The contribution of quality management to the efficiency of education for sustainable development
Viorica Goraș-Postică
Abstract
Currently, in the education of adults, including through the studies at the university programs of professional master s degrees, there is an emphasis on initiation into quality management. Quality management, in turn, contributes to the efficiency of the educational process as a whole. Our study also includes the variable education for sustainable development, which is improved by advancing quality standards, with specific indicators and descriptors. All managerial functions, from planning to improvement, must be related to the imperatives of sustainable education in local and global contexts. Thus, we aim to sensitize the investigated subjects and potential readers to the interconnection of education for quality and sustainable development as elements of new education. The latter can offer viable solutions to the problems of the contemporary world. We propose to carry out mixed (qualitative and quantitative) research based on a questionnaire applied to a representative batch of master s students from the State University of Moldova, who study the discipline of Quality Management in Education. Representing different types of educational institutions and localities from the Republic of Moldova, the investigated subjects will evaluate the reflection of education for sustainable development in the quality management system of the institution and will analyze the school documentation from the given perspective. We are interested in ascertaining the level of awareness of the problem reported by us and identifying opportunities and solutions for improvement. The hypothesis of our study is: does the quality management in school influences the efficiency of education for sustainable development. The little representation of objectives for sustainable development in school and community policies and practices causes serious ecological problems and perpetuates local and global crises. Insignificant interventions by decision-makers, community, and educational actors perpetuate ecological catastrophes/bombs and enormously affect the well-being of the population.
Keywords: education, quality, management, sustainable development.
Adult Learning and Education From Perspective of Sustainable Development: Concept, Methodology, Reflections
Carolina Țurcanu
Abstract
Sustainable development has become an increasingly important topic in recent years as the world has become more aware of the need to protect the present and the future. Sustainable development is concerned with the improvement of life quality for all. Sustainable development is development that meets the needs of the present without denying the needs of future generations. In general, sustainable development means meeting human needs. The emphasis in the given article is on adult learning and education from the perspective of sustainability in different contexts: formal, non-formal, informal; the eight key competences for sustainability are defined, namely: systematic thinking competence; anticipatory competence; normative competence; strategic competence; collaborative competence; critical thinking competence; self-awareness competence; integrated problem-solving competence and the essence of these sustainability competences is explained. At the same time, some methodological guidelines for the training/development of sustainable competences for adults are proposed. The andragogic model of adult learning and education from the perspective of sustainability is presented schematically and clarified in detail, it focuses on three dominant principles: the principle of centering on the learner; the principle of centering on action and active learning; the principle of construction/reconstruction. Also important are the results of the adults’ survey regarding their perception of sustainability, which led to the formulation of relevant conclusions: formal, non-formal and informal education have a determining role in sustainable development, because it is precisely within these forms of education that people can develop the necessary competences for to be part of the sustainable development of humanity, and qualitative adult learning and education must include in itself the purpose, relevance and values of sustainability.
Keywords: adults, adult learning and education, sustainable development, sustainable competences, andragogy.
Makerspaces as learning spaces for sustainable development. A systematic literature review
Oana-Roxana Bobic
Abstract
Makerspaces have emerged as dynamic environments that foster creativity, innovation, and hands-on learning experiences. This article delves into the function of makerspaces as educational environment fostering sustainable development. The study seeks to emphasize the importance of makerspaces in cultivating the skills and perspectives essential for sustainable development in the 21st century. By performing a systematic literature review, it examines how makerspaces empower individuals to engage with sustainable practices and contribute to broader societal and environmental goals. The article delves into the multifaceted ways in which makerspaces support sustainable development through experiential education, collaborative problem-solving, and the application of emerging technologies. Additionally, it highlights the potential for makerspaces to bridge the gap between formal education and practical sustainability challenges, ultimately promoting a more sustainable and equitable future. The aim of the study is to underscore the significance of makerspaces in nurturing the skills and mindsets needed for sustainable development in the 21st century. In this sense, we performed a systematic literature review of publications from the ERIC and Google Academic databases. 33 articles met the inclusion criteria. Their analysis reveals that makerspaces contribute as learning spaces to sustainable development, in various ways, educating participants about sustainable development, but also fostering innovation, debate and social action towards the global goals of sustainability and justice. Overall, this analysis underscores the significant potential of makerspaces as learning spaces for sustainable development and education for development. They can not only educate students about sustainable development but also inspire innovation, debate, and social action towards global sustainability and justice goals.
Keywords: sustainable development, makerspaces, learning spaces, education initiatives, innovation
Digital transformation in adult education: empowering global understanding and sustainable development
Motorga Monica Eliza
Abstract
In the era of digital transformation, the intersection of adult learning, digital competence, global progress, and sustainable development emerges as a pivotal focus. This article dives into the complex interaction of these factors centering on the pivotal role of digital competence in advancing sustainable development goals through adult education. By exploring the dynamic landscape of technology and education, the paper investigates how enhancing digital competence among adult learners facilitates global understanding and fosters sustainable behaviors. The accessibility afforded by digital education empowers individuals at any life stage or circumstance to actively participate in lifelong learning, upskilling, and reskilling. The research systematically examines literature to capture the essence of the study, emphasizing the vital importance of digital competency for global understanding and sustainable development. It elucidates key concepts, unraveling the intricate relationship between digital transition, adult education, and the overarching pursuit of sustainability. This study posits hypotheses that underscore the critical role of digital competence in sparking global knowledge and catalyzing sustainable development within the dynamic realm of digital change. It contends that digital technologies, through personalized education, contribute significantly to the achievement of global sustainability goals. The findings accentuate how the digital revolution in adult education transcends conventional boundaries, leveraging technology to democratize knowledge and foster global collaboration. Empowered as change agents, learners equipped with both global awareness and sustainable skills have the potential to propel society towards a more interconnected and sustainable future. The study concludes with insights underscoring the profound link between digital competency, global awareness, adult education, and sustainable development, offering valuable guidance for educators, policymakers, and academics.
Keywords: digital learning; technology; adults; education; sustainability.
The wisdom of the fairy tale in building skills for sustainable living
Maria Ungureanu
Abstract
According to UNESCO, education for sustainable development (ESD) is characterized by the concern for training the skills necessary for a human individual to relate responsibly to the natural, economic and socio-cultural environment in which he lives, minimizing or completely avoiding the negative effects of actions on the quality of his life and that of others. This finality of education for sustainable development requires the prioritization of moral education and shifts the focus to the development of moral consciousness and the formation of a value system agreed and assumed by all members of a community. Because it essentializes human values, the fairy tale constitutes an ideal learning content in relation to the objectives of moral education. The wide and varied symbolism of the heroes who evolve in the fairy tale world, the situations they go through and the key tools in overcoming some crises turn the fairy tale into a source of learning with a safe and deep impact on the student, both cognitively and affective and volitional. Knowing the interdependence between the professional skills of the teacher and the training of the student s skills (Ceobanu et al., 2020, p. 277), a teacher has the duty to know what are the sources and contents of learning that optimally respond to the educational needs and interests of those whom he guides. Therefore, the teachers" conception of the educational potential of the fairy tale is a determining factor in the application or exclusion of this content from the instructive-educational/school activities. The study we are carrying out aims to determine the level of knowledge of the educational potential of the fairy tale by teachers from schools on both banks of the Prut and provides valuable data about their beliefs regarding the effectiveness of the fairy tale in training and educating the younger generations.
Keywords: fairy tale, education, sustainable development, sustainability.
Promoting adult education for a sustainable future: fostering healthy lifestyles
Ana Darie, Ciorbă Constantin
Abstract
As an integral part of the concept of lifelong learning, non-formal learning enables adults to acquire the necessary skills to adapt more easily to the ever-changing social life.Concerned with these values, through the lens of the ODD, with reference to Health and well-being, which indicates "ensuring a healthy life and promoting well-being for all ages", we wanted to investigate a group of teachers who followed a training program aimed at the healthy lifestyle of the educable. Healthy lifestyle education can play a significant role in changing health behaviors and attitudes towards our own health, as well as those we educate. Teachers become not only mentors for children, but also role models. Starting from this concept, we want to find out if the learners are able to include health-promoting behaviors in their daily routine and if they implement strategies that promote health, well-being, for themselves, including the learners. A number of N=63 teaching staff from Iași county, located in the north-eastern part of Romania, participated in this study. Of these, a number of N=35 respondents teach at the preschool education level and a number of N=28 at the primary education level. All respondents are female, of whom N=49 teach in urban areas, and N=14 in rural areas. The research tools were applied in electronic version, using Google forms. The obtained data were statistically analyzed using IBM SPSS software. Findings indicate significant effects of the training program on all target variables. The results of this research will be used to add to our knowledge of behavioral change and learning in adulthood.
Keywords: teacher training; healh promoting behaviors; obesity; sustenable educational interventions.
Fostering sustainable public speaking skills: a logos-centric perspective for pre-service teachers
Rață Lilian, Bîrnaz Nina, Butnari Nadejda
Abstract
This article is intended for both the teachers involved in the professional training of pre-service teachers, as well as the pre-service teachers. The professionalism of the teacher is determined by several factors. An essential factor in this context is the competence of public speaking. The efficiency of public speaking is determined by the quality of the three dimensions: ethos, pathos, logos. This article reflects epistemological landmarks in the development of logos. The Logos appeals to the rational part of the public mind and provides support for assimilating the essence of the subject expounded by argument. Therefore, the development of the Logos is a continuous process that involves the elaboration of oratorical speeches based on arguments. In this context, the purpose of the research is testing the students’ level of logos on the development of the skills to build arguments in oratory speeches based on a logical structure. The sample consisted of 50 pre-service teachers from the Faculty of Psychology, Educational Sciences, Sociology, and Social Work at Moldova State University. The students filled a questionnaire consisting of 10 items that cover some basic aspects of logos. The data reveals that the respondents are partially aware of the structure of a public speech. At the same time, students are convinced of the necessity to use arguments in discourse but are unaware of or incorrectly identify the elements of argumentation in a text. Thus, we infer the necessity to develop argument-building skills in public speaking based on a logical argumentative structure for students.
Keywords: public speaking, ethos, pathos, logos, pre-service teachers.
The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education During Martial Law: A Case Study from Ukraine
Hanna Reho, Oleksandra Reho
Abstract
In the context of martial law in Ukraine, the educational sector has faced unprecedented challenges, particularly in the realm of preschool education. This paper presents a case study of the Zakarpattia Institute of Postgraduate Pedagogical Education and its rapid response to transform its curriculum to support preschool educators in these trying times. Through a comprehensive review of the curriculum changes, the study documents how the Institute has tailored its educational offerings to foster peace, cultivate a culture of peace and tolerance, and empower educators with critical thinking skills necessary for decision-making in crisis conditions. The paper explores the significant shifts in teaching strategies, content delivery, and psychological support mechanisms that have been implemented to address the pressing needs of educators. These adaptations are crucial not only for immediate conflict resolution but also for the long-term objective of building a peaceful society. By enhancing the quality of education for teachers, the study underscores the Institute’s role in shaping a future that is resilient, educated, and peace-oriented for Ukraine and beyond.
Keywords: martial law, preschool education, educator training, curriculum transformation, culture of peace, Ukraine.
The impact of digital transformation on the continuing training of Hungarian teachers – Peculiarities of distance education -
András Benedek
Abstract
One of the specific areas of the global digital transformation in education is the continuing professional training of teachers. In this formal adult training that has taken place alongside work in the last 30 years, the impact of digital transformation can be considered a process suitable for general conclusions. About 25,000 students have graduated from the teacher leadership training program of the Budapest University of Technology and Economics (BME) in the past three decades. This paper presents the content and organizational development process of this training program from the point of view of digitization transformation .The analysis of the theoretical and practical connections of the process analyzes the new kind of adult education characteristics of the function realized between 1993-2023 in parallel with the Digital Transformation. One aspect was based on a comparative study with international trends analysis), which resulted in the developing a new distance education model. From a methodological point of view, our innovation being described was essentially action research. Network structures were significantly created: teachers working in small and development groups comprising senior consultants."Distance education," which initially used classic correspondence solutions, was significantly transformed after the turn of the millennium precisely due to Digital Transformation. Learning Management Systems (LMS) and online solutions that make network communication continuous were developed between 2006-2018. This form of training proves with data that ways and opportunities can be created for quality training alongside work within the lifelong learning framework. The continuously detectable high level of student satisfaction indicates that, in addition to the many tensions of our current way of life and the confinement caused by the pandemic between 2020 and 2022 in the last few years, the prominence of online communication solutions can give a realistic chance of realizing the adult education goals by networking.
Keywords: Adult Education, Countiuning Training, Digital Transition, Networking.
Factors Triggering Adult Learning and Education Needs
Vladimir Guțu
Abstract
In adult learning and education the need is defined as the discrepancy between the current stage of development of professional competences, as well as those of general culture, and the desired (possible to be achieved) stage. The need reflects the existence of a problem that requires intervention, a problem that needs to be dealt with, but also a motivational drive for lifelong learning. As a rule, the learning and education needs of adults are determined from the perspective of the appearance of some changes, the dynamics of developing the areas of adults’ interest. In the given study we will try to establish the learning and education needs of adults from the perspective of internal and external factors: a) pandemics, conflicts and violence, polarization and division of society, economic inequality, misinformation and propaganda; b) psychological, social and andragogic. The focus is on the systemic analysis of the learning and education needs of adults, which is followed by several further processes: data collection using methods and tools; identifying priorities and establishing mechanisms for solving problems; needs satisfaction actions; establishing needs assessment criteria and tools. Identifying the learning and education needs of adults is a two-dimensional process: assessment of needs by service providers and assessment/self-assessment of needs by adult learners. Each of the above-mentioned factors generates different needs for learning and formal, non-formal or informal education of adults, including on the professional, social and individual dimensions. Addressing complex factors from the perspective of adult learning and education will essentially contribute to their more efficient integration into society, but will also contribute to reducing the influence of these factors by meeting the learning and education needs of adults.
Keywords: Adults, learning and education of adults, education need, challenges of contemporary world.
Methods of development of conflictological culture in older adolescence
Svetlana Tolstaia, Oxana Revenco
Abstract
The relevance of our study is related to the need to help adolescents effectively cope with the challenges of modern society, which is characterised by increased tension, aggressiveness and conflict. The lack of social skills and demonstration of violent ways of overcoming contradictions by adults leads to an increase in conflicts among adolescents. The purpose of our study is the development of conflictological culture in older adolescents. We adhere to Shcherbakova s definition (2010), according to which conflictological culture is an integrative quality of personality, which is based on humanistic values. Its structure is represented by the culture of feelings and thinking as well as behavioural and communicative culture. The sample consisted of 307 adolescents, 16-18 years old, living in Chisinau. To identify the level of development of conflict culture, we used the method developed by Shcherbakova (2011). Based on the obtained data, we developed the program of conflictological culture development. The cognitive-behavioural approach of A. Beck (2017) acts as a methodological basis of the psychological training program. Twelve adolescents, with a low level of conflictological culture development, participated in the training. The following changes were obtained in the study sample: adolescents demonstrate a greater ability to prevent and manage conflicts at all stages; they show a greater readiness for dialogue, the ability to adequately verbalize their own and other people s experiences; and to a greater extent they possess the techniques of assertive communication compared to adolescents from the control group. The obtained results confirm the effectiveness of the program developed by us and the validity of the hypothesis of the study. The novelty and practical significance of our study is determined by the fact that conflictological culture is studied for the first time in our country. Our proposed program for the development of conflictological culture can serve as a basis for educational programs that develop skills to prevent and overcome conflict situations among adolescents.
Keywords: conflictological culture, conflict, adolescent, competence in communication, psychological training.
Well-being particularities and coping mechanisms among elderly population
Monica-Andreea Popescu
Abstract
The aging process involves numerous changes, on a physical, social and family level, which requires the presence of necessary adaptive strategies for maintaining a healthy emotional level and an optimum well-being. Numerous theories have focused on the relation between the coping strategies and psychological well-being on elderly people, which can be the key for successful aging. The coping mechanisms appear in the context of change and perceived as stressful, while the elderly must tolerate or adjust their approach of these new situations, in order to maintain their emotional balance and well-being. The issue occurs when the changes are plenty, in a brief time period, and the individual is having the feeling of lack of control regarding his own life. This perception can determine low self-esteem, anxiety or depression. The third age being often characterized by successive changes on the social, family and medical status. Possible stressors at the third age that require coping may be acute, such as loss of a spouse, or are of longer duration, such as chronic pain or illness, long-lasting financial problems, ageism. Coping strategies involves effort and energy greater than the daily routine. A prolonged mobilization of resources can cause psychological and physical breakdowns. Older people’s experiences are influenced by a combination of factors, such as gender, old age stages, religion, health, illness, location, socioeconomic status, and ethnicity. The research regarding the connection between psychological wellbeing and coping mechanisms can represent a base for future development of psychological interventions in the elderly population.
Keywords: psychological well-being; coping strategies; aging; life changes; stress factors.
Determinants of Generation Z’s School Orientation and Career Choice
Mihaela Badea, Gina Florentina Tudorache
Abstract
In the context of the globalized society where the digital revolution has projected waves of economic, political, cultural, family, etc. dimensions, we are discussing the digital generation which, due to its psychological profile, has been given various names: Generation Z, Wireless Generation, Wi-Fi Generation, Facebook Generation, Instant Generation, etc. Considering the common patterns of young people who belong to this generation - of thinking and relating to themselves, to society, to the activity carried out - the purpose of the study is to identify the factors that influence them in their school orientation and professional choice. The sample is made up of 90 students enrolled in the first year of undergraduate university study programs from the faculties of Humanities and Sciences and Economic Sciences of the Petroleum and Gas University of Ploiești. In order to collect relevant information regarding the determining factors in the school orientation and professional choice of young people belonging to generation Z, a questionnaire-based survey was used, applied online to first-year students enrolled in various specializations belonging to the two faculties mentioned above. Also, a focus group discussion proved to be useful to identify details about young people’s aspirations, expectations and representations regarding school and professional orientation. The analysis of the data obtained following the application of the questionnaire, but also during the focus-group discussion, highlighted the different benchmarks that the young generation Z have in shaping their professional approach, beyond the common patterns impregnated by the digital society. The difference is given by the extent to which they are concerned with looking for answers to the questions “who am I?”, “what do I want to become?”, based on which they can outline their self-identity.
Keywords: technology, generation Z, school guidance, professional orientation, self-identity.
Is autonomy in learning a key for motivation? Differences between age category depending on autonomous learning
Florentina Ionela Lincă, Florentina Lavinia Matei
Abstract
Autonomy in learning is obtained through an active process, in which students set learning objectives, monitor, regulate and control their knowledge, motivation and behavior, guided by the characteristics of the educational environment. We chose this topic because we believe that one of the objectives of universities is to train autonomous, emotionally and psychologically mature students, prepared for all the problems encountered in all areas of life. University lays the foundations for life skills. The purpose of the present study was to investigate the differences between the ways of self-regulation in learning depending on age. An instrument for measuring controlled regulation was applied, namely the SRQ-L questionnaire, which refers to the reasons why people learn. 144 female high school students and college students, aged 15 and 16, respectively 20 and 21 years old, both categories following a humanistic profile. The results showed statistically significant differences between the means of the groups of 15, 16, 20 and 21 years. Our results can be used in the education system in the teaching-learning process based on the students" needs.
Keywords: autonomy, learning, students.
Self-assessment in the context of visible learning
Botezatu Valeria, Bîrnaz Nina
Abstract
Visible learning is an imperative of the current instructional process. Visible learning is a concept that refers to the fact that students have a clear understanding of the learning objectives, learning processes, and success criteria, so they can assess their own progress (Hattie & Anderman, 2013).
Through active involvement, students become partners in the learning process and are involved in making decisions about their own goals and learning strategies. The active involvement of students facilitates their self-assessment, which is one of the key components of visible learning. In this context, visible learning involves the use of didactic strategies that make learning transparent to students, by providing specific and timely feedback, and by promoting collaboration and self-assessment (Fisher, Frey & Hattie, 2016). Self-assessment is a process by which students monitor and assess the quality of cognitions and skills while learning and identify strategies for improving their acquisitions. This aspect of formative assessment involves setting objectives and evaluation criteria, which can facilitate the self-assessment process. Self-assessment is a condition of visible learning, as it involves students to take responsibility for assessing their own learning, to adjust their learning based on the feedback received, and to set specific objectives to improve their performance. In this article, we highlight the specifics of students" self-assessment by presenting theories (cognitive control theory, self-determination theory) and self-assessment models used in practice. Based on the theoretical analysis, we identified the principles that can make the process of student self-assessment more efficient in the context of visible learning. Methodologically, a questionnaire and a test were applied, based on which we ascertained the students" opinion regarding their self-assessment process and the level of implementation of self-assessment in the didactic process. As a result, we formulated conclusions and recommendations for improving the process of self-assessment and formative assessment of students.
Keywords: autonomy, learning, students.
Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts
Dana Opre, Andrei Costea, Răzvan Jurchiș, Romiță Iucu
Abstract
The need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several types of cognitive prompts in activating learning strategies for studying an educationally relevant content by psychology students. Two empirical investigations were conducted in a realistic learning environment to test an instructional strategy which integrates cognitive prompts. The first experiment tested the effectiveness of prompts to stimulate deep and shallow processing, measuring immediate learning effects. The second experiment focused on long-term effects of the strategy. The findings indicate that prompts activating deep learning strategies resulted in a slightly improvement in students" performance, but this enhancing effect diminished over time. Cognitive prompts encouraging a deep learning approach can support the comprehension of complex content in a psychology course. Future research is suggested to identify conditions that facilitate long-lasting learning effects. Cognitive prompts may be an effective method for teaching psychology to support students’ efforts to understand a complex content. For enhancing the long-term impact of the method, teachers should explore other learning strategies.
Keywords: self-regulated learning, cognitive prompts, learning strategies, deep learning.
West University of Timisoara, Faculty of Sociology and Psychology, Department of EDUCATIONAL SCIENCES
