Teaching practice has the potential to guide acculturation educational processes to cultural inclusion. Acculturation may lead to social tensions or peaceful connivance. An acculturation process might be inclusive when educational participants symmetrically recognise, validate and use the different cultures as part of the curriculum. The Cultural Bridge (CB) is an approach that teachers might use to design inclusive teaching practices. The method is a qualitative case study on an integration course in Germany. Results evidence a partially inclusive educational process. According to the teacher’s interview analysis, the teaching practice approximates the CB principles, but there are limitations because of the system and social barriers. The most relevant situations that limit the teacher's practice are the rigid curriculum, the test as the primary goal, the short time for addressing the mandatory topics and the students’ social isolation. As a recommendation, integration courses might engage the local community in the educational process.

The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.

In this paper, we present survey research which we conducted at Maria Grzegorzewska University, Poland, on April 2nd-10th, 2020. This work aimed at gathering information about online learning responses among full-time students of pedagogy. Due to the pandemic situation caused by coronavirus all activities at Polish universities have been suspended. Nevertheless, the learning process has been continued. For the first three weeks, academics and students have tried to adjust to a completely new way of education design and work. Our research provides insight into students’ thoughts and emotions which accompanied them during those weeks of online learning courses. During the survey, respondents reported also their difficulties and observations regarding the quality of educational material, contact with lecturers, and reviewed assessments. In general, the majority of respondents have been doing well in this particular situation and positively evaluate the efforts of the lecturers. They find although online learning challenging. In the Introduction, we present circumstances of the research process and methodological background for the survey design. In the Methods section, we describe the survey structure and the respondent group, then we define the survey instruments. Next, the results are presented in two parts. First, we introduce the students’ experiences and emotions associated with online learning. Second, we show what respondents said about their actual online courses taken in the studied period. In the following discussion, we present the most important findings and their possible explanation. In Conclusion, we summarize our analysis of the collected material and make recommendations for future research.

Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.

Since learning represents one of the most relevant aspects of a humans’ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring improvements and making an action towards innovation within the educational systems. The qualitative-explorative pilot case study at issue aims to investigate a potential connection between Experience and Multiple Intelligences in relation to the linguistic and personal learning process. Specifically, its main goal is to draw a better understanding of students’ perception on the impact of past living-studying experiences and multidimensional teaching techniques on their linguistic and personal growth. To further investigate these objectives, there have been analysed 33 qualitative feedback from academical students studying languages collected through an inductive reasoning-based online survey structured as written interview and composed by closed-ended multiple choice questions, open-ended questions and ranking questions. The major findings claim that both living and studying abroad contributes to acquire metalinguistic awareness, to improve language skills and to develop life-long skills. Additionally, students recognised the implementation of Multiple Intelligence as an effective alternative to lectures as language teaching-learning strategy thanks to its flexibility and openness towards skills diversity.

Paradigm shifts in the field of education have been an issue in the Philippines since the COVID-19 pandemic struck. To fill this gap, this study sought to highlight the pedagogical practices and teaching experiences of award-winning educators in a State University. The qualitative data extracted from semi-structured interviews were analyzed following a thematic analysis based on descriptive phenomenology. One finding revealed that the educators’ years in service and educational attainments were helpful in their migration from face-to-face to distance education, even though the number of course preparations was a weight on their shoulders. Secondly, the educators conducted their classes through preparation and implementation via fifteen instructional methods, formative and summative assessments, and feedback. On another note, the educators determined six roadblocks in their teaching practice with explanations on how they overcame them. Amidst all these, they mentioned that it is imperative to uphold empathy in the conduct of their classes.

Radiologists in radiology courses (RC) at teaching and university hospitals train medical students in competent image interpreting and reporting (IIR). Information extracted from imaging is crucial for clinical decisions and therapies. This article attempted to explore a teaching approach adapted from adult education for clinical teachers in radiology to address learning needs (LN) in radiology by interacting and tailoring teaching content to LN. The following conclusions were drawn: Addressing LN could encourage students to learn about IIR; Integrating students to negotiate teaching content should take place if feasible, despite high workload and little teaching time in clinical routine; Negotiating with students and co-teachers of other imaging disciplines would help to tailor course specifics to LN and avoid redundancies; Interacting with medical students could be efficient and effective for clinical teaching and learning in RC.

This research study was conducted in 2018 and resulted in an instructional system designed to support university instructors that seek to promote student agency in lecture-based learning environments. The objective of the study was to design and test an instructional system that supplements the traditional lecture and provides opportunities for the development of agentic engagement. In support of the instructional system design, the study examined ways in which university undergraduates used a digital backchannel, determined if using a digital backchannel affected agentic engagement, and identified the features of a digital backchannel that influenced student agency. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, international university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that a lecturing system that employs the strategic use of a digital backchannel can promote student agentic engagement. Student agency and instructor effectiveness were both positively influenced through the employment of an instructional system.

The student success in the first year, is influenced, among the other things, even by academic factors: college readiness, core curriculum in high school, cognitive, etc. The alignment analysis of the some core courses between university and high school, is the main objective of this article. The qualitative method and student questionnaires, are used to carry out this analysis. The results obtained indicate the influence of curriculum alignment on classroom teaching and student success for three core courses: Mathematics, Physics and Chemistry, on the first year. Using the regress analyze, some linear relationships are found, either for two classroom teaching and student success indicators as well. Based on these results, we emphasize the necessity for a greater student support during the transition from high school to university, in order to foster student success. This study was conducted in engineering study field, but it can be used in the other fields as well.

It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student’s later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1st – 4th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also show high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.