Реализация проектной деятельности в экологическом воспитании обучающихся университета

Hospital accreditation is considered as an intervention performed to support patient safety and ensure high quality healthcare. Purpose: To assess the level of awareness of nursing staff and patients regarding hospital accreditation and determine the differences between the nursing staff awareness and patientsꞌ awareness regarding hospital accreditation. Design: Descriptive comparative design was utilized in this study. Setting: The study was conducted at ICU, surgical and medical departments at Menoufia University Hospitals, Shebin E Kom Teaching Hospital, National liver Institute and El Helal hospital. Sampling: A simple random sample of 448 staff nurses, 52 head nurses and 221 patients were included to participate in the study .Instruments: Nursing staff awareness and patientsꞌ awareness questionnaire. Results: the nursing staff had a moderate level of perception regarding hospital accreditation in El Helal Governmental hospital (81%) and in National Liver Hospital (NLI)(60.4%), On the other hand, nursing staff in Shebin El-kom Teaching Hospital (STH) and Menoufia University Hospitals(MUH) had a low level of perception . The nursing staff in all hospitals had not satisfied knowledge level and low level of awareness about hospital accreditation. Also, Patients in El Helal hospital had higher level of awareness and perception concerning than patients in Menoufia University hospital, Shebin El- Kom Teaching hospital and National Liver Institute. El Helal patients had satisfied level of knowledge of hospital accreditation, while patients in National Liver Hospital (NLI), Shebin El-Kom Teaching Hospital (STH) and Menoufia University Hospitals (MUH) had not satisfied level of knowledge in hospital accreditation. Conclusion: In the light of the present study results, the studied sample of the nursing staff had moderate level of perception of hospital accreditation in El Helal Governmental hospital and in National Liver Hospital (NLI).On the other hand, nursing staff in Shebin El-kom Teaching Hospital (STH) and Menoufia University Hospitals (MUH) had low level of perception and awareness of hospital accreditation. The patients in El Helal Governmental hospital had a moderate level of awareness, while patients in National Liver Hospital, Shebin El-Kom Teaching Hospital and Menoufia University Hospitals had a low level of awareness regarding hospital accreditation. Recommendations: Healthcare organizations should develop awareness regarding hospital accreditation among nurses by integrating this concept into its core values and strategic management.

ABSTRACTThe study specifically examined the STCW-78 convention in view of identifying the 2010 Manila amendments, and assessing the level of awareness of the Manila amendments by the students, cadets and staff of the Maritime Academy of Nigeria, Oron. Two research questions were formulated and answered, using the inferential survey design. Participants were drawn using the multi-stage sampling approach comprising stratified sampling, random sampling and proportionate sampling technique. A well validated and reliable instrument consisting of 4 demographic items and 10 multiple choice questions of three options each was administered on 240 respondents. Based on data analysis and interpretations, the mean score of 3.57, percentage ratio of 30.5% and coefficient of variation of 68.6% was achieved for cadets, showing low level of awareness as well as low quality awareness. The students had mean score of 5.83, percentage ratio of 66.7% and coefficient of variation of 55.1%, suggesting good level awareness but low quality of awareness among the group. For the staff, mean score of 4.84, percentage ratio of 50% and coefficient of variation of 58.3% were achieved, pointing to low level of awareness and low quality of awareness. The study reveals low level and low quality of awareness of the STCW-78 as amended in Manila 2010. It was recommended that, Maritime Training Institutions should be sensitised on the provisions of the STCW as amended. Also IMO should ensure that, STCW awareness is enshrined in relevant curricular of Maritime Education and Training.

Formulation of the problem. In recent years, the concept of «soft skills» has become an integral part of the global labor market in various sectors of the economy and society. International and national studies confirm the importance of universal skills, which are called «21st century skills». However, in practice, higher education institutions cannot always create conditions for their comprehensive development. Therefore, one of the main tasks of training students of higher education in modern conditions is to find ways for targeted and systematic development of soft skills. The purpose of the article is to assess the degree of development of soft skills of higher education students in the educational process and to justify the pedagogical conditions that can contribute to increasing the efficiency of their development. The results. The study of the degree of development of the sought-after soft skills of higher education students in the educational process was carried out using a developed questionnaire in Google Form. The questions were formulated so that students, based on their own opinion, determined the degree of development in the educational process of each of the proposed soft skills on a 10-point scale. Students of 1-6 years of study of V.N. Kharkiv National University took part in the survey. Karazina (87 people). The results of the conducted empirical research confirm the need for purposeful and systematic development of soft skills demanded by the modern labor market of higher education graduates. According to the students, such soft skills as stress resistance and flexibility, critical thinking, emotional intelligence and communication skills need the greatest development. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of complex measures in the educational process: filling normative educational disciplines with a clear theoretical and practical context for the development of soft skills; transformation of teaching, shift of emphasis towards innovative methods and forms of education, which contain potential opportunities for the development of universal competences of higher education seekers; deep awareness by teachers of their mission in the development of the required soft skills of students; introduction of interfaculty and optional disciplines such as «Soft skills - the formula for success», starting from the first year of study, which will gradually expand the range of universal competencies of the future specialist; introduction of soft skills by conducting mandatory trainings with students; the organization of a summer school that will specialize in the development of students’ soft skills, where in a relaxed atmosphere under the guidance of professional psychologists, coaches and other specialists, students will be able to acquire modern knowledge and the necessary skills. Conclusions. The obtained results confirmed our assumption that the educational space contributes to the development of soft skills among students of higher education in a fragmentary, «spot» way. The path to the systematic and planned introduction of soft skills in the educational space is very difficult and so far takes place at the level of individual disciplines. Therefore, there is a need for a comprehensive policy in this field. Pedagogical conditions and prospects for the development of soft skills are related to the end-to-end implementation of the proposed comprehensive measures in the educational process, which, in our opinion, will be able to provide high-quality training of specialists capable of acting in non-standard situations, making quick decisions, ready for self-improvement, positive communication and a healthy response to challenges society.

In the article the main educational ideas of Metropolitan Andrey Sheptytskiy are explored. The purpose of the article is to research the influence of Christian pedagogy on moral education of children and youth. The current state of education is characterized by an active search for the ways of improving the effectiveness of the process of moral and patriotic education at school. Nowadays the study of historical pedagogical heritage has become one of the priority directions in the implementation of patriotic education in our country, which is reflected in the introduction of Christian values into the educational process at school. The main forms of Sheptytskiy’s educational activity are explored. The ideas of Metropolitan Andrey concerning the Christian education of children and youth are characterized and their significance in modern educational reality is shown. The moral and pastoral messages of Metropolitan Andrey Sheptytskiy are analysed and the ideals of Christian education are offered for children and youth.A variety of methods of moral and patriotic education for all participants of the educational process at school are presented. The importance of school and family partnership in education is described. Mutual work of church and school contributes to the success of pupils, prevents problems, resolves misunderstandings that arise in the process of moral education. The educational and cultural activity of Metropolitan Andrey Sheptytskiy has been highlighted. Sheptytkkiy’s activity in the spread of professional, craft, agricultural and technical education among all young people is depicted. The moral and patriotic education has been analysed in many Christian magazines and books.

 2013 Children, Youth and Environments Children, Youth and Environments 23(3), 2013 Children, Citizenship and Environment: Nurturing a Democratic Imagination in a Changing World Bronwyn Hayward (2012). New York: Routledge, 208 pages. $44.95 USD (paperback). ISBN-10: 1849714371; ISBN-13: 978-1849714372. Research and action with respect to children’s civic participation have become widespread over the past 25 years. Bronwyn Hayward’s Children, Citizenship and Environment: Nurturing a Democratic Imagination in a Changing World embodies several distinguishing characteristics, which together build a thoughtful, powerful and timely call for adult investment in meaningful children’s engagement. The author draws attention to ethnicity, class, migration, place and time as factors in the substance of children’s ideas and the civic opportunity structures they experience, with a particular focus on English-speaking, industrialized countries. She considers the ramifications of the dominant neoliberal political culture’s framing of democratic citizenship, and the implications of our children’s need to confront four intersecting challenges: dangerous environmental change, weakening democracies, growing social inequality, and a global economy marked by unprecedented youth unemployment and unsustainable resource extraction. Within this context the author carefully frames terms such as “environment,” “citizenship,” “children’s civic engagement,” and “environmental education.” She does so employing scholarship in the areas of political science, philosophy, child development, children’s participation and environmental education, as well as her own empirical analyses. Her data are drawn from focus groups conducted with an ethnically and socio-economically diverse group of 160 8- to 12-year-old residents in and around Christchurch, New Zealand. Discussion of children’s engagement in the environment is premised on the recognition of children as future and current citizens—people who shape and are shaped by social ecological contexts that include multiple settings (e.g. home, schools, malls, neighborhoods, regions, indigenous lands, nations of residence, countries of origin, etc.) (Bronfenbrenner 1974). Focus group data highlight the socio-cultural, political, economic and physical dimensions of children’s environments, illustrating them as intersecting and increasingly shaped by dynamics playing out not only locally but globally. Like Jacqueline Kennelly (2011), Hayward demonstrates how dominant neoliberal forces have increasingly framed notions of democratic youth citizenship in terms of localized individual practices and responsibilities (e.g., voting, buying “green” products, decreasing their families’ carbon footprints, charitable volunteering). She characterizes this conceptual and action framework as woefully inadequate given Book Review: Children, Citizenship and Environment: Nurturing a Democratic… 195 the scope and scale of human and environmental challenges faced by this generation. Instead, she underscores the need for collective action on systemic issues at multiple scales that places social justice at the center. Hayward’s analysis raises the question of how to foster this orientation toward youth citizenship, particularly in dominant political cultures and educational contexts that are unsupportive at best. In response, she draws upon child development scholarship and her own qualitative data to note that children’s natural inclinations to “make a difference” and grapple with issues of justice and injustice in their environment offer multiple opportunities to do so. However, she cautions that intentional adult support is required to help young people build on these inclinations and overcome barriers such as:  The psychological challenge of engaging complex, long term issues;  Challenges to youth agency (e.g. disciplining responses to collective youth action);  Limited adult interest in youth perspectives (especially those of low-income youth of color);  Limited youth access to adult-driven institutions; and  Limited adult support to cultivate capacities and commitments associated with collective action (67-9). Hayward argues that assisting young people demands alternatives to de-politicized environmental and civic education. She argues for building ecological citizenship through approaches rooted in an alternative conceptual framework: SEEDS (Social agency, Environmental education, Embedded justice, Decentered deliberation and Self-transcendence). Such processes would encourage young people to think critically, politically and creatively about their situations, collectively imagine new possibilities, explore how power is exercised in decision-making, and practice strategies to effect community change. Also identified, although explored in a much more limited way, is the importance of cultivating children’s ability to acknowledge and engage the deep splits in values and understandings that exist in communities. More broadly, Hayward challenges us to address the...

The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.

This contribution provides some insights in possible future developments in Environmental and Sustainability Education (ESE). Some challenges for the field are presented in light of a rapidly changing world that has homogenizing and polarizing tendencies. Four different movements and emphases within education, communication, and participation in relation to people and planet are distinguished: from nature conservation education (NCE), to environmental education (EE), to education for sustainable development (ESD) to environmental and sustainability education (ESE). These different ‘educations’ do not literally succeed one another. Rather, they often they run parallel. The authors observe a trend in some parts of the world towards convergence where both sense of place and the strengthening of relationships between people and people and the non-human and more-than-human world, as well as the questioning of deep rooted structures and hegemonic values, engaging multiple actors with sometime conflicting views and the crossing of boundaries between sectors and disciplines, are considered critical. The readers of this special issue are challenged to mirror these movements with their own histories and realities but also to imagine how nascent scientific, technological, social, and ecological developments might perturb, disrupt, and/or transform the field of environmental education in ways that allow for more sustainable futures to emerge.

Nowadays all documents and studies related to sustainable development emphasize the need for a change of attitude and the responsibility of the universities for its implementation. Depend on this objective of environmental engineering BSc education is to develop competences like complex system approach, problem recognition and resolution, lifelong learning and responsible attitude for the environment in addition to high level scientific knowledge. To achieve this goal, besides professional academic training, environment education needs to be implemented, where project pedagogy -as the strategy of environment pedagogy-can be efficiently applied. The study aims to prove the effectiveness of project education in terms of professional knowledge as well as in environmental attitudes by the results of project and practical training with an ecological-minded. This paper elaborates a field practice in Aggtelek National Park, Hungary. Based on the results it can be stated, that project pedagogy and the field practice can be well integrated with traditional pedagogical methods and may become their efficient supplement in environmental engineering BSc education.

Global behaviour of a tuberculosis model with difference in awareness and treatment adherence levels

This research explores the diversity of topics related to environmental education issues and students’ environmental concerns regarding their behavior. The bibliometric method is a quantitative approach used to measure and investigate specific indicators within the literature published in a particular field. This method involves creating knowledge maps using extensive databases to identify patterns and trends. Using the keyword “environmental education” on Scopus from 2018 to 2023, 365 relevant documents were found. In the PRISMA flow diagram, the process started with 7550 traced documents, narrowing down to 2536 relevant documents through screening. From these, 776 related documents were chosen, and 573 relevant documents were recognized after the inclusion stage. Throughout, a total of 365 publications were included in the study. VOS viewer software was used to analyze data and generate bibliographic maps and networks. In the last five years, research on environmental education has experienced exciting fluctuations. Key sources like Sustainability Switzerland and the International Journal of Environmental Research and Public Health have played a significant role. Research by Bogner, F.X. stands out, reflecting high interest in environmental issues and education within the scientific community. Universities such as Universidad de Granada and Universiti Kebangsaan Malaysia contribute significantly. The United States leads in publications. Environmental education research remains crucial for sustainable practices and environmental literacy despite fluctuations. This data provides essential guidance for future research planning. This research not only underscores the increasing research emphasis on the educational ramifications of pandemics but also identifies specific areas that warrant more extensive exploration.

This piece describes involvement and reflections by Dave Bennett in three areas: 1) union education at the Canadian Labour Congress (CLC) from the late 1970s onwards; 2) insights regarding how the CLC moved into health and safety education in the early 1980s; and 3) further thoughts on how the CLC moved from health and safety into environmental protection education in the early 1990s, and consequent changes in the perspective adopted by health and safety courses. There are two types of critical comment on these educational processes, one which examines the educational dilemmas at the time, with an evaluation of the decisions reached, and the other a retrospective view of the educational process as a result of reflective hindsight.

The objective of this article is to identify and validate the skill factors in religious and worship education in the context of virtual learning for primary school students. This study is qualitative and conducted through document analysis. Data were collected from scientific articles and sources available in reputable databases, and the identified skill components in religious education were validated using qualitative content analysis and expert evaluations. The results of the study indicate that four primary skills are critical in religious and worship education within the virtual learning context for primary school students: communication skills, critical thinking skills, problem-solving skills, and cognitive skills. These skills directly contribute to improving the teaching and learning process in religious education in virtual spaces. Notably, communication skills and the ability to critique religious teachings play a vital role in creating an interactive environment and enhancing the understanding of religious concepts among students. This study emphasizes the need to enhance the digital skills of teachers and design educational content suited for the digital space in order to improve the quality of religious education in virtual learning. Additionally, creating interactive spaces for students and focusing on critical thinking and analysis skills significantly helps in enhancing the understanding and application of religious teachings.

Odgoj za okoliš i održivi razvoj potreba je današnjega društva, a zbog svih utjecaja koje takav odgoj ima na cjelokupni razvoj djeteta potrebno ga je etablirati i implementirati u odgojno-obrazovni proces. Odgoj u okolišu i za okoliš razmatra se kroz prizmu prirodnih prava i raspravlja se može li se izostankom odgoja u prirodi govoriti o kršenju elementarnih dječjih prava. Ističe se važnost igre na otvorenome i interakcije s prirodom i u prirodi. U radu se analizira odgoj za okoliš u predškolskim ustanovama. Promišlja se o premisi kako dijete odgajati za okoliš i održivi razvoj. Razmatraju se ideje iz prošlosti, poput Rousseauova prirodnog odgoja i šumskih škola te ih se nastoji povezati s postulatima na kojima počiva odgoj za okoliš i održivi razvoj kao i načinima poimanja važnosti i blagodati prirode i odgoja u prirodi. Pregledom se istraživanja utjecaja prirode na odgoj i interakcije djeteta i prirode želi utvrditi veza i važnost odgoja za okoliš i u okolišu. Na temelju analize rezultata nekoliko istraživanja opisuju se elementi koji definiraju pozitivne utjecaje odgoja u okolišu. Kritičkim osvrtom i usporedbom s Rousseauovim idejama tumači se koncept odgoja za okoliš i održivi razvoj te se izdvajaju varijable koje mogu biti predmetom daljnjega istraživanja s ciljem razumijevanja pojava i veza unutar opisanoga koncepta.

The article examines the issue of developing environmental competences of future geography teachers in the context of education digitalization. The relevance of the topic is determined by global environmental challenges and the need to train pedagogical professionals capable of fostering environmental awareness and culture among the younger generation. The purpose of the article is to substantiate the role of modern information technologies in the process of forming environmental competences of future geography teachers and to identify effective methodological approaches to their application. Research methods: analysis of scientific sources, comparison of pedagogical experience, and generalization of practices related to the use of digital tools in the training of geography students. Research results. The study analyzes scientific literature, compares pedagogical experience, and summarizes the practice of using digital tools in the training of geography students. Examples are provided of using information technologies in the educational process, particularly in teaching the course “Fundamentals of Ecology and Human Ecology” to students majoring in А4.07 Secondary Education (Geography) as a means of developing environmental competences. The potential of GIS technologies, interactive cartographic services, educational platforms (Moodle, Google Classroom), virtual laboratories, and mobile applications for the development of geography students’ environmental competences is analyzed. It is shown that the combination of activity-based, project, and interactive approaches with the use of IT ensures practice-oriented learning and contributes to the formation of a responsible attitude toward the environment. The results demonstrate that the use of information technologies in the professional training of geography teachers has several advantages: increased student motivation, development of research and analytical skills, and integration of environmental topics into the educational process. At the same time, the study highlights challenges such as insufficient digital literacy, limited technical resources, and the need for improved methodological support. It is emphasized that information technologies create new opportunities for integrating environmental knowledge into the educational process, fostering the development of geography students’ research skills, critical thinking, and spatial data application. The use of modern IT is an important factor in enhancing the effectiveness of environmental education in higher education institutions.

Сегодня активно поднимают вопрос о здоровьесберегающих образовательных технологиях, программах и их внедрении в образовательный процесс высшей школы. Здоровьесберегающие технологии в образовательном процессе - комплекс методов, приёмов и условий, максимально способствующих сохранению и укреплению физического, духовного и нравственного здоровья субъектов образовательного процесса. Проведён анализ литературы, посвящённой проблеме реализации здоровьесберегающего пространства в медицинских образовательных организациях. Описаны пути её развития, обеспечивающие физическое, психоэмоциональное и социально-нравственное здоровье студентов. Раскрыто значение здоровьесберегающего пространства в формировании здорового поведения студентов. Результатом формирования здоровьесберегающего образовательного пространства становятся применение здоровьесберегающих образовательных технологий, привитие навыков в самостоятельном достижении студентами определённого уровня здоровья и образованности, физическая и физиологическая готовность, способность решать личностные и профессиональные проблемы. Значимость формирования здоровьесберегающего пространства и обучения здоровьесберегающим технологиям обусловлена спецификой будущей профессии студентов. Развитие данного направления является приоритетным в воспитательной и образовательной работе со студентами, оно будет способствовать полноценному профессиональному становлению будущего медика. При создании здоровьесберегающего пространства необходимо, чтобы здоровьесберегающие технологии были интегрированы в учебно-воспитательный процесс. Обзор литературных источников показал, что на современном этапе сформировалось новое представление о роли состояния здоровьесберегающего пространства в медицинских образовательных организациях и образа жизни студентов в сохранении здоровья. Представлены разные точки зрения на проблему формирования здоровьесберегающего поведения студентов.