1. Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping ApproachIgor Vrečko, Maja Rožman, Karin Širec, 2024, original scientific article Abstract: 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. Keywords: Sustainable Development Goals (SDGs), curriculum mapping, higher education, sustainability in economics and business education, faculty engagement Published in DKUM: 16.12.2024; Views: 0; Downloads: 5
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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, original scientific article Abstract: 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. Keywords: clinical reasoning, curriculum development, curriculum mapping, health professions education, medical education Published in DKUM: 08.10.2024; Views: 0; Downloads: 1
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3. Interdisciplinary Research in Teaching and Learning : New Perspectives and Approaches2024, scientific monograph Abstract: 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. Keywords: curriculum development, teaching strategies, educational technology, competency development, cognitive development Published in DKUM: 18.09.2024; Views: 0; Downloads: 57
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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, 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: 238; Downloads: 17
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5. Teachers’ impact on the implementation of human rights education in international Indian schools in KuwaitRadhika 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: 265; Downloads: 24
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6. Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth2023 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: 401; Downloads: 34
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8. Remote working management skills for HR professionals : handbook for trainersMarko 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: 1113; Downloads: 101
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9. Teaching vocabulary items related to the field of nursing at the secondary levelPetra 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: 1246; Downloads: 134
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10. The heterogeneous accentuation of economic content in vocational education : a starting point for occupation-specific human resource developmentChristoph 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: 1040; Downloads: 149
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