STUDENTS TOWARDS THE CONCEPT OF SOCIAL SOLIDARITY IN MULTICULTURAL MUSLIM STUDENTS: A PHENOMENOLOGICAL STUDY". International Journal of Modern Education 5, nr 19 (26.12.2023): 208–66. http://dx.doi.org/10.35631/ijmoe.519015.
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IIUM, as an Islamic institution of higher education, aspires to be a centre of educational excellence that emphasizes Islamic values and internationalization. It is reflected in its vision and mission that embraces the Ummatic concept. In an attempt to examine students’ experiences of IIUM in this respect, the study explores the perceptions of IIUM Muslim students of the concept of social solidarity in the multicultural Muslim community through their experience studying at IIUM. The study employed the phenomenological research design, where ten participants were selected using purposive sampling. The data were then analyzed using thematic analysis. Research findings of the study showed that participants perceive social solidarity at IIUM through the themes of collective commitment and spiritual motivation. It emphasizes the need to improve the curriculum, co-curriculum, and learning environment that considers the multicultural background of the students. The study reveals the need for educators and university management to work together to develop curriculum, teaching and learning, and management practices that promote social solidarity among multicultural students in Islamic universities such as IIUM
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Muhadjirin, Muhadjirin. "INNOVATION OF THE MULTICULTURAL BASED BOARDING SCHOOL EDUCATION SYSTEM". Journal Education Multicultural of Islamic Society 2, nr 2 (30.10.2022): 190–209. http://dx.doi.org/10.33474/jemois.v2i2.18800.
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The innovation of the education system in Islamic boarding schools must be carried out with the aim of finding new breakthroughs in its development, so that it is hoped that there will be new findings that can give any changes in the Islamic boarding school education system. In its way, Islamic boarding school education runs dynamically in forming a multicultural community that is socio anthropologically stated as Islamic boarding school society. This is shown by the two main functions of Islamic boarding school . The first one is as an educational institution with an educational system and typical teaching learning pattern. The second one is Islamic boarding school always internalizes Islamic values in the middle of the Islamic boarding community as well as the community in general. In this case , Islamic values that are accordance with multicultural values.Multicultural education encourages educational institutions to play a role in instilling awareness in a pluralistic society and developing an attitude of tasamuh tolerance to create cooperation with all the difference that exist . Multicultural based Islamic boarding school education is a progressive approach to transform education that holistically provides critics and shows the weaknesses of failure and discrimination in the world of education. Innovation steps taken by Islamic boarding schools in responding to the dynamics of education in Indonesia, students have a formal education diploma in addition to maintain their existence as traditional educational institutions. This then makes Islamic boarding schools innovate in their policies and education systems.This research is located in two places, namely Islamic boarding school Tebuireng Jombang and Islamic boarding school Sirojul Ulum Kediri. This study aims to describe, analyze, and interpret (a) The types of innovations in the multicultural Islamic education system in the Tebuireng Islamic boarding school in Jombang and the Sirojul Ulum Islamic boarding school in Kediri. (b)The process of innovation in the multicultural Islamic education system at the Tebuireng Islamic boarding school in Jombang and the Sirojul Ulum Islamic boarding school in Kediri (c) the results of the innovation of the multicultural Islamic education system at the Tebuireng Islamic boarding school in Jombang and the sirojul ulum islamic boarding school in Kediri.The type of research used is a qualitative with a case study research approach, data collection techniques use three ways, namely observation, interview, and documentation. Then the data is analyzed by condensing the data, presenting the data, and drawing conclusions or verification. While the source of data in this study : the caretaker of the boarding school, the administrator of the foundation, the head of teacher unit ,ustadz.The results of the study show that: The innovation of a multicultural – based education system is seen in : (a) the form of the salafiyah madrasah education unit (b) form of education unit madrasah diniyah (C) madrasah nidzomiyah (d) form of education unit tahfidzul quran (e) form of formal education unit consist of : (1) Islamic junior high school A and Islamic junior high school B (2) Islamic junior high school salafiyah syafiiyah (MASS) : (3) Islamic senior high school salafiyah syafiiyah (MASS) : (4) (Junior high school) and (senior high school )A Wahid Hasyim : (5) Transeins senior high school (6) Islamic Muallimin Hasyim Asy’ari. (f) the form of a higher education unit consisting of : (1) Ma’had Aly Hasyim Asy’ari : (2) University of Hasyim Asy’ari .The innovation process of a multicultural based education system includes : (a) the need of the problem (b) development (c) teaching methods. The results of the innovation of a multicultural based education system are revealed in educational institutions under the auspices of Islamic boarding schools which includes : (a) tafaquh fiddin (b) mujtahid (c) proficient in Arabic (d) intellectual intelligence, social, skill, and spiritual ( e ) academic ability ( f) ahlaqul karimah (g) Muallim.The Islamic boarding school education system is actually full of multicultural life contained in it because the teachings of islam itself are very compatible with multicultural values. Therefore it is necessary to explore (observe) all matters related to the boarding school education system to heal an open attitude that can adapt at any time to change times. Therefore when the religious community presents a closed interpretation of religion that is exclusively radical and even shows hostility to others, it is necessary to innovate a multicultural based education system.Keywords: Innovation, Islamic Boarding School Education, Multicultural
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Podlevska, Nelia, Vselena Krylova (Vselena Swetly), Mariia Hereha, Liubov Halukha i Mykhailo Panochko. "INTERCULTURAL COMMUNICATION IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS". Conhecimento & Diversidade 16, nr 42 (27.05.2024): 247–69. http://dx.doi.org/10.18316/rcd.v16i42.11683.
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Ensuring intercultural communication in modern learning conditions is an urgent problem for research, given the globalization of the educational space. The article aims at analyzing intercultural communication in higher education institutions in Ukraine. To implement this goal, a systematic method of research was used, which allowed to comprehend intercultural communication as a dynamic phenomenon, and a method of thematic categorization, which allowed to outline the main research problems. The results of the study found that intercultural communication is the idea of interaction between multilingual and multicultural individuals through the establishment and arrangement of interconnection and the search for mutual understanding. The important role of the teacher as a mediator in the organization of the educational process is also emphasized: teaching work today also involves establishing the intercultural interaction between applicants for education, who often belong to different cultural environments. In Ukrainian realities, this work is complicated by Russian aggression, but the dynamics of the increase in the number of foreign students in Ukrainian universities demonstrated that the process of establishing cultural communication not only existed, but also developed. In conclusion, attention is drawn to the importance of ethical moments of interaction, since in different cultures there is a different perception of respect, morality, the role of gender, etc.
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Абдукадырова, Т. Т., i Т. И. Гациева. "Features of the formation of tolerant relationships among students in the process of multicultural education when teaching a foreign language". Management of Education, nr 6(64) (15.06.2023): 213–17. http://dx.doi.org/10.25726/h4119-9698-6081-x.
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В статье рассмотрены особенности формирования толерантных взаимоотношений студентов в процессе поликультурного воспитания при изучении иностранного языка в высших учебных заведениях. Основой формирования межкультурной толерантности студентов является многоязычие. В связи с этим понимание роли иностранных языков в воспитании толерантной личности ставит перед нами вопрос повышения уровня языковой подготовки. Данная статья исследует особенности формирования толерантных взаимоотношений среди студенческой молодежи в процессе поликультурного воспитания при обучении иностранному языку. Авторы рассматривают роль поликультурного подхода в образовании, анализируют важность формирования толерантности и межкультурного взаимопонимания среди студентов. Статья основана на исследованиях, которые позволяют выявить основные факторы, способствующие развитию толерантности, и предлагает методы и приемы, которые помогают студентам преодолевать культурные различия, повышать уровень взаимопонимания и развивать толерантные отношения в многонациональной студенческой среде. Результаты исследования могут быть полезны для педагогов, работающих в области поликультурного образования и обучения иностранному языку. The article discusses the features of the formation of tolerant relationships of students in the process of multicultural education when learning a foreign language in higher educational institutions. The basis for the formation of intercultural tolerance of students is multilingualism. In this regard, understanding the role of foreign languages in the education of a tolerant personality raises the question of improving the level of language training. This article explores the features of the formation of tolerant relationships among students in the process of multicultural education when teaching a foreign language. The authors consider the role of the multicultural approach in education, analyze the importance of the formation of tolerance and intercultural understanding among students. The article is based on research that allows us to identify the main factors contributing to the development of tolerance, and offers methods and techniques that help students overcome cultural differences, increase mutual understanding and develop tolerant relationships in a multinational student environment. The results of the study can be useful for teachers working in the field of multicultural education and foreign language teaching.
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Matuszak, Alla F., Olga Yu Pavlova, Alexandra V. Zyryanova, Elizaveta V. Kalugina, Vera G. Ulyanova i Yulia A. Akhkamova. "Training future teachers to work in a multicultural environment". Perspectives of Science and Education 52, nr 4 (1.09.2021): 132–46. http://dx.doi.org/10.32744/pse.2021.4.9.
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The multicultural nature of the environment in which the modern educational process is carried out imposes on the teacher the obligation to be able to work with children of different ethnic groups, different beliefs, from different cultures. Since, in practice, most novice teachers are not ready for effective activity in a multicultural environment, the purpose of the research was to study training pedagogical students to work in a multicultural environment. In the research the following methods were used: analysis of pedagogical literature on the issue; pedagogical experiment (the one group pretest-post-test design); diagnostic techniques, including interviewing pedagogical undergraduate students, ranking of activities to train to work in a multicultural environment. The experiment involved junior students (I-II year) and senior students (IV-V year) of the South Ural State Humanitarian Pedagogical University, studying in the direction of “Pedagogical education (with two training profiles)”, where the second profile is English (84 respondents). After the pedagogical experiment, self-assessment of students' readiness to work in a multicultural environment improved: at the final stage of the experiment, on the basis of the sign test (G-criterion) at a significance level of 0.01, statistically significant differences were revealed between the pre-experimental and post-experimental values of self-esteem. The obtained empirical value of the criterion, equal to 7 (Gemp = 7), is less than the critical one (Gctit = 19), which indicates the transition of the group to a higher level of readiness to work in a multicultural environment. The preferences of the types of activity during the experiment changed: before the experiment, students chose the activity-based component of training, after the experiment they preferred information-based component. The results indicate that in order to train pedagogical students to work in a multicultural environment, a complex of activities, including both information-based and activity-based components of education, is to be applied. It was concluded that special attention should be paid to the study of the cultures of countries from which a vast number of migrants came to Russia, as well as to elements of conflictological education. The applied part of teacher training should include school-based experience in teaching classes with multicultural students.
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Parker, Jerry. "Challenging the Supported Curriculum: Faculty Members’ Attitudes toward Caribbean and Louisiana Content in Undergraduate French and Spanish Textbooks". Journal of Ethnic and Cultural Studies 10, nr 4 (25.09.2023): 193–212. http://dx.doi.org/10.29333/ejecs/1645.
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Guided by a theoretical framework underpinned by Critical Multicultural Education (Banks, 2019), this study aimed to understand university faculty members’ attitudes toward the presentation of Caribbean and Louisiana-themed content in French and Spanish textbooks and their associated teaching practices. A Likert-Scale survey was employed, and it was discovered that faculty members felt textbook content about the Caribbean was more or less accurate, but content about Louisiana was inaccurate. Likewise, they had to adjust their teaching practices to be more intentional about how these areas are presented in their teaching and represented in novice and intermediate French and Spanish courses. The findings of this study help to inform curriculum design in higher education World Language courses and assist in curriculum development efforts that align with frameworks that center on Diversity, Equity, and Inclusion as the core of course design.
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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad i in. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study". Open Education Studies 4, nr 1 (1.01.2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.
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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.
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Felis-Anaya, Mercè, Daniel Martos-Garcia i José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education". European Physical Education Review 24, nr 3 (14.02.2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.
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The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.
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Bigné, Enrique, Alberto Badenes-Rocha, Carla Ruiz i Luisa Andreu. "DEVELOPMENT OF A BLENDED COURSE FOR ONLINE TEACHING: PROCESS AND OUTCOMES". Journal of Management and Business Education 2, nr 2 (20.07.2019): 108–26. http://dx.doi.org/10.35564/jmbe.2019.0010.
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In this study, we outline the different steps and strategies followed to develop an online formation program aimed to higher education teachers. The aim of this program is to provide with teaching competencies to face the challenges of the next decade’s classroom, with a special focus on the role of digital technology in learning environments, through a combination of a self-managed course with a guided on-site training with real cases. A multicultural, multidisciplinary team conceives this blended learning format, which applies a storytelling approach for content generation and communication. A detailed description of the different factors and stages followed to undertake the project is presented, together with a series of recommendations to face similar activities in the applied teaching and educational innovation field. Specifically, the importance of an appropriate project design, management and timing is stressed. In this way, we contribute with the diffusion of an innovative, hybrid program to develop digital competences in higher education practitioners and a selection of criteria to undertake other supranational projects that count on a wide reach and follow a didactical approach.
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Repo, Hanna, Tero Vahlberg, Leena Salminen, Irena Papadopoulos i Helena Leino-Kilpi. "The Cultural Competence of Graduating Nursing Students". Journal of Transcultural Nursing 28, nr 1 (7.07.2016): 98–107. http://dx.doi.org/10.1177/1043659616632046.
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Purpose: Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education. Design: A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland. Findings and Conclusions: The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background ( p = .001), frequency of interacting with different cultures ( p = .002), linguistic skills ( p = .002), and exchange studies ( p = .024) were positively associated to higher cultural competence. Implications for Practice: To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.
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Eri, Rajaraman, Prasad Gudimetla, Shaun Star, Josh Rowlands, Anit Girgla, Loeurt To, Fan Li, Nhem Sochea i Umesh Bindal. "Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia". Journal of University Teaching and Learning Practice 18, nr 5 (1.12.2021): 108–34. http://dx.doi.org/10.53761/1.18.5.7.
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COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.
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Tisdell, Elizabeth J. "In the New Millennium: The Role of Spirituality and the Cultural Imagination in Dealing with Diversity and Equity in the Higher Education Classroom". Teachers College Record: The Voice of Scholarship in Education 109, nr 3 (marzec 2007): 531–60. http://dx.doi.org/10.1177/016146810710900303.
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Background Context There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of “the cultural imagination”; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.
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Sen, Gaurangi, Hing-Wah Chau, Muhammad Atiq Ur Rehman Tariq, Nitin Muttil i Anne W. M. Ng. "Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review". Sustainability 14, nr 1 (26.12.2021): 222. http://dx.doi.org/10.3390/su14010222.
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Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.
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Huong, Le, Fung Kuen Koo, Rodney Arambewela i Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience". International Journal of Educational Management 31, nr 3 (10.04.2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.
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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.
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Box, Gerri, i Val House. "A Report of a Mentoring Program in Western Australia". Australian Journal of Career Development 6, nr 2 (lipiec 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.
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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.
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Masry-Herzallah, Asmahan. "Effectiveness of Online Learning Among Graduate Students: Comparison Between Cultures". European Journal of Educational Research 11, nr 3 (15.07.2022): 1581–94. http://dx.doi.org/10.12973/eu-jer.11.3.1581.
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<p style="text-align:justify">The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a difference between Jewish and Arab students' attitudes towards this course. The study combined mixed methods. Data were drawn from a questionnaire (including mostly closed-ended questions) completed by 195 graduate students and eight semi- structured interviews. Additionally, the students' grades for their course assignments were analyzed. Findings indicated that all course participants perceived the teaching and learning processes positively, but Jewish students held stronger positive attitudes concerning the learning processes' effectiveness than did Arab students. Jewish course participants' achievements were higher than those of Arab participants. The variable `sector` had a moderating effect on perceptions of the course structure's clarity and success in the course, strong clarity led to Arab students' success on the course but not for Jewish students. Arab students shared their difficulty adapting to a learning style necessitating autonomous learning processes. These findings are explained by Arab society's unique cultural dimensions, characterised by high-power distance and strong avoidance of uncertainty. The findings can inform designers of multicultural online courses that optimal teaching practices necessitate culture sensitivity, and this constitutes an issue for future studies.</p>
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Khan, Umar Raza, Ghias Mahmood Khan i Khurram Arbab. "Creating 'COVID-safe' face-to-face teaching: Critical reflections on on-campus teaching during a pandemic". Journal of University Teaching and Learning Practice 18, nr 5 (1.12.2021): 152–71. http://dx.doi.org/10.53761/1.18.5.9.
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The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for faceto-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students’ interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer’s capability in delivering the course was affected by fatigue due to spending more time teaching within a ‘COVID-19 safe’ environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.