Adaption of Learner Centric Methods in Engineering Education

RESUMEN Introducción. La Inteligencia Emocional es un factor que influye positivamente en el bienestar mental y social de las personas, asimismo dentro del ámbito educativo posee un papel fundamental en el proceso de enseñanza-aprendizaje. Las competencias de los profesionales de la educación, el contacto social en el entorno educativo y la resolución de conflictos, son factores que manifiestan la necesidad de desarrollar la Inteligencia Emocional. La finalidad de este estudio reside en realizar una revisión sistemática que aborde la Inteligencia Emocional como factor en el desempeño de los docentes en las diferentes etapas educativas, para dar solución a esta preocupación del ámbito educativo. Metodología. La búsqueda de artículos científicos se realizó en la base de datos Web of Science (WOS), concretizando la búsqueda en las categorías de investigación “Education Educational Research”, “Social Sciences” y “Psychology”. Se obtuvo una población de 116 artículos publicados en el periodo 2007-2017, que tras aplicar los criterios de inclusión se destacaron 50 estudios para su análisis y tratamiento. Resultados. La producción científica que afronta el tratamiento de la Inteligencia Emocional de los docentes tiene un carácter ascendente y de tipo transversal, debido a que es una de las profesiones más afectadas por el estrés y la ansiedad. Discusión y conclusión. La Inteligencia Emocional, favorece el correcto desempeño laboral, aumentando la auto-realización y satisfacción con el trabajo desempeñado, consiguiendo disminuir los niveles problemáticos en la salud mental. Así, se hace necesario destacar la necesidad de realizar intervenciones que reporte beneficios en el proceso de enseñanza y aprendizaje.ABSTRACTIntroduction. Emotional Intelligence is a factor that positively influences the mental and social well-being of people, also within the educational field it has a fundamental role in the teaching-learning process. The competences of education professionals, social contact in the educational environment and the resolution of conflicts, are factors that manifest the need to develop Emotional Intelligence. The purpose of this study is to conduct a systematic review that addresses Emotional Intelligence as a factor in the performance of teachers in different stages of education, to solve this concern in the field of education. Methodology. The search for scientific articles was carried out in the Web of Science (WOS) database, specifying the search in the research categories "Education Educational Research", "Social Sciences" and "Psychology". A population of 116 articles published in the 2007-2017 period was obtained, which after applying the inclusion criteria, highlighted 50 studies for its analysis and treatment. Results. The scientific production that faces the treatment of Emotional Intelligence of teachers has an ascending and transversal character, because it is one of the professions most affected by stress and anxiety. Discussion and conclusion. The Emotional Intelligence favors the correct work performance, increasing the self-realization and satisfaction with the work performed, getting to reduce the problematic levels in the mental health. Thus, it is necessary to highlight the need to carry out interventions that provide benefits in the teaching and learning process.

The article considers the meaningful understanding of the category "subjective well-being of Russian schoolchildren" and determines the methodological rationale for developing an assessment system for it. The subjective well-being of Russian students' families is studied through the level of positive/negative emotions and the realization of personal potential, i.e. as satisfaction with such areas of life as family and education. The aim is to describe the methodology for developing an assessment system for subjective well-being of Russian schoolchildren at different stages of education, based on the theoretical analysis of existing meaningful interpretations of the "subjective well-being" category and methods for identifying its level. The task of developing the assessment system for subjective well-being is being solved by identifying and justifying social and psychological factors of family and school environment. Significant factors that affect the children's well-being can include family relationships, spiritual unity, material security, relations with classmates, learning achievements, educational environment. To develop the assessment system we used methods of system analysis, methods of induction and deduction, methods of mathematical analysis, the method of factor analysis and others. The methodology for determining the subjective well-being of Russian schoolchildren includes a criterial framework and assessment tools. Taking into account the identified social and psychological factors of family and school environment, the subjective well-being is studied in criteria of satisfaction/dissatisfaction (positive/negative emotions) and realization of a child's personality potential. The assessment system presents the criteria for identifying the subjective well-being of Russian schoolchildren at different levels of education as two blocks: family and educational well-being. The methodological structuring of the criteria allowed us to develop mathematical formulas which can be used to obtain numerical expressions of both the level of subjective well-being itself and the levels of family and educational well-being.

Education is the fundamental right of every human being. There is imposed no restriction on the basis of gender in any civilized society. Unfortunately, female gender is encountered with countless hurdles and shackles in making their ways to quality education. Female education is considered as a stigma in Asian societies. There are involved numberless factors which are blocking the ways to quality education of females. There has been reported immeasurable dropout of female in different stages of education. In this research study the centre of attention is the female gender and their dropout at different levels in Mardan. As there is a wide literature available with the concern of the student dropout, so by reviewing the literature the research has been done. While going forward in the research, after the literature review, the phenomenological research method, which is actually the one form of qualitative research was adopted in order to enrich the research and to make it more valid and reliable. The researcher has conducted interviews of different male and female educationalists available in Mardan. These interviews helped to get the information about both kinds of people of Mardan, i.e. the original habitants of Mardan and the immigrants who are living in city. The information has been collected on the bases of the experience of the educationalists and their wide observations. All the hypotheses have been tested and accepted. Moving forward the questionnaire has been designed from the qualitative data. With the help of that questionnaire the data have been collected from females of different regions in Mardan. This data has also again been collected from both original habitants of Mardan as well as the immigrants. By the help of collected data the quantitative research has been done. Frequency of every element has been detected separately by using descriptive analysis through SPSS. Finally, conclusions have been made on the basis of the data analysis, which are supporting the hypotheses made for the research study.

Perceived social support and self-regulated learning: A systematic review and meta-analysis

The significance of Mathematics is well known across the globe. Mathematics as a discipline of learning is included in curriculum at different stages of education. National Curriculum Framework, 2005 has given importance to learning of Mathematics in India. But it has seen that Attitude of Teachers and Students towards Mathematics is not up to the required standard. In view of this, we thought to analysis the Attitude towards teaching of Mathematics between the Secondary school Teachers of Mainland (Jorhat) and River Island (Majuli) and Attitude towards learning of Mathematics between the Secondary schools Students of Mainland (Jorhat) and River Island (Majuli), Assam, India. The significance of study is profound and multifaceted. It impacts various aspects of Mathematical education, teaching methodologies, learning outcome and experience of Students. We adopted Descriptive cum Normative Survey method and Cross Sectional design. We observed that Teachers of Mainland showed better Attitude than the Teachers of River Island towards teaching of Mathematics and Students of Mainland also possess better Attitude than the Students of River Island towards learning of Mathematics. The Study has been delimited to Teachers teaching Mathematics in 9th and 10th grade and Students of 9th and 10th grade. The Attitudes of Teachers and Students towards Mathematics are imperative to enhance educational outcomes in Mathematics and cultivate a conducive learning environment. Stakeholders can collaboratively strive towards fostering positive Attitudes towards Mathematics and ensuring fair access to quality education for all Students.

Sonowal Kachari is one of the oldest tribe of Assam. They are one of the indigenous tribes of Assam who are the third largest tribal community of Assam. Sonowal. Sonowal Kachari tribe has a very rich culture. They are a very simple and cheerful race by nature. They live mainly in Dibrugarh, Tinsukia, Sibsagar, Lakhimpur, Dhemaji, Jorhat and Golaghat districts of Assam and parts of the state of Arunachal Pradesh in Northeast India. The Sonowal Kachari has a patriarchal society and as per the norms and values of the society the male is considered to be head of the family and the decision maker of the house. They are of Mongoloid origin, and linguistically, the Sonowal Kachari people belong to the Tibetan language family. They have their own distinct culture, customs, and traditions, which separates them from other communities. This article attempts to highlight the educational status of the sonowal Kachari girls. From Panitola block, the villages Bindhakata Gaon, Muluk Gaon, and from Tingkhong block, Ouphalia Gaon, Chakalia Pathar, have been selected as samples. The objectives of this study are-to examine the Enrollment and participation levels of Sonowal Kachari girls in different stages of education (higher secondary, undergraduate, postgraduate) and to analyze the challenges faced by Sonowal Kachari girls in pursuing education. The methodology of this study is descriptive in nature. The study concludes that the progress of education in Ouphalia Gaon and Chakalia Pathar of Tingkhong block, as well as in Bindhakata Gaon and Muluk Gaon of Panitola block, remains very slow.

The article is devoted to substantiation of influence of personal experience as an organized semantic formation on the development of a psychologist professional competence. It is shown that the problem of professional competence development should be considered in the context of a post-nonclassical methodological approach that interprets an individual as a person which is capable of self-determination, self-creation and self-designing. The experience constructing as a necessary condition for personal development is interpreted as bringing sociocultural and personal information into the system, organizing this information into related structures that help to understand its meaning. Professional competence is considered as the unity of knowledge, which is necessary for successful professional activity and experience, which involves not only the possession of necessary practical skills and abilities, but also the presence of a specialist’s developed field of professional meanings, which determine the creative nature of the psychologist’s professional activity to a large extent. The personal experience is an organized and holistic structure, the source material for which is provided by real life and professional events. It can be considered as comprehension and ordering of current events, which arise in certain life and professional situations, and, being defined, understood and interpreted, they are transformed into personal experience. The main components of professional competence are cognitive, operational and communicative. They are formed at different stages of education in the process of carrying out the following activities: educational quasi-professional and educational-professional. It is shown that the development of all professional competence types is based on understanding a students’ personal experience and to a great extent depends on the successful resolution of major conflicts – inconsistencies, desemantization and semantic conflict. Failure to resolve these conflicts blocks the development of the future specialist’s semantic sphere and leads to the person’s professional experience rigidity, uncertainty in his own professional capabilities, frustration in the future profession. It is proved that one of the conditions for resolving major conflicts is the development of the ability to understand and interpret, which are important procedures of the psychologist’s practical activities, as well as his self-knowledge, self-development and professional reflection, thus enriching his professional and personal experience. It is also shown that the development of new schemes and scenarios of professional activity with the help of two main mechanisms for understanding and interpreting personal experience – semiotic and communicative, as well as the development of dialogism as one of the professionally important qualities of a psychologist, plays an important role in the development of a psychologist’s professional competence.

Summary. Over 800 children from primary and secondary schools ranked items descriptive of a ‘good’ teacher in four scales. The items of each scale were representative of statements made by children in short essays about ‘A Good Teacher.’ The four scales were so organised as to sample three hypothesized areas of the good teacher's class‐room behaviour: discipline, teaching and personal qualities; and to bring together in the fourth scale these three areas for comparative evaluation.A sample of teachers and training college students also completed the comparative scale.Together with the scales a check‐list of twenty pairs of items was administered to the children. Children from junior schools also completed a scale concerned with the ‘good’ teacher's class‐room organisation.Differences were found between children at different stages of education, between children and teachers, between teachers and students, and within teachers, between graduate and non‐graduate teachers. The reasons for these differences are discussed.

The article analyzes the features of physical education in the education system of the Republic of Latvia. It describes the European programs and documents the physical education and youth sports are implemented in Latvia are based. It is determined that the Latvian system of physical education is implemented in the school subject “Sports and Health”, which is included in all national curricula and is mandatory at the primary and secondary levels of education. The scope and content of physical education at different stages of education are highlighted and national traditions in school physical education are identified. An example of using the game “Folk Ball” (Tautas bumba), which is popular among schoolchildren in modern Latvia, is given. The integration approach to sources of financing physical education and youth sports in Latvia is emphasized.

Problem statement. Improving the level of knowledge and skills in the field of artificial intelligence is becoming one of the significant tasks identified at the state level today. The development of such skills is also necessary for students of pedagogical specialties. Examined various approaches to defining competencies and literacy in the field of artificial intelligence at different stages of education. The basis for their study were Russian and foreign publications on this issue. Methodology . An analysis and systematization of articles devoted to competencies, literacy and professional training of future teachers in this area was carried out, and the relationships between these concepts and the concepts of digital competencies and digital literacy were established. Results . It is revealed that the formation of AI-competences in pedagogical education in Russia is considered in the framework of formation of digital competences or ICT-competences. The notion of AI-literacy, AI-competences and AI-competence is formulated, and the interrelations of these notions are defined. Conclusion . Definitions of AI literacy components, content and formation of AI competencies for future teachers are given.

This article centers on the life of Abraham Flexner, widely known in the field of health for the Flexner Report published in 1910, which is considered one of the most important theoretical discussions in the history of medical education. Flexner was first and foremost an educator, belonging to the progressive education movement led by John Dewey in the United States. The text analyzes the historical moment in which the health field began to consolidate in the United States, as well as the actors involved, the interests at play, the construction of doxa, and the role of philanthropic organizations and the American Medical Association. Flexner's critiques in the field of education were primarily focused on pedagogical approaches at different stages of education; he was particularly critical of the university level, postgraduate programs, and the absence of humanistic training, which had been supplanted by research. The article closes by raising the question of whether or not the problems related to education - and medical education in particular - identified by Flexner between the late 19th and early 20th century are still relevant to medical schools and universities in Latin American countries today.

Abstract. This study focuses on analyzing bullying and conflicts in educational institutions at different levels, as well as examining strategies for their resolution. Bullying and conflicts are serious social issues that negatively affect the psychological and emotional well-being of participants in the educational process, their social adaptation, and academic performance. Bullying, as systematic violence causing physical or psychological harm, requires an immediate response from educators, parents, governmental authorities, and other stakeholders in the educational process. In contrast, conflicts, as an integral part of interpersonal relationships, can be constructive if resolved through dialogue and compromise. The analysis of the concepts of bullying and conflict in the educational environment helps distinguish their key differences, necessitating the application of different approaches to address these phenomena. An analysis of legislative acts, such as the Laws of Ukraine "On Education" and "On Child Protection", as well as the Law of Ukraine "On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)", highlights the need for a comprehensive approach to resolving issues of bullying and conflict in educational settings. A crucial component of this approach is the implementation of preventive programs, the organization of educational training sessions, and the creation of a safe educational environment based on mutual respect and non-violent communication. The problem of bullying is particularly relevant in higher education, as the development of effective mechanisms for responding to cases of bullying and violence among students requires further research. Implementing a restorative approach to conflict resolution is an essential element in reducing aggression levels in the educational environment. The use of this approach not only resolves conflicts but also promotes the development of participants' social and emotional skills. Further research should focus on examining the effectiveness of various preventive strategies at different stages of education, as well as adapting restorative practices to sociocultural conditions and their application in higher education.

Professional qualities and personality traits affect the efficiency of canine team in the Russian National Guard during routine service and military operations. The research involved 20 fourth-year students of the Department of Cynology, Perm Military Institution of the Russian National Guard, and 23 canine trainers of the National Guard currently working at the Special Military Operation. The following questionnaires made it possible to determine a set of personal professional qualities at different stages of education and work: Big Five Inventory-2 (A. Yu. Kalugin et al.); Temperament Structure (V. M. Rusalov); S. Schwartz’s Value Survey; Self-Control Style (V. I. Morosanova); Well-Being in Extreme Conditions (A. Volkov & N. Vodopyanova); Cognitive Type (modified by G. Rezapkina); Dark Triad (SD3) (adapted by M. S. Egorova et al.). The obtained data were subjected to descriptive statistics and intergroup comparison using the Mann–Whitney U-Test. The personal qualities demonstrated significant differences in a number of indicators. Thus, professional dog training and handling affects personality development, which reveals prospective directions of psychological and pedagogical support for future military canine trainers.

The use of telecollaboration (TC) is gradually increasing across the different stages of education. However, TC is still seen as an add-on in the language classroom for various reasons: difficulty in changing the pedagogical mindset in mainstream education to engage in innovative explorations, inadequate training, lack of support, additional time and effort that these activities require or constraints imposed by the curriculum. In addition, teachers must master a number of very diverse competences in order for TC to be successful. The present contribution explores the role of the "coach" in TC, in an attempt to determine whether his/her assistance can help teachers develop some of those key competences. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Data were collected via two surveys, the first one on coaching and the second one on teacher competences. The results show that teachers highly value coaching when it comes to introducing complex pedagogical innovations in their teaching. Participants also reported an improvement in key competences necessary to implement TC exchanges successfully throughout the coaching process.

The primary aim of education is to bring all-round and harmonious development of individuals in different aspects of their life and enable them to attain their full potentialities for performing any productive tasks. Hence, every individual has the right to receive equal opportunities for quality education irrespective of their physical, socio-cultural, and economic backgrounds. However, in the recent decades, the roles accomplished by modern technologies in the domain of education with respect to delivery of instruction, learning activities, teaching strategies, process of evaluation etc. are very much crucial and noteworthy. Thus, it is important to understand the necessity of equal access towards advanced technologies of all students at different stages of education. Therefore, the present paper aims to explore the very notion and issues of digital accessibility, recognizes its major provisions and practices that are designed for all learners so that they may perceive and utilize those digital media effectively. Finally, the researchers of the paper try to address various benefits and challenges besides examining the educational implications of digital accessibility for ensuring adequate students’ engagement in learning. KEYWORDS: Digital Accessibility, Provisions and Practices for all learners, Benefits and Challenges, Educational Implications