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Aim: This study aimed to develop a mobile application to assess the psychological well-being of university students. Material and Methods: Using an innovative and interdisciplinary approach, this study follows a rigorous methodology from September 2022 to June 2023. The development of the mobile application followed a systematic and structured process to ensure functionality, usability, and reliability. Throughout all stages of development, professional support was sought from information technology to ensure the technical robustness, reliability, and effectiveness of the application. The study embraces four developmental stages including needs identification, technical development, intervention design, and promotion. These stages ensure a studentcentered approach, while the application itself offers insights into depression, anxiety, stress, relationship violence attitudes, addiction, Internet addiction, sleep quality, and eating disorders. Results: A unique and all-inclusive mobile application was created to assess and enhance the psychological well-being of university students. With the real-time emotion monitoring feature of the application, students may keep an eye on their present emotional states and develop selfawareness. If long-term negative emotions are detected, the early warning system is activated and implemented. It provides uninterrupted referrals to qualified professionals for immediate response and support in emergency situations and an enhanced feedback mechanism for user complaints and suggestions. It also provides sensitive evaluation and triage processes by creating an anonymous system record to provide instant support, when necessary. The application also includes stress management guidance for students. Conclusion: This application provides real-time data that offers mental health professionals a comprehensive overview of students' psychological states. [ABSTRACT FROM AUTHOR]

ÖZ: Dijital dönüşümün küresel etkisi birçok alanda büyük değişimler yaratmaktadır. 2021 yılında bu etkinin yepyeni bir deneyime dönüştüğü Metaverse ise değişimin hızını daha da arttırmaktadır. Metaverse kullanıcıların dünyayı algılama, yaşama ve değerlendirme biçimini değiştirmektedir. Bu değişim üniversiteleri de etkilemekte ve gelecekte tamamen farklılaştırma potansiyeline sahip görünmektedir. Metaverse zaman ve mekân sınırlarını ortadan kaldırmanın çok ötesinde üniversite eğitim kalitesi için çok değerli olan eğitim içeriği ve eğitim ortamının meta varlıklarla yapılandırılmasında sınırsız olanaklar sunmaktadır. Çalışma, üniversitelerin Metaversity olma sürecinde yapılandırmaları gereken meta eğitim ekosistemi için üniversite öğrencilerinin algılarını ölçmeyi amaçlamaktadır. Buna yönelik olarak üniversite öğrencilerini iki gruba ayırarak toplamda 16 katılımcıyla odak grup görüşmeleri yapılarak içerik analizi gerçekleştirilmiştir. Aynı zamanda alanyazın taraması sonucu elde edilen bilgilerden hareketle ortaya konan meta eğitim ekosistem modelinin avantaj ve dezavantajları incelenerek girdi ve çıktılarının araştırma bulgularıyla keşfedilmesi hedeflenmiştir. Araştırma sonucunda metaverse hakkında bilgisi olan ve olmayan öğrencilerin algıları arasında farklılıklar tespit edilmiştir. Aynı zamanda modele metaverse geçiş oryantasyonu, dijital kimlikle etkileşim ve sosyalleşme rehberliği, operasyonel staj simülasyonu, küresel meta etkileşim ve geçmişten geleceğe meta tanıtım unsurları eklenmiştir. Temel olarak meta varlıklar, sürükleyici teknolojiler, gerçeklik türleri, ağ kalitesi ve sanal deneyim tasarımı gibi öğelerle zenginleştirilecek Metaversity öğrenme ortamı, sanal sınıflar ve sanal kütüphane gibi dijital deneyimlerle yüksek kalitede meta eğitim sunabilecek biçimde yapılandırılabilecektir. ABSTRACT: The global impact of digital transformation is leading to significant changes across various fields. This impact has been further accelerated by the influence of the Metaverse in 2021. The Metaverse is altering how users perceive, experience, and evaluate the world, including its potential to significantly impact universities and appear to have the potential for complete differentiation in the future. Beyond eliminating time and space constraints, the Metaverse offers unlimited possibilities for structuring education content and environments with meta-assets, which are highly valuable for university education quality. This study aims to measure university students' perceptions regarding the meta education ecosystem that universities need to structure in their journey towards becoming Metaversities. University students were divided into two groups for this purpose, focus group discussions were conducted with a total of 16 participants and content analysis was conducted. Additionally, based on the information gathered through literature review, the advantages and disadvantages of the proposed meta-education ecosystem model were examined, aiming to explore its inputs and outputs considering research findings. The study identified differences in perceptions between students who are knowledgeable about the metaverse and those who are not. Furthermore, the model was enhanced with elements such as metaverse transition orientation, interaction with digital identity and socialization guidance, operational internship simulation, global meta interaction, and elements of meta introduction from past to future. Essentially, the Metaversity learning environment, enriched with elements like meta-assets, immersive technologies, types of reality, network quality, and virtual experience design, can be structured to deliver high-quality meta education through digital experiences such as virtual classrooms and virtual libraries.

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Réfléchir et éduquer en termes de capacités au temps de la complexité n’est pas chose facile. Le processus de formation doit faire face aujourd’hui à un défi pressant, celui d’arriver à transmettre de nouveaux savoirs grâce à une démocratie cognitive à des personnes de plus en plus diversifiées surtout sur le plan culturel. Tout cela en présence d’un taux élevé d’obsolescence des compétences plus spécifiques et d’un taux significatif de mobilité des spécialistes, aspects qui rendent inéludable la réactualisation de la formation. Un processus qui doit permettre de réinventer, réadapter ses propres connaissances en temps réel, mais aussi de les re-contextualiser en présence d’une technique capable de dépasser rapidement et imprévisiblement des limites de pensée et d’action que semblaient infranchissables. Il s’agit alors d’arriver à programmer des cartes cognitives capables d’évoluer et respectueuses du principe d’un savoir ouvert aux défis de la nouvelle mondialisation et d’une innovation permanente. Cartes capables de restructurer l’organisation des compétences et de faire face aux défis de notre temps et à la complexité des aspects des dynamiques économiques actuelles.

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Ce texte ego-historique est consacré au récit d'un cheminement professionnel et personnel vécu lors d'une campagne de recrutement à l'Université. Ce travail développe une écriture originale qui vise à éclairer les circonstances et les vicissitudes d'un parcours singulier ayant orienté des choix. Dans ce texte inspiré de faits réels, à la croisée d'une réflexion ego-historique et d'une fiction littéraire, tous les noms et prénoms ont été changés. S'émancipant des codes académiques par sa forme hybride, ce travail n'en est pas moins le récit historique des tropismes d'une vie professionnelle conditionnée par l'institutionnel, le social, le culturel, mais également par des circonstances personnelles, familiales et intimes. Cette évocation d'une trajectoire humaine, perméable aux environnements divers et variés, est l'occasion de comprendre un itinéraire particulier dans le contexte spécifique de la période des recrutements des professeurs des universités. This autobiographical article recounts the professional and personal events experienced during a university recruitment campaign. It describes the conditions and the twists and turns of events which affected the choices the author made. The article, based on facts, falls midway between autobiographical reflection and literary fiction; all the names have been changed. And though it breaks away from the codes of academia because of its hybrid form, it remains a historical and factual account of the tropisms of a professional life conditioned by institutional, social, and cultural contexts, as well as by personal and family circumstances. This description of a human trajectory, permeable as it was to various and differing environments, provides an entry into understanding what can be involved in an individual's itinerary in the specific context of the period of recruitment of full professors in universities. [ABSTRACT FROM AUTHOR]

Nous proposons de caractériser l’organisation du numérique universitaire français, en examinant ses processus de fabrication, de fonctionnement et de gouvernance en interrogeant le concept de rhizome, développé en 1980 par Deleuze et Guattari. Par numérique universitaire français, nous entendons les technologies numériques qui sous-tendent le fonctionnement et la gestion de l’enseignement supérieur. Cet article vise à décrire les diverses formes organisationnelles observées (associations, groupements d’intérêt public, consortiums, établissements publics…), ainsi que leurs interactions, en adoptant une approche catégorielle dans une volonté de rendre intelligible cette organisation profondément organique, qui se développe de manière discrète par l’interaction des acteurs qui la composent. L’analyse de cette dynamique permet d’appréhender la complexité de l’écosystème numérique universitaire français et de comprendre comment les acteurs impliqués collaborent, interagissent et influencent l’évolution du système formant ainsi une forme de nouvelle gouvernance. En scrutant, au moyen d’entretiens menés ces deux dernières années ou d’informations récoltées de manière formelle et informelle, les mécanismes de cet écosystème, nous mettons en lumière les modes d’action des différents acteurs tels que les universités, les entreprises technologiques et les organismes publics. Cette approche offre une perspective rhizomique afin de permettre d’envisager l’évolution du numérique dans l’enseignement supérieur français.

Afin de former les personnes futures membres du personnel enseignant, un cours universitaire a été élaboré permettant à des étudiantes d’aborder des dimensions de la compétence numérique jusqu’alors absentes de leur formation. Le cours s’intéresse à la place et aux possibilités des laboratoires créatifs dans un contexte scolaire. Par son aspect réflexif et pratique, le cours aborde l’innovation pédagogique et la créativité. L’article relate les initiatives pour placer les laboratoires créatifs, leurs outils ou leurs façons de faire, au cœur de l’activité du cours. L’un des enjeux rapidement révélé par l’initiative a été l’arrimage d’un espace créatif et des apprentissages informels au contexte formel d’un programme universitaire.

Le temps est une ressource précieuse qu’on n’arrive jamais à ressaisir une fois qu’il est dilapidé. Mais lorsqu’il est bien géré, il produit de nombreux avantages observables en termes d’efficacité et de productivité au travail. A travers cette étude, nous nous proposons de déterminer si les étudiants de propédeutique de l’année académique 2020-2021, dans les Facultés de Polytechnique et de Pétrole et Gaz, connaissent la gestion de leur temps à l’université et de prouver qu’il existe une utilisation différentielle de cette réalité fuyante chez les apprenants de ces deux Facultés de l’Université de Kinshasa suivant les variables sexe et tranches d’âges. C’est ainsi qu’ un questionnaire relatif aux connaissances des étudiants sur la gestion du temps, les stratégies qu’ils utilisent pour mieux gérer celui-ci et les pistes de solution qu’ils proposent pour sa gestion efficace a été administré à un échantillon de 120 étudiants de Propédeutique issus de ces deux Facultés. Cette étude a le privilège de démontrer que nos enquêtés ont des connaissances sur la gestion du temps, même si le choix des stratégies pour une bonne gestion du temps est différent selon qu’on est étudiante ou étudiant.

Le texte qui suit prend son ancrage à partir du reproche encore et toujours fondé, de léthargie et d’attentisme fait à l’université par la société congolaise lors de l’évaluation du premier cinquantenaire de cette institution dans le pays (2004). A cette occasion, les congressistes ont dénoncé qu’au Congo, l’université est restée dans sa tour d’ivoire, renonçant au service qu’elle était censée rendre à la société dont elle est l’émanation. La Chaire de Dynamique Sociale (CDS), Centre de recherche interface université – société, se trouve présentée comme modèle à dupliquer par d’autres institutions universitaires du pays pour renforcer les capacités des mouvements associatifs qui se déploient tant bien que mal dans l’encadrement des communautés locales pour la promotion de la protection sociale.

Bilgi ve iletişim teknolojilerinin kurum ve kuruluşlar tarafından benimsenmesi hızla sürerken, durumun ülkelere göre, sektörlere göre farklılık göstermesi de bilinen bir gerçektir. Bu çalışmada Kırgızistan’da faaliyet göstermekte olan özel ve devlet üniversitelerinin Instagram kullanım durumları değerlendirilmektedir. Çalışmada öncelikle Instagram’ı aktif olarak kullanmakta olan üniversiteler belirlenmiş ve onların paylaşımları içerik analizine tabii tutulmuştur. İçerik analizi takipçi sayısı, paylaşımların formatı, dile göre dağılımı, takipçilerin tepkisi gibi kriterlere göre yapılmış ve karşılaştırmalı olarak analiz edilmiştir.Araştırma sonuçlarına göre, Kırgızistan’da üniversitelerin %43,3’ünün Instagram’a kayıtlı oldukları ve çok az bir kısmının aktif olarak kullandıkları tespit edilmiştir. Çalışmanın sonuçları Kırgızistan’daki üniversitelerin sosyal medya pazarlaması konusundaki genel durumunu görmeleri ve daha etkili olabilmeleri için gerekli olan ipuçlarını sağlaması açısından önemlidir.

Le coronavirus a bouleversé autant les habitudes sociales que professionnelles, les regroupements sur les réseaux sociaux et les réunions de travail à distance ont remplacé les échanges en présentiel. Confinement, distanciation, fermeture des établissements universitaires sont des phénomènes sans antécédents, les pratiques communicationnelles se sont vues s’accroitre via les plateformes, les messageries, les applications d’entreprise de communication. La covid-19 a surgi brutalement et a décrété l’urgence de se munir des dernières dispositions technologiques de la communication pour pallier les problèmes de la mobilité réduite qu’a engendrée la pandémie. Cet article relate une expérience d’enseignement en ligne : coopératif, collaboratif, asynchrone et synchrone via Messenger et Edmodo. Nous nous interrogeons sur leur apport vis-à-vis de l’enseignement au supérieur ainsi que sur le taux de satisfaction d’un apprentissage en mode virtuel. Ces services ont-ils assuré une continuité pédagogique et des échanges interactifs à distance.

Copyright of Osmangazi Journal of Medicine / Osmangazi Tip Dergisi is the property of Eskisehir Osmangazi University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Bu çalışmanın amacı espor dersi alan üniversite öğrencilerinin espora katılım motivasyonlarının incelenmesidir. Araştırmamız; temel felsefesi bakımından uygulamalı, amacı bakımından açıklayıcı, yöntemi bakımından nicel ve tarama, süresi bakımından kesitsel ve analiz birimi bakımından gruptan oluşmaktadır. Örneklem seçiminde amaçlı örnekleme tekniği kullanılmıştır. Çalışmaya 2022-2023 güz ve bahar döneminde Espor dersi alan 3 (6,1%) kadın, 46 (93,9%) erkek olmak üzere toplam 49 öğrenci gönüllü olarak katılmıştır. Araştırmada veri toplama aracı olarak Espor Katılım Motivasyonu Ölçeği ve 11 sorudan oluşan demografik bilgi formu kullanılmıştır. Veriler SPSS 25 paket programında analiz edilmiştir. Tanımlayıcı istatistiksel hesaplamalar yapıldıktan sonra veriler normal dağılım göstermediği için bağımsız değişkenlerde 2 tane grup olan değişkenler için Mann-Whitney U Testi, 3 ve daha fazla grup olan değişkenler için Kruskall-Wallis H Testi kullanılmıştır. Anlamlılık düzeyi 0,05 olarak alınmıştır. Öğrencilerin espor katılım motivasyonu ölçeği puanlarının grup içi karşılaştırma sonuçlarına göre; aylık gelir düzeyi, tercih edilen oyun türü, baba eğitim düzeyi ve üniversitede espor dersi alarak esporla ilgili kritik kazanım elde etme inancı değişkenlerine göre istatistiksel olarak anlamlı farklılık bulunmuştur (p

Bu çalışmanın amacı, üniversite öğrencilerinin engellilere yönelik tutumlarını incelemektir. Araştırmanın örneklemini Spor Bilimleri Fakültesi ve Eğitim Fakültesi’nde öğrenim gören 300 öğrenci oluşturmaktadır. Araştırmada verileri toplamak amacıyla, “Özürlülere Yönelik Tutum Ölçeği” kullanılmıştır. Üniversite öğrencilerinin cinsiyet durumuna göre engellilere yönelik tutumları eğitim ortamında, kişilerarası ilişkilerde, çalışma yaşamında, kişisel özelliklerde ve yetkinlik bağımsız yaşam alt boyutlarında anlamlı farklılık bulunmuştur (p0,05). Sonuç olarak üniversite öğrencilerinin cinsiyet, aylık gelir, anne ve baba eğitim durumuna göre engellilere yönelik tutumların olumlu olduğu görülmüştür. Öğrencilerin engelli yakını olma ve okuduğu sınıfa göre engellilere yönelik tutumlarında anlamlı farklılık görülmese de sayısal olarak tutumların olumlu olduğu söylenebilir. Toplumundaki engelli algısının daha iyi olması için engelli bireylerin toplum içerisinde daha fazla yer alması ve aktif olması gerektiği düşünülmektedir.

Dans le cadre de cette contribution, notre ambition est de produire une analyse de la structuration des formations pour les enseignant·e·s d’éducation physique dans le cadre des décennies qui vont précéder la mise en place des Hautes Écoles Pédagogiques, entre les premières dynamiques d’universitarisation des sciences du sport et une sportivisation s’accélérant, dans un cadre politique singulier, avec une branche – l’éducation physique – dont une partie de la gouvernance est fédérale, dans un pays où l’école est cantonale. La temporalité de notre enquête démarre en 1972 avec la mise en application de la première Loi fédérale encourageant la gymnastique et les sports et s’étend jusqu’à l’orée des années 2000, autour de l’entrée en vigueur de la Loi fédérale sur les hautes écoles spécialisées (HES).

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In this study, it was aimed to determine the relationship between the participation levels of academicians in recreational activities and their subjective well-being. A questionnaire was used as a data collection technique in the study and applied to a total of 393 academicians from Harran University, Afyon Kocatepe University and Çanakkale Onsekiz Mart University. In the analysis of the obtained data, in addition to descriptive statistics, t test, analysis of variance and correlation analysis were used. According to the results of the research, singles, young people and research assistants participate in recreational activities at a higher level. However, the subjective well-being levels of women, young people, research assistants and those with low seniority were found to be higher. In the study, a positive, moderate and significant relationship (r=0.402) was found between the levels of participation in recreational activities in general and general subjective well-being. On the other hand, it was determined that the subjective well-being dimensions most affected by recreational activities were "friend relationships" (r=0.498), "activities of interest" (r=0.455) and "family relationships" (r=0.443), respectively. In addition, it was found that the recreational activities that most affected subjective well-being were "cultural activities" (r=0.471). [ABSTRACT FROM AUTHOR]

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Au centre de cette étude, se trouve posée la question de savoir si le Plateau des Résidents de l’Unikin est une cité à part ou comme toutes les autres de Kinshasa ? Considérant la philosophie de marchandisation qui préside à sa gestion et à celle de l’ensemble de cette institution universitaire, la présente étude démontre que ce Plateau est devenu, depuis plusieurs décennies, une cité comme toutes les autres de la capitale congolaise.

Résumé Notre étude avait pour but d’évaluer de façon indirecte les pratiques d’enseignement associées au cours d’éducation à la citoyenneté. Pour ce faire, nous avons colle cté auprès d’un échantillon de 203 étudiants de premières années de graduat de l’Université de Kinshasa, au moyen d’une enquête par questionnaire, des informations perceptuelles concernant le contenu du cours d’éducation à la citoyenneté, ses finalités et objectifs, l’organisation de ses enseignements et l’évaluation des étudiants, ainsi que le niveau de satisfaction des étudiants à l’égard de ses différents aspects. L’analyse des informations ainsi collectées a permis d’aboutir aux résultats suivants : (i) les étudiants ont retenu, dans le cours d’éducation à la citoyenneté, les notions de droits et devoirs des citoyens, ainsi que celles de liberté et de valeurs civiques. Ils ont estimé que les enseignants devraient insister davantage sur les valeurs civiques et morales, la responsabilité et la liberté des citoyens, les droits et devoirs des citoyens, la démocratie et le développement ; (ii) ils se souviennent des objectifs et finalités du cours d’éducation à la citoyenneté, tels que : former à la connaissance des droits et devoirs des citoyens, éveiller la prise de conscience et sensibiliser à l’auto prise en charge. D’après eux, les enseignants de ce cours devraient insister sur les objectifs et finalités suivants : rendre responsable, éveiller la conscience, apprendre à connaitre et à exercer ses droits et devoirs en tant que citoyen, développer les valeurs civiques et informer sur les institutions et leur fonctionnement ; (iii) ils ont estimé que les enseignements du cours d’éducation à la citoyenneté qu’ils ont suivis sont théoriques et magistraux, avec des travaux pratiques en groupe ou individuels consistant à défendre un rapport rédigé par les étudiants et portant sur un thème donné ; (iv) ils ont éprouvé un sentiment d’insatisfaction quant à l’organisation des travaux pratiques et à l’évaluation des étudiants. Abstract Our study aimed to indirectly assess the teaching practices associated with the citizenship education course. To do this, we collected from a sample of 203 students of the first years of graduating from the University of Kinshasa, by means of a questionnaire survey, perceptual information concerning the content of the citizenship education course. , its aims and objectives, the organization of its teaching and the evaluation of students, as well as the level of student satisfaction with regard to its various aspects. The analysis of the information thus collected made it possible to achieve the following results: (i) the students retained, in the course of citizenship education, the notions of rights and duties of citizens, as well as those of freedom and civic values. They felt that teachers should place more emphasis on civic and moral values, responsibility and freedom of citizens, rights and duties of citizens, democracy and development; (ii) they remember the objectives and purposes of the citizenship education course, such as: training in knowledge of the rights and duties of citizens, raising awareness and raising awareness of self-care. According to them, the teachers of this course should insist on the following objectives and purposes: to make responsible, to awaken the conscience, to learn to know and to exercise his rights and duties as a citizen, to develop civic values and to inform about the institutions. and how they work; (iii) they considered that the lessons of the citizenship education course that they followed are theoretical and formal, with practical work in groups or individuals consisting in defending a report written by the students and relating to a given theme ; (iv) they felt dissatisfied with the organization of practical work and the evaluation of students.

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Maps are critical for university campuses, as they help students, staff, and visitors navigate the often-scattered array of buildings that have grown over time. However, most campus maps do not contain critical pedestrian-level navigation information such as sidewalks, stairs, and entrances. This void is especially problematic for one in five people with mobility-related disabilities, whether temporary, permanent, or invisible. In this research, we set out to create more inclusive and accessible campus maps. Using Vancouver Island University's Nanaimo, BC campus as a case study, we present a methodology for creating an access map and discuss the impact the map, data, and project overall has had on the campus community and facilities services. In sharing this research methodology, we want to enable and advocate for all campuses to create access maps. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ont été analysées au moyen d’un grand nombre d’indicateurs les annotations présentes dans plusieurs centaines de résumés ou de synthèses élaborés par des primoétudiants inscrits dans un bachelier en Droit. Je me suis centrée sur les pratiques évaluatives de quatre assistants, à qui ont été confiés des séminaires en sciences humaines (criminologie, sociologie, histoire contemporaine). Les analyses montrent des résultats assez divergents par rapport aux études existantes en la matière.

Les universités de l’Afrique en général, et des universités congolaises en particulier, sont confrontées par des multiples problèmes pour bien accomplir leur mission. Beaucoup d’études ont été déjà menées sur la situation à venir du continent africain et d’autres sont en cours. A titre d’exemple, une étude récemment pilotée par le club du sahel a porté sur le projet d’avenir à long terme de l’Afrique de l’Ouest. Cette étude basée sur la période de 1930 à 1990 et prévoyant les évolutions sur la période de 1990 et 2020, abouti aux résultats suivants : entre 1990 et 2020, la population du continent va doubler, plus particulièrement la population des villes, en raison de l’exode rural, aura passé de 1/3 à 2/3. La société ne peut guère se passer de l’université et l’université ne peut pas bien accomplir sa tâche sans l’appui de la société pour son développement intégral. L’université africaine doit elle aussi changer, elle doit s’adapter à l’évolution socio-économique et politique de la société. L’Afrique devra y présenter comme une force créatrice des transformations structurelles et des complémentarités ponctuelles ou latente.

Cette étude vise la connaissance des représentations des étudiants de la première année Master du département de français de l’université de Saïda vis-à-vis de la possibilité du maintien de l’activité de l’oral à l’ère de la COVID-19. Dans le cadre formel de cette enquête, il a été évalué chez ces étudiants, la maîtrise des outils numériques mis en place dans le but d’assurer une continuité de formation. De même, un intérêt particulier a été accordé à l’exploitation de l’image comme support didactique pour un enseignement / apprentissage de la compétence orale. Au cours de cette enquête, les étudiants ont pris conscience de l’intégration de ces moyens numériques, qui sont en cours d’adaptation dans leur vie estudiantine. L’image joue un rôle très important dans le déclenchement de situations verbales authentiques en permettant le développement de la compétence orale.

La pandémie de SARS-CoV-2 a perturbé profondément la façon dont les enseignants universitaires travaillent, et la façon dont les étudiants étudient. L’enseignement en distanciel a apporté avec lui des solutions pédagogiques, mais l’expérience d’une année et demie a démontré que le e-learning a des caractéristiques propres, et il faut s’interroger sur ses apports. Cette interrogation est posée à propos de l’enseignement universitaire du droit, à travers l’analyse et les réflexions de deux enseignants et de deux étudiants, au sein de deux universités européennes (à Porto et à Budapest). L’article aborde les questions théoriques et pratiques posées: quelles sont les façons d’assurer une préparation pratique des étudiants à distance? Les régimes hybrides sont-ils meilleurs que les régimes entièrement à distance? Enfin, ce type d’enseignement peut-il faire perdre à l’enseignement juridique ses qualités intrinsèques, alors même que ce dernier constitue l’un des piliers de la démocratie?

Réfléchir et éduquer en termes des capacités au tempe de la complexité n’est pas chose facile. Le processus de formation aujourd’hui doit faire face à un défi pressant celui d’arriver a transmettre des nouveaux savoir grâce à une démocratie cognitive a des personnes de plus en plus diversifies surtout sur le plan culturel. Tout cela en présence d’un taux élevé d’obsolescence des compétences plus spécifiques et d’un taux significatif de mobilité des spécialistes, aspects qui rendent inéludable la réactualisation de la formation. Un processus qui doit permettre de réinventer, réadapter ses propres connaissances en temps réel, mais aussi de les recontextualiser en présence d’une technique capable de dépasser rapidement et imprévisiblement des limites de pensée et d’action que semblaient infranchissables. Il s’agit alors d’arriver a programmer des cartes cognitives capables de se évoluer et respectueuses du principe d’un savoir ouverte aux défis de la nouvelle mondialisation et d’une l’innovation permanente. Cartes capables de restructurer l’organisation des compétences et de faire face aux défis du notre temps, et à la complexité des aspects des dynamiques économiques actuelles

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gestion et Management Public is the property of Association Internationale de Recherche en Management Public (AIRMAP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT: Social media platforms can be described as the most important communication tools of the digital age. Using social media comes to forefront as a new norm in terms of increasing the institutional reputation and globalization of universities. Thanks to social media, universities catch an opportunity of communicating with current and new students, as well as to develop new projects, collaborations and other scientific research with individuals or institutions in many parts of the world. While many posts with different content are shared in the social media accounts of universities with thousands of followers, only the content that is deemed valuable by other social media accounts can create interaction. For this reason, the increase in content that is not considered valuable by the followers can reduce the effectiveness of the social media account. In this direction, within the scope of this research, it is intended to examine Twitter accounts of universities with content analysis method and to compare the posts made between universities. Based on this purpose, the findings obtained by examining the Twitter accounts of the ten universities with the highest globalization score in Turkey between April and September 2021 were examined on the basis of a systematic categorization and the findings were evaluated. According to the research findings, it has been concluded that the focus of posts on social media accounts of universities in Turkey consists of promotion and information activities. It has been observed that posts about academic activities were limited. It is predicted that universities' differentiation and enrichment of the content of their posts will increase the effectiveness of their social media accounts, and it is recommended to universities to include more scientific studies in the posts. ÖZ: Sosyal medya platformları, dijital çağın en önemli iletişim araçları olarak görülmektedir. Üniversitelerin kurumsal itibarının yükselmesi ve küreselleşmesi açısından sosyal medyanın kullanılması yeni bir norm olarak ön plana çıkmaktadır. Sosyal medya sayesinde üniversiteler, mevcut ve yeni öğrencilerle iletişim kurmanın yanı sıra dünyanın pek çok farklı bölgesindeki bireyler veya kurumlarla yeni projeler, işbirlikleri ve diğer bilimsel araştırmalar geliştirebilme fırsatını elde etmektedir. Üniversitelerin binlerce takipçiye sahip sosyal medya hesaplarında farklı içeriklere sahip pek çok paylaşım yapılmakla birlikte, yalnızca diğer sosyal medya hesapları tarafından değerli görülen içerikler etkileşim yaratabilmektedir. Bu nedenle, takipçiler tarafından değerli görülmeyen içeriklerin artması sosyal medya hesabının etkinliğini düşürebilmektedir. Bu doğrultuda, çalışma kapsamında üniversitelerin Twitter hesaplarının içerik analizi yöntemiyle incelenerek yapılan paylaşımların üniversiteler arası kıyaslanması amaçlanmıştır. Bu amaçtan yola çıkarak, Türkiye’de en yüksek küreselleşme skoruna sahip on üniversitenin Nisan – Eylül 2021 tarihleri arasında Twitter hesaplarından yaptığı paylaşımlar sistematik bir kategorizasyon temel alınarak incelenmiş ve elde edilen bulgular değerlendirilmiştir. Araştırma bulgularına göre, Türkiye’deki üniversitelerin sosyal medya hesaplarındaki paylaşımlarının odağının tanıtım ve bilgilendirme faaliyetlerinden oluştuğu sonucuna ulaşılmıştır. Akademik faaliyetlerle ilgili paylaşımların ise sınırlı sayıda olduğu görülmüştür. Üniversitelerin; paylaşımlarının içeriklerini farklılaştırmalarının ve zenginleştirmelerinin sosyal medya hesabının etkinliğini arttıracağı öngörülmekte olup yapılan paylaşımlarda bilimsel çalışmalara daha fazla yer verilmesi önerilmektedir.

Notre article pose le problème de l’encadrement des étudiants dans le domaine des travaux scientifiques, précisément les mémoires, dans les universités publiques d’Afrique en générale et du Sénégal en particulier. Il s’agit pour nous de mettre l’accent sur le déficit d’encadrement des étudiants de fin de cycle de l’Institut National Supérieur de l’Éducation Populaire et du Sport (INSEPS) et de l’École Supérieure d’Économie Appliquée. A cet effet, nous allons d’abord décliner quelques axes de la problématique, ensuite proposer la méthodologie à adopter et enfin formuler, après l’analyse des résultats, des recommandations face à cette question.

İslamî ilimler, İslam bilimleri kavramı modern üniversite çatısı altında faaliyet gösteren İlahiyat fakültelerinin akademik yapılanmasını tanımlamasının yanında, ilgili akademik birimlerin eğitim-öğretim programında da yer almaktadır. İslamî ilimleri oluşturan disiplinlerin (kelam, tefsir, hadis, fıkıh/İslam hukuku vs.) geleneksel literatürde tanımlandıkları kavramların aynılarıyla anılmaları zaman zaman tartışmalara konu olmuştur. Klasik adlandırmaların korunmasına karşı çıkanlar, yeni bir disiplin gözüyle bu bilgi türüne bakılmasını savunmaktadırlar. Diğer yandan bu ilimlerde izlenen geleneksel yöntemlerin ve hedeflerin aynıyla korunup korunmayacağı da üzerinde durulan önemli konulardan birisidir.Bu makalede İslamî ilimlerin köken, meşruiyet ve yöntemle ilgili kadîm sorunlara dikkat çekilecek ve modern zamanlarda bu ilimlerin karşı karşıya kaldıkları problemler ele alınacaktır. Dünyada yaşanan paradigma değişimlerinin Müslüman dünyada yol açtığı toplumsal ve zihinsel dönüşümler tartışılacak ve bu sürecin İslamî ilimler üzerindeki etkileri incelenecektir.

Counterclaims: Examining and contesting white entitlement to the space of the university through the labour of anti-racist student organizers Counterclaims: Hope and student labour in the university Anti-racist student organizers demonstrate hope by refusing the parameters of what is deemed possible in universities embedded in whiteness. If we want to know how to address racism in the university, and how to navigate the schism required of white actors, it is by following student anti-racist leadership rooted in and routed through the hope for a university where there is racial justice - towards a different university entirely. Keywords: whiteness; racialization; university; Canada; affect; pouvoir blanc; racisation; université; représentations EN whiteness racialization university Canada affect FR pouvoir blanc racisation université représentations 595 606 12 09/12/22 20220901 NES 220901 Introduction and context Increasingly, Canadian universities have been driven - or rather pushed - to respond to the crises of institutional racism, colonialism, and anti-Blackness embedded in and circulating through the university. [Extracted from the article]

We describe the CEGEP (collèges d'enseignement général et professionnel) innovation of the late 1960s in Quebec and study its early effect on total years of schooling in the province, with Ontario as control. We first compare the broad trends in post-secondary enrolment and credentials in Quebec and Ontario over the long period of 1960–2018. We then estimate the effect of the CEGEP reform on total years of schooling of the cohorts that were initially treated. To this end, we apply a simple difference-in-differences methodology to 2001 Census microdata for Francophone and Anglophone men and women. We find that the effect of CEGEPs has been broadly positive and significant. [ABSTRACT FROM AUTHOR]