1. Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping ApproachIgor Vrečko, Maja Rožman, Karin Širec, 2024, izvirni znanstveni članek Opis: The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement.
Ključne besede: Sustainable Development Goals (SDGs), curriculum mapping, higher education, sustainability in economics and business education, faculty engagement
Objavljeno v DKUM: 16.12.2024; Ogledov: 0; Prenosov: 10
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2. Clinical reasoning needs to be explicitly addressed in health professions curricula : recommendations from a European consortiumIoannis Parodis, Lina Andersson, Steven J. Durning, Inga Hege, Jure Knez, Andrzej Kononowicz, Marie Lidskog, Tadej Petreski, Magdalena Szopa, Samuel Edelbring, 2021, izvirni znanstveni članek Opis: Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.
Ključne besede: clinical reasoning, curriculum development, curriculum mapping, health professions education, medical education
Objavljeno v DKUM: 08.10.2024; Ogledov: 0; Prenosov: 4
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3. Interdisciplinary Research in Teaching and Learning : New Perspectives and Approaches2024, znanstvena monografija Opis: The monograph titled "Interdisciplinary Research in Teaching and Learning: New Perspectives and Approaches," brings together 35 original scientific articles that explore the multifaceted dimensions of education. The contributions span a wide range of topics including innovative teaching methodologies, the integration of technology in learning, competency development, and educational psychology. Each article provides a unique perspective on how interdisciplinary approaches can enhance educational practices and outcomes. The collection aims to bridge theoretical insights with practical applications, offering valuable information for educators, policymakers, and researchers. By addressing contemporary challenges and proposing solutions, this monograph serves as a comprehensive resource for those seeking to understand and improve the complex landscape of modern education. The diverse viewpoints and rigorous research presented herein underscore the importance of collaborative efforts in advancing teaching and learning across various educational contexts.
Ključne besede: curriculum development, teaching strategies, educational technology, competency development, cognitive development
Objavljeno v DKUM: 18.09.2024; Ogledov: 0; Prenosov: 68
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4. Changed lifestyles during the COVID-19 pandemic : the need for health education in the curriculum of pedagogical studentsJoca Zurc, 2024, izvirni znanstveni članek Opis: The health education in schools became the focus of public attention during the global pandemic of COVID-19. Teaching practice changed to meet the increased demand for pupils’health, triggering a reevaluation of higher education curricula for pedagogical students. Therefore, this mixed methods study aimed to investigate the lifestyle of university students of pedagogy in Slovenia during the COVID-19 pandemic.One hundred and four students (87.4% females and 12.6% males) met the criteria and participated in an online survey in which they self-assessed their physical activity, eating habits, mental well-being, and sleep quality. The convergent parallel mixed methods design was used to obtain qualitative descriptions of student experiences withlifestyle domains and quantitative data on their attitudes towards the impact of lifestyle on physical and mental well-being during the pandemic. The results suggestthat the pandemic did significantly impact student lifestyles, especially their mental well-being. Although most students maintained a healthy lifestyle during the pandemic, they also reported a deterioration in other measured domains of health-related behaviour. Particular attention should, therefore, be paid to the curriculum of pedagogical students to develop their competences in health education and readiness toassume an active role as educators for their future pupils’ health.
Ključne besede: health education, university students, curriculum development, education professions, pedagogy, university students, mixed methods research
Objavljeno v DKUM: 13.05.2024; Ogledov: 238; Prenosov: 18
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5. The heterogeneous accentuation of economic content in vocational education : a starting point for occupation-specific human resource developmentChristoph Maus, 2015, izvirni znanstveni članek Opis: Background and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers.
Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers.
Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography
Conclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.
Ključne besede: education, economic education, curriculum, learning fields, institutionalized human resource development
Objavljeno v DKUM: 22.01.2018; Ogledov: 1040; Prenosov: 149
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6. Sustainability engineering educationPeter Glavič, 2006, izvirni znanstveni članek Opis: University sustainability education programmes in several European countries and the US have been compared to find common characteristics of the curricula in environmental science and engineering programmes. In particular, chemical engineering and applied chemistry departments have been focused here. Small, innovative European countries (Austria, Denmark, Finland, Ireland, Netherlands, Norway, Slovenia, Sweden, and Switzerland) have been in fore front. In bigger countries (France, Great Britain, Spain, and the US) programmes from some of the top 100 universities in Europe and the Americas have been considered, three from each country and seven from the US. The frequency of the courses in various groups and typical course titles are shown within each group. Evolution from pollution prevention courses to sustainability subjects is observed. The most employed textbooks are also provided.
Ključne besede: clean technologies, sustainable development, environmental protection, university sustainability education, curriculum
Objavljeno v DKUM: 30.05.2012; Ogledov: 3154; Prenosov: 108
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