This paper explores alignment between Lesotho secondary Development Studies (DS) teachers’ pedagogical practices and corporate world skills. The study complimentarily employed three research questions in determining approaches teachers employ in DS classrooms, corporate world skills such approaches are intended to promote and availability of necessary resources to support their promotion. Data was generated from six schools using semi-structured interviews and classroom observations. The findings reflected no interface between interviews generated data and observations on teachers’ practices. Despite being highly qualified and experienced, DS teachers in Lesotho are inclined to rote learning and therefore fail to deliver appropriate DS pedagogy for attainment of the desired work competencies. The practiced subject pedagogy is inconsistent with its teaching philosophy, the theoretical framework and complementing theory in this study. The findings suggested that there is need to revise teacher training programmes while also introducing continuous professional development (CPD) to change DS teachers’ pedagogical practices.

Climate Change is one of the greatest challenges for humanity and education plays a fundamental role in raising awareness in society about the importance and need to take adaptation and mitigation measures. Climate Change can be treated from the point of view of education as a competence formed by three dimensions: knowledge, skills and attitudes. In this study we have looked to establish how these three parts are related among them, and if an increase in the part of knowledge also implies a change in skills and/or attitudes. To this purpose, 84 future pre-service teachers have received training focused only on the knowledge part about climate change: what it is and what its causes are. Through a survey carried out before and after the training, the value of each of the parts that make up the competition has been measured. The results show that a training focused on knowledge also improves the attitudinal part, but not the skills part. Therefore, if you want to achieve complete climate competence, it is not enough to teach knowledge, but it is also necessary to pay attention to skills during the formation. These results should be considered when designing the teaching on Climate Change, in order to optimize the resources and time available.

The following paper explores International Baccalaureate Middle Year Programme teachers' views on what constitutes good teaching, meaningful learning, and quality curricula within an international school environment in the Netherlands. Twenty-five teachers, from a variety of countries, were asked to share their personal beliefs through semi-structured interviews. The inquiry also considered the ways in which teachers‘ beliefs had been affected by moving to an international school environment. The results indicate that teachers hold a range of perspectives on what signifies good teaching, meaningful learning, and quality curricula. Many of these beliefs align closely with the underlying philosophy of the MYP, such as beliefs in life-worthy curricula, student-centered learning, constructivist approaches to teaching and learning, inquiry, the transfer of understanding, and the challenging of perspectives. The changes in beliefs that occurred following the move to an international context included an increased emphasis in teachers' attention to universal concepts, intercultural themes, lifelong learning, the application of understanding, inquiry, critical thinking, interdisciplinary learning, and team-teaching. Aspects of teaching and learning that did not arise spontaneously during the interviews were beliefs concerning community service, global contexts, and approaches to assessments, all of which are integral components of the IB MYP. The findings of the study provided guidance for the design and development of professional development opportunities.

Education in current times has profound changes, at all levels and in all disciplines; in the case of universities, new elements and aspects to be considered in the teaching-learning process have been integrated; a fact that allows to empower the professional that society needs in the current context, maintaining the quality of higher education. The future professional requires substantially communication skills to access employment, work and entrepreneurship. The objective is to analyze how the disruptive integration of digital tools enhances the communicative dimension: ability to express, communicate and increase the technical vocabulary related to their specialty, identify the media and the way they use them to achieve their profile. The methodology used was descriptive - correlational, with a non-experimental observational design. The study sample consisted of 450 university students from the Social Sciences Area of the public university of the city of Ica, selected by probability sampling, to whom the questionnaire instrument was applied to evaluate the relationship of the variables under study. The result obtained shows a significant correlation at the 0.01 level, which allows determining the relationship between both variables.

The mobile learning developed for children with special learning needs have limited users even within the same learning disability because severity in learning disability varies greatly even within a specific learning disability. Mobile learning developed for these children currently uses the same model used by any mobile application development where it caters for the masses rather than focusing on personalisation. The objective of this paper is to propose a mobile learning model for children with special learning needs, named APIE. ADDIE model is a generic instructional system design model that consists of processes: Analysis, Design, Develop, Implement and Evaluate. APIE is a modification from the ADDIE model, which makes APIE a mobile learning application development model. APIE iterates the design and develop processes under the Personalisation stage to explore the most suitable way for customisation for individual learning. APIE is applied to the development of a mobile learning for Dyslexic Children to assist the children to read and spell. Through APIE, a mobile learning application, DysleRead is produced. DysleRead integrates two classroom approaches: sight word and phonic where teachers can set and monitor individual learning needs of the children. The teachers find DysleRead helpful to teach the children. This shows that the mobile learning application produced using APIE meets the objective to cater for personalisation within a specific learning need without undermining the role of the teachers. Hypothetically, APIE model is applicable to other special learning needs too.

Despite of the fact that health care employees spend over 25% of their working hours on information administration using technology, there are no official study opportunities for information security, eHealth and medical devices in Estonia. Tallinn Health Care College commenced the development of a module to teach technologies to improve learners’ digital competence. Aim was to design a crucial subject to develop the competences for digital health technologies in basic nursing training. Following tasks were arranged: to conduct comprehensive overview of scientific literature with the aim to systematize the competences of digital technologies instructed in the field of health care; to design a conceptual framework of the subject; to monitor the functioning of the subject and students’ satisfaction with the subject’s contents to further develop the subject. Combined qualitative and quantitative research methods were used. The comprehensive literature overview was created of teaching health technologies and eHealth to design the conceptual framework, it offered the input to structurise the volume and contents for the subject on digital technologies. The analysis of the students’ feedback was the ground for monitoring and development. The list of competences was composed derived from the comprehensive overview of scientific literature, also of topicality of the themes; forms of assessment and feedback, and the factors influencing the whole learning process. Designed conceptual framework helped to structurise the course, and the visual image demonstrates the link between the connections. Continuous monitoring helps to evaluate the functioning of the subject and its continuous development ensures effective teaching.

Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.

Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.

Research on art-based leadership development suggests that this form of multimodal experiential learning enhances soft skills. Against this backdrop, two quantitative sub-studies from a research program on leadership development explored training effects of improvisational theater and visual arts. In both sub-studies, we applied a longitudinal pretest-posttest design and compared skills development with learner satisfaction and perceived usefulness of educational content. Our findings suggest that participants overestimate training success because very high satisfaction and favorable opinions on the programs’ practical relevance are not reflected in desired skills development. We interpret this discrepancy as a halo effect, in which the fun factor of art-based learning and other facets of aesthetic experience outshines actual learning results. Despite limitations such as small sample sizes, our findings contribute to research by putting overly positive assumptions on art-based learning’s effectiveness into perspective.

Blended learning is any combination of traditional analog education with modern digital technologies. At its broadest, blended learning describes the introduction of computer labs, interactive whiteboards, and educational software to the learning process. When making recommendations for teaching at higher education institutions in the period of the COVID-19 pandemic with the application of anti-epidemic measures, among the important recommendations was the use of a hybrid learning model for students. Teachers were able to adjust the course of all forms of higher education only after determining that students, given the material and technical conditions and computer skills, can carry out certain activities at a distance. The research implicitly indicates which type of hybrid learning model proved to be the most effective in mastering the course outcome and successful implementation and realization of teaching during COVID-19. The research was conducted at the Faculty of Humanities and Social Sciences in Osijek (Croatia), at the graduate and postgraduate level from 21st April to 28th June of the academic year of 2020. It was N = 73 respondents. An online questionnaire was conducted via Docs forms. This research will also try to answer whether learning outcomes are more achieved with blended learning.The results showed that most students wanted to have real-time instruction during the COVID-19 pandemic via the Big Blue Button rather than via the Google Classroom, and 94% thought they would better adopt course outcomes than the classic hybrid teaching model. The possibility for the student to organize his / her own workspace, but also to cooperate with other students and teachers in acquiring knowledge, and can be achieved with a precisely designed hybrid model of learning. It is the research that indicates the improvement of the quality of learning and the possibility of active participation of students in the learning process, which thus improves the learning outcomes.