European Journal of Education and Pedagogy

Journal Information
EISSN : 2736-4534
Current Publisher: European Open Science Publishing (10.24018)
Total articles ≅ 31

Latest articles in this journal

Kenia Kodel Cox,
European Journal of Education and Pedagogy, Volume 2, pp 26-32; doi:10.24018/ejedu.2021.2.2.69

Considering the analysis of the academic process oriented to the reputational capital of the HEI brands, it arrive three main certifiable objects with impact on the reputation of universities: 'individual teaching advice' - applied to perform the main tasks of the process, the ' self-efficacy '- present in the evaluation of the work plan that guides the student's actions in the process and' disclosure '- which brings academia closer to society and generates a positive internal culture. The objective of this work is to identify how to carry out the certification of these objects. As a research methodology, three quasi-systematic reviews were applied, with successive refinements of articles collected on the CAPES Portal and the results were compiled. It was possible to identify that training followed or monitored by evaluations, and practical tests, also called challenges, are the forms of certification prevalent in this scope. The skills developed from the certifications considered were also listed, with the most mentioned being highlighted, such as the development of social skills, strengthening the commitment to the career and participation in the community of continuous learning; being observed that these favor the reputational capital of university brands.
Mool Raj, Adit Gupta, Nidhi Slathia
European Journal of Education and Pedagogy, Volume 2, pp 5-8; doi:10.24018/ejedu.2021.2.2.59

Most of the college youth believe that the social networking sites and other streaming services facilitate the learning process. The purpose of the present research study was to assess the attitudes of college youth towards social networking sites and utilising other services such as YouTube etc. as tools for education. The sample for the study were selected randomly and included 180 college youth studying in Government Degree colleges of Jammu, India. Data were collected through survey method and self-prepared tool which was used to assess the attitude of college youth towards social networking sites and other services as a tool for education. Findings revealed that YouTube is used by a large number of users as compared to WhatsApp and Facebook. Majority of the undergraduate youth are using YouTube videos, WhatsApp messenger and LinkedIn for viewing and sharing educational content. It was also found that male college youth used more of LinkedIn and Twitter, while female college youth used more of Facebook, WhatsApp and YouTube. In addition to this, the study shows that no significant differences exist in the attitude and perceived impact of male and female students at the undergraduate level. However, they have equally shown positive and favourable attitude towards social networking.
Panagiotis J. Stamatis, Maria Chatzinikola
European Journal of Education and Pedagogy, Volume 2, pp 43-48; doi:10.24018/ejedu.2021.2.2.79

This paper studies the advantages and reasons hindering communication between teachers and parents. Two hundred and twenty-two teachers and thirty-three primary school principals consider communication with parents important, because this communication creates a sense of security in students, improving their learning skills and conduct. Teachers consider that effective communication between teachers and parents benefits the school unit itself, contributing to its efficiency. The reasons hindering communication with parents mentioned by teachers include parents’ lack of time to visit the school unit, parents’ low social or education background, their children’s poor performance or conduct. Teachers disagree that the education system structure constitutes a problem in their communication with parents, stressing that many parents do not understand the importance of their communication with the school unit attended by their children. Finally, teachers consider guidance plays an important part, as it helps mitigate the problems hindering efficient communication between teachers and parents.
Lung-Tan Lu
European Journal of Education and Pedagogy, Volume 2, pp 15-17; doi:10.24018/ejedu.2021.2.2.73

This short research article aims to present the teaching entrepreneurial management for undergraduate students in Taiwan with higher power distance and uncertainty avoidance. Teachers and students have to keep distances and wear masks to avoid infection. However, it reduces the passionate of students to communicate and answer questions. Mobile App such as ZUVIO can help teachers and students to cope the situations. Teachers and students in Taiwan with higher power distance and higher uncertainty avoidance prefer to present lectures and ask students to memorize knowledge form textbooks. However, the kinds of teaching methods do not fit entrepreneurship courses, which require creativity and innovation. We used teamwork, project writing, and competition assessment to inspire their creativity and innovation, in order to reduce uncertainty avoidance. Moreover, we use online education software, ZUVIO, for students to vote on the project anonymously with the intention of decreasing power distance. Studies carried out at one university in Taiwan in 2018. Our sample came from around 50 students attended an entrepreneurship course in a university in Taiwan. At the end of the semester, students, mostly from China, Taiwan, Malaysia and Indonesia, students present innovative projects, attend competitions, and receive brilliant awards. We recommend teachers in Asian countries with higher power distance and higher uncertainty avoidance revise teaching methods according to their teaching situation. For instance, most business school teachers use paper-and-pencil tests to assess learning outcomes, but a small number of teachers competition to evaluate performance. It could cause a conflict situation between teachers.
, Krzysztof Polok
European Journal of Education and Pedagogy, Volume 2, pp 1-4; doi:10.24018/ejedu.2021.2.2.71

The aim of the article is to present the situation of Polish students during the COVID-19 pandemic. The study, based on the voluntary participation of students, and having a clearly pilot nature was carried out using the self-made questionnaire consisting of 28 questions, each of them regarding the implementation of the objectives outlined in the study. The study involved 160 full-time and part-time students of state universities embedded in two voivodships with the highest COVID-19 infection rate, i.e. in the Upper Silesia and Mazovia voivodships. Our studies have shown that the COVID-19 pandemic time significantly impedes students' education and psychophysical functioning. Over 98% of students study remotely at universities. The dominant forms of such education were: e-mailing students with ready-to-study materials and tasks for self-implementation, remote learning platforms such as e-university, Microsoft Teams, Zoom, meet, Classroom, Moodle, Click-Meeting, as well as other distant e-learning platforms. For security reasons, libraries operating at the universities were also closed, which significantly hindered students from completing the process of remote education, as none of the universities provided a substitute form of using library collections.
Wycliffe Osabwa, Francis Likoye Malenya, Francis Murira Ndichu
European Journal of Education and Pedagogy, Volume 2, pp 37-42; doi:10.24018/ejedu.2021.2.2.61

This paper is drawn from a research carried out on the suitability of Kenya’s education in relation to development of skilled human resource. The inquiry followed a revelation that individuals left schools and colleges either incompetent or irrelevantly skilled, a situation that undermined both individual and national development. The research took a philosophical approach, and employed majorly the conceptual analysis method wherein various seminal education policies, reports and other relevant documents were reflected upon. Further, the phenomenological method was employed via brief semi-structured interviews on sampled teachers and students, basically to establish their conception of education – ostensibly its meaning and purpose, all which determine practice. A common finding had it that the philosophy underpinning Kenyan education was hazy. Consequently, individuals pursued idiosyncratic educational practices, as dictated by their understanding of education, consequently failing to achieve expected educational outcomes. The inquiry recommended formulation of a sound, shared philosophy upon which all educational thoughts and experiences would be hinged.
Valentinus Vembriyanto, Erni Murniarti
European Journal of Education and Pedagogy, Volume 2, pp 9-14; doi:10.24018/ejedu.2021.2.2.68

The pandemic event that occurred in Indonesia affected all lines of community life, one of which was in the field of education. During the pandemic, learning in schools was carried out with distance learning with an online model (in the network). The Minister of Education and Culture has planned a policy, namely "Free Learning" with the aim of creating enjoyable learning. Freedom of learning which is meant is freedom in thinking, opening up broad opportunities for educators and students to innovate and improve the quality of learning independently. A new challenge for educators, especially for history teachers, is to create innovative and learner-focused learning designs. Designing an innovative and simple lesson plan must still give place to the character education process. This is answered by using a project-based learning model, in which this learning model provides broad opportunities for students to explore and innovate in the knowledge being learned. With this the goal of independent learning will be achieved for teachers and students, so that education in Indonesia will produce quality education
Marcelo Albuquerque de Oliveira, Mário Norberto Da Costa Júnior
European Journal of Education and Pedagogy, Volume 2, pp 18-25; doi:10.24018/ejedu.2021.2.2.27

Faced with a reality of constant changes and competitiveness, new skills and competences are required every day to operate in a diffuse and complex society. Scientific Initiation Programs are an excellent way to promote and teach scientific skills that will enable you to acquire these new skills. This work aims to present the evolution of the Scientific Initiation activity carried out at the Federal University of Amazonas in the period from 2008 to 2018, making a comparison between the actions carried out at Campus Manaus and those developed in other units of the State. Bibliographic and documentary sources were used to verify this evolution in the period. The results show an increase of approximately 257% in the submission of processes in the UFAM CI, consisting mostly of the areas of Exact and Earth Sciences (24% of submissions) and Health (18% of submissions). Over the period, a total of 5,790 scholarships were offered for Scientific Initiation in the capital and 1,637 scholarships in the interior, with CNPq being the largest funding agency and FAPEAM in this one. This theme still needs further studies, mainly with regard to data from UFAM itself.
Oussou Kouame Remi
European Journal of Education and Pedagogy, Volume 2, pp 33-36; doi:10.24018/ejedu.2021.2.2.44

In the 1990, taking advantage of the collapse of the Soviet Empire, many African States, mainly French speaking countries, the opposition elite in alliance with the civil society took to the streets for a national encounter in order to set new grounds for the political competition in almost 30 years. This paper tries and analyzes the impact of the so-called National Conferences on the current shape on the democratic transition and the democratic process in some of the States that hosted these public discussions. In contrast, it argues that countries failed to take advantage of these National Fora are less prone to embrace democracy, with for all of them a failure to bring substantial social changes in terms of well-being.
Mak’Obila Laban Adero, Lona Wafula, Agumba Ndalo
European Journal of Education and Pedagogy, Volume 2, pp 49-54; doi:10.24018/ejedu.2021.2.2.54

This paper evaluated narrative essay writing practices in secondary schools. The major question the paper sought to answer was what choices did secondary school learners make in writing narratives based on their writing skills and competence? This was done through qualitative data in which learners’ narrative essays were evaluated to determine how faithful the learners were in sticking to the elements of the narrative. The compositions chosen were solicited from a group of students who had finished their secondary education and were waiting to join tertiary institutions. These students had attended various secondary schools and were thus suitable for the content of this paper as they manifested the different essay writing regimes adopted by different schools. These were compositions which they had written as part of their normal class exercises.
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