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1.
Changed lifestyles during the COVID-19 pandemic : the need for health education in the curriculum of pedagogical students
Joca Zurc, 2024, original scientific article

Abstract: 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.
Keywords: health education, university students, curriculum development, education professions, pedagogy, university students, mixed methods research
Published in DKUM: 13.05.2024; Views: 127; Downloads: 5
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2.
Teachers’ impact on the implementation of human rights education in international Indian schools in Kuwait
Radhika Lakshminarayanan, Suzana Košir, 2023, original scientific article

Abstract: With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teachcomprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.
Keywords: human rights, human rights education, international schools, Indian school curriculum, Kuwait
Published in DKUM: 12.04.2024; Views: 175; Downloads: 7
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3.
Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth
2023

Abstract: The monograph presents a part of the research work within the project "Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth (In-Comm Guide)," and underscores the significance of communication skills for both business success and personal development. These skills are deemed essential not only in academic achievements but also in the professional realm, with employers actively seeking them in prospective candidates. The monograph emerges as a product of the Erasmus+ initiative – the project was supported by the European Union and overseen by the Slovenian national agency CMEPIUS. Encompassing a consortium of institutions including the University of Maribor, University of Applied Sciences Zwickau, University of Pula, and University of Udine, the project aimed to develop communication skills curricula. This focus sought to bolster students' readiness for the job market while emphasizing non-verbal communication, sign languages, and linguistic proficiency, particularly in English. Within the monograph, the emphasis on innovative teaching methodologies, intercultural communication, and students' well-being converge. Moreover, attention is directed toward individuals with hearing impairments and the significance of non-verbal communication.
Keywords: teaching, travel writing, movement, sign languages and non-verbal communication, curriculum
Published in DKUM: 03.01.2024; Views: 331; Downloads: 12
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4.
International Conference Education and Gender 2022 : Book of Abstracts
2022

Abstract: The publication presents a collection of abstracts from the international conference Education and Gender. The papers focus on various aspects and intersections between education and gender. Along with the dissemination of the key results of the STELLA project, the publication brings new perspectives on the hidden curriculum, gender stereotyping and other elements in the content of education.
Keywords: gender, education, STELLA project, gender stereotyping, hidden curriculum
Published in DKUM: 11.10.2022; Views: 523; Downloads: 59
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5.
Remote working management skills for HR professionals : handbook for trainers
Marko Ferjan, Mojca Bernik, 2022, manual

Abstract: The handbook “Remote working management skills for HR professionals-HANDBOOK FOR TRAINERS” is related to online training for HR professionals. In the handbook, we present the curricular aspects of the training. The emphasis is on the following: list of skills for mangers; list of learning outcomes; list of learning contents; learning strategies and methods; learning materials; instructions for examination and grading; instructions for implementation. There are six learning modules in the list of learning contents: Communicational skills, Digital skills, Work-life balance, skills, Organizational skills, Leadership skills and HRM skills. For each learning module, we prepared the learning material: Case studies; Practical exercises; Questions and answeres; Multiple choice questions. The trainer also has available for each learning module: Power point presentations (5 files for each learning module); Lecture notes (10-15 pages for each learning module). Presentations and lecture notes are not included in this handbook. They are published separately.
Keywords: remote working, education, curriculum, human resources management, management, iorganisation
Published in DKUM: 27.07.2022; Views: 1055; Downloads: 81
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6.
Teaching vocabulary items related to the field of nursing at the secondary level
Petra Andrejašič, 2018, master's thesis

Abstract: In the following MA thesis professional language is presented in detail. Professional language is based on general one and characterized by technical terminology. It is an essential part of the lessons in vocational programmes, as it forms the basis for students’ future profession. According to the curriculum, a part of English lessons (English as a foreign language) in vocational programmes should be dedicated to professional language in order to prepare students for their career paths/professional activities throughout Europe. To gain as good learning outcomes as possible, it is of great importance that foreign language teachers integrate professional language into the lessons gradually and in cooperation with teachers of vocation specific subjects. Teachers plan professional foreign language lessons in accordance with the curriculum, while taking into account the needs and wishes of their students. In this way, they aim at efficient and successful learning and at the same time exercise one of the key guiding principles of successful teaching and learning – learner-centred teaching. Choosing appropriate vocabulary is of key importance, as well as giving clear, short explanations of new or unknown vocabulary items that are accompanied by examples of their use and, if needed, also by translations/mother tongue equivalents. Teachers should inform students of different learning strategies that facilitate their learning or acquiring new vocabulary. They should also decide on appropriate teaching methods that motivate students and contribute to their independent learning, as well as teaching/learning materials. As learning foreign languages usually starts with reading, its main features are presented in the MA thesis, focusing on reading professional foreign language texts. In the empirical part our research into the importance of learning professional language in foreign language classes is presented. The survey was carried out among third year students of the nursing school. The findings shows how important they consider learning a professional foreign language, how motivated they are for learning it, and if professional language test results were better compared to all the other foreign language tests.
Keywords: professional language, teaching professional foreign language, curriculum, teaching/learning materials, reading
Published in DKUM: 08.01.2019; Views: 1136; Downloads: 126
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7.
The heterogeneous accentuation of economic content in vocational education : a starting point for occupation-specific human resource development
Christoph Maus, 2015, original scientific article

Abstract: 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.
Keywords: education, economic education, curriculum, learning fields, institutionalized human resource development
Published in DKUM: 22.01.2018; Views: 997; Downloads: 138
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8.
Strategy of cross curricular connection at technology education as a factor of modern school
Amand Papotnik, 2009, original scientific article

Abstract: This contribution deals with the topic of inter-subject planning and connecting in technique and technology and as a factor of modern school by emphasizing the strategies of training-educational work in technique and technology. In this context the most suitable project task is being regarded as that strategy of training-educational work, in which the development of divergent thinking, creative compatibilities, acquiring, deepening, practicing and using the knowledge in the field of technique, technology, work organization, economics, ergonomics, ecology, informatics and computer science, industrial design, etc. is concerned. In such a constructed strategy the inter-subject planning and connecting can be represented and the tendency to acquire better knowledge can also be realized, because of the opinion of the constructivists who think that knowledge in its final form can neither be "given " to somebody else, nor it can be "accepted" by somebody else, but it should be rebuilt by everybody with his/her own mental activity and exactly in technique and technology the objective and subjective conditions for such a style and didactic system of training - educational work are being created.
Keywords: education, curriculum, cross curricular connection, technics and technology
Published in DKUM: 19.12.2017; Views: 1462; Downloads: 87
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9.
Neuroscience, world wide web and reading curriculum
Metka Kordigel Aberšek, 2012, original scientific article

Abstract: Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students' cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.
Keywords: cognitive skills, linear resding, neuroscience, reading curriculum
Published in DKUM: 15.12.2017; Views: 1450; Downloads: 135
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10.
From virtual library over dictum and intel until refine : a story about ten-years of reform of medical education in Bosnia-Herzegovina
Vladimir Šimunović, Hans-Günther Sonntag, Richard Marz, Maja Ostojić, Axel Horsch, Bojana Filej, Danica Železnik, Ana Marušić, 2008, review article

Abstract: The purpose of this paper is to recall how we, medical teachers in Bosnia-Herzegovina (BH), coped with the challenge of reform in higher education and to analyze what in our doing was fashion, which trends we have chosen to follow, and what were the real, substantial and tangible results of our work. Financial support for reform across the board came through the Trans-European Program for Co-operation in Higher Education in Central and Eastern Europe (Tempus), and, since 1997, the five schools of medicine in Bosnia and Herzegovina partnered with academic institutions from nine EU countries in seven granted Tempus projects. The results were tangible: a network of medical libraries was established; medical schools were assessed internally and externally; several important documents were drafted and agreed on; a core group of faculty from Bosnia and Herzegovina was trained in new teaching methods; and research was done and published. Not less important,there were also some less tangible, but perhaps even more important fruits of this cooperation. A sense of trust was established, which is essential for any future collaborative action. Representatives from all sides, previously divided by the war, had a chance to communicate with each other, dispelling some prejudices and regaining belief that it is possible to work together. This example of the schools of medicine of Bosnia and Herzegovina shows that higher education can be a favorable arena for reconciliation. Financial incentive can serve as a catalyst in the process and the presence of impartial partners (in our case, schools of medicine from the EU) proved beneficial for establishing and maintaining trust and good-will.The conclusion is that society rebuilding can be promoted indirectly,through formal education and professional engagement,not necessarily by pressing the “opposing” sides to talk about reconciliation and sign peace declarations.
Keywords: medical education, Tempus, ECTS, Quality assurance, curriculum reform, catalogue, knowledge and skills
Published in DKUM: 24.07.2017; Views: 2365; Downloads: 99
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