Search

In order to further develop West German information services for education, it is suggested that the ERIC structural model--a coordinating central office and a network of clearinghouses--be developed as a continuation of the existing "Dokumentationsring Padagogik" (DOPAED) documentation service. (16 references) (EJS)

There are currently many online resources for medical education during residency and beyond in anesthesiology, intensive care, pain, emergency and palliative medicine. From traditional textbooks and in-person events to learning platforms, apps, podcasts, simulation training and even virtual reality, there are many ways to supplement traditional residency curricula and continuing medical education. The coronavirus disease 2019 (COVID-19) pandemic has been instrumental in making medical education content more accessible and, among other things, accelerate the transfer of knowledge. To include all colleagues in the goal of life-long learning using these modern tools, we recommend the development of a digital media concept that is individually tailored to each department of anesthesiology. First, the goals of the department should be defined, e.g., can existing teaching materials be made more digitally accessible for asynchronous learning? Then, department resources should be compiled, e.g., what learning platforms are already being used and if and how social media should play a role? One or more persons should be named responsible and maintain the new concept. In this context, it is essential to develop quality criteria to properly assess the digital content. With the support of the department, conventional teaching methods can be combined with new digital possibilities in residency education and beyond. In this way, individual shift models, various levels of participation in live teaching events and different types of learners can be taken into account. These diverse digital tools can enrich the training and further education of every team member in an anesthesiology department and will accompany us well into the future. [ABSTRACT FROM AUTHOR]

Copyright of Deutsches Institut für Wirtschaftsforschung: DIW-Wochenbericht is the property of DIW Berlin 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 Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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 Forensische Psychiatrie, Psychologie, Kriminologie is the property of Springer Nature 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 Manuelle Medizin is the property of Springer Nature 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 Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature 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.)

Whereas in this part of the world, there are currently complaints about the loss of relevance of educational science as a discipline (H.-E. Tenorth), an inspiring discourse on the theory and implementation of Education 5.0 can be observed, particularly in developing and emerging countries. A search for clues as a narrative review! [ABSTRACT FROM AUTHOR]

Copyright of Pädiatrie & Pädologie is the property of Springer Nature 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 BHM Berg- und Hüttenmännische Monatshefte is the property of Springer Nature 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 Rechtsmedizin is the property of Springer Nature 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.)

Çalışmanın amacı Kırgızistan’da Sovyet eğitim sistemini inceleyerek Bolşeviklerin Ruslaştırma politikalarını ve akislerini ortaya koymaktır. Çalışmada dönemin ana kaynaklarına başvurularak araştırma eserlerden de faydalanılmıştır. Bazı bilim adamları Sovyetler Birliği sayesinde Kırgızların ilk defa eğitim gördüklerini iddia etmektedir. Diğer bilim adamları ise Kırgızların eğitim yoluyla sömürülerek Sovyet propagandasına hizmet ettirildiklerini savunmuşlardır. Bu çalışmayı gerçekleştirmemizdeki gayemiz devrim öncesi ve Sovyet dönemi eğitim sistemini inceleyerek meselenin perde arkasına ışık tutmaktır. Çarlık döneminde Kırgızların yaşadığı bölgelerde yeterli düzeyde mektep ve medresenin varlığı ve öğrenci mevcudu dikkate değerdir. Ancak bu eğitim kurumları Çarlık Rusya tarafından eğitim yuvası olarak kabul edilmemiştir. Çünkü Çarlık zamanında Rusya’da eğitim yaygın olarak misyoner papazlar tarafından yürütülmüştür. Kilise eğitiminin karşısında mektep ve medrese eğitimi doğal olarak kabul görmemiştir. Sovyetler Birliği de Kırgızistan’da sosyal misyonerlik yürüterek kendi ideolojisine hizmet etmeyen hiçbir eğitim kurum ve kuruluşunun varlığını kabul etmemiştir. Birinci görüşü savunanların dayanak noktası burasıdır. Sovyetlerin Kırgızistan eğitim politikası ayrıntılı olarak incelendiğinde derin bir Ruslaştırma faaliyetinin olduğu karşımıza çıkmaktadır. Bolşevik ideolojiyi savunan yeni nesiller yetiştirilmek üzere eğitimin planlandığı ve gençlik örgütlenmelerinin okullarda önemli görevler üstlenerek Sovyet propagandası yaptığı görülmektedir. İkinci tezi savunan bilim adamlarının görüşlerinin temelini burası oluşturmaktadır. Çalışmamız ikinci görüş üzerine yoğunlaşmış ve eğitim siteminin yapısı ve işleyişi ele alınmış ve sonuçları analiz edilmiştir.

Teletandem is a virtual exchange context designed by Telles and Vassallo (2006), in which two learners of different foreign languages meet in video conferencing platforms so that one helps the other in their learning process. These meetings are divided in two parts, each of them focused on the use of one of the languages, so that both have the opportunity to practice their target language. Since 2019, a thematic teletandem has been carried out so that participants do tasks related to the discussion of literary texts, which was named Literatandem. In this practice report, an interaction will be presented, in which two partners discussed a Literatandem activity to demonstrate how sharing interpretations of a literary text can expand the understanding of a text in a foreign language. As a result, it was noted that the tasks incited participants to exchange prior knowledge and negotiate meaning, which expanded the way they perceived language and allowed them to have new interpretations of the texts.

In this practice report, we present a practical experience of a virtual exchange carried out by a Belgian and a Brazilian professor from two research intensive universities in Northwestern Europe and in Latin America, respectively. Particularly, this paper is focused on how we designed a common syllabus in a specific topic of STEM, aiming to explore math and computer science skills of the students, and how we implemented this virtual exchange step by step, despite the students being from different courses and different levels of degree. In addition, we discuss the pros and cons of the process from the instructors’ perspective as well as under students’ views, and provide some suggestions to be applied and tested for future virtual exchanges in this field. Overall, this practice report reinforces our deep reflection about the results and desire to share our STEM syllabus to encourage other colleagues to apply it (or modify it) for different courses.

Es liegt noch nicht lange zurück, da schien Frieden in Europa Gewohnheit zu sein und in anderen Regionen denkbar. Das Jahr 2022 traf die europäische Bevölkerung dementsprechend unvorbereitet. Inzwischen scheint Frieden nur noch ein Wort zu sein. Er wird zwar gefordert, doch haben sich die Politik, die Wirtschaft, die Medienberichterstattung, vor allem auch das soziale Miteinander dem vermeintlichen Sachzwang Krieg untergeordnet. Die Meinungen dazu sind festgefahren, sodass Diskussionen häufig ins Leere führen. Insofern ergibt sich für die Erwachsenenbildung die Herausforderung, die vielfältigen Dimensionen von Krieg und Frieden aufzuzeigen, zu dekonstruieren und die kritische Reflexionsfähigkeit zu fördern. Die Autor*innen dieser Ausgabe begeben sich auf die Suche nach möglichen Antworten und Denkanstößen, wie die Erwachsenenbildung diesen Herausforderungen begegnen kann, und beschäftigten sich u.a. mit gewaltsensibler Kommunikation, pädagogischer Professionalisierung und kritischer Friedensbildung. Es empfiehlt sich, Anregungen weiterzudenken, einander zuzuhören und miteinander im Gespräch zu bleiben, auch wenn manche Standpunkte zunächst weit voneinander entfernt zu sein scheinen. (Red.)

Die Präsentation des Konzepts „Kultur des Friedens“ durch die UNESCO im Jahr 1999 gilt dem Autor zufolge als eine der wichtigsten friedenspädagogischen Weichenstellungen der Zeit nach 1945 und ist unverzichtbar für friedenspädagogische Orientierungsversuche. Der Beitrag greift diese Grundlage auf und verknüpft sie mit ökologischen und postkolonialen Ansätzen. Diese fordern Solidarität zwischen Menschen untereinander und zwischen allen Lebewesen auf unserem Planeten. Sie plädieren dafür, globale Machtverhältnisse und rassistische Ideologien kritisch zu reflektieren. Friedensbildung verbindet damit Global Citizenship Education mit Planetary Citizenship. Bezugnehmend auf den russischen Angriffskrieg auf die Ukraine setzt sich der Autor kritisch mit Positionen auseinander, die Friedensbildung für obsolet erklären und stattdessen materielle und geistige Aufrüstungen sowie Kriegstüchtigkeit propagieren. Er plädiert für einen pluralistischen pädagogischen Zugang, der den Lernenden alle vorhandenen Positionen zugänglich macht und dabei ergebnisoffen bleibt. Denn Bildung dürfe nie zur Indoktrination werden. Da Erwachsene bereits eine Urteilsfähigkeit entwickelt haben, hat besonders die Erwachsenenbildung die Chance, dass pädagogisches Wirken zu gesellschaftlicher Veränderung führt. (Red.)

(Politische) Erwachsenenbildung ist aus der Perspektive der Autoren ein wesentlicher Ort, um geflüchtete Menschen in ihren biographischen Umbrüchen und bei der Verarbeitung kollektiver Gewalterfahrungen zu unterstützen und damit vor allem ihre gesellschaftlich-politische Teilhabe in den Aufnahmegesellschaften zu fördern. Der Beitrag stellt mit Bourdieus Konzept der symbolischen Gewalt einen Ansatz vor, mit dessen Hilfe sich Erwachsenenbildung gewaltsensibler ausrichten kann. Die Autoren formulieren zwei pädagogische Grundsätze: dem Thema Gewalt Raum geben und im Sprechen über Gewalt keine neue Gewalt produzieren. Als methodische Ansätze bieten sich u.a. Verständigungs- und Austauschräume oder die Biographiearbeit an, um Menschen darin zu unterstützen, ihre Gewalterfahrungen zu reflektieren. (Red.)

Angesichts der aktuellen kriegerischen Auseinandersetzungen müssen wir uns an die Option des Friedens und dessen konkrete Umsetzung im Kontext nachhaltiger Bildungsarbeit erinnern. Aber was ist Frieden, in welchem Zusammenhang steht er zum menschlichen Grundbedürfnis der Sicherheit und was hat das mit Nachhaltigkeit zu tun? Frieden ist stets in Bewegung und Neujustierung, Sicherheit ist hingegen ein zu erhaltender Rahmen als Ausgangspunkt, um Frieden entwickeln zu können. Darüber hinaus ist nachhaltiger Frieden nur jenseits militärischer Logik denk- und umsetzbar, wohingegen Sicherheit meist im Zusammenhang mit Verteidigungspolitik, also militärisch begriffen wird. Der Autor plädiert dafür, das Konzept der Sicherheit neu zu denken: weg von der militärischen hin zur zivilen Sicherheitslogik, in der es u.a. um die Förderung von Mediation und Gewaltfreier Kommunikation (GFK) geht. Sowohl-als-auch statt Entweder-oder ist nur ein Beispiel für die Methode und Haltung der GFK nach Marshall B. Rosenberg. Sie kann zum Frieden mit uns selbst, den anderen und der gemeinsam geteilten Umwelt beitragen. Fazit: Nachhaltiger Frieden ist ein Prozess und muss stets neu gelernt werden. Dafür braucht es umfassende qualitätsvolle Bildungsangebote über die Lebensspanne mit universal-globaler Perspektive, wie sie etwa das Konzept der aufgeklärt-kritischen Global Citizenship Education (GCED) einnimmt. (Red.)

In der Bildungsarbeit mit Frauen*, die Kriegs- und Fluchterfahrung mitbringen, bedarf es einer reflexiven pädagogischen Haltung, die diversitätsbewusste ressourcenorientierte Bildungsansätze mit traumapädagogischen Ansätzen verbindet. Das beinhaltet u.a., sich struktureller Gewalt, gesellschaftlicher Machtverhältnisse und der jeweiligen Dominanzkultur, die vorgibt, was „normal“ ist, bewusst zu sein, über die Regionen und Kriegszustände, aus denen die Frauen* kommen, Bescheid zu wissen, aber auch psychologisches Wissen um Traumata und Dissoziationen. Es gilt, mutige und geschützte Räume herzustellen, in denen die Teilnehmerinnen* ihre Erfahrungen besprechen können und sie von den Zuhörer*innen Anerkennung erhalten. Wie diese Räume ausgestaltet werden können, führen die Autorinnen* anhand konkreter Konflikte aus ihrer pädagogischen Praxis in einer feministischen Mädchenberatungsstelle in Klagenfurt/Celovec aus, wo sie Projekte mit arbeitsmarktpolitischem Schwerpunkt für 15- bis 30-jährige Mädchen* und junge Frauen* durchführten. (Red.)

Krieg und Frieden erscheinen medial häufig als Gegensatzpaar. Die Politikwissenschaft stellte der Friedenslogik allerdings traditionell nicht die Kriegslogik, sondern die Sicherheitslogik gegenüber. Die Idee dahinter war aufzuzeigen, dass zu starkes Sicherheitsstreben als Kriegsvorläufer fungieren kann und es aus friedenslogischer Sicht zu spät ist, erst beim Kriegsbegriff anzusetzen. Die Autorin fasst die Hintergründe von Friedens- und Sicherheitslogik aus politikwissenschaftlicher Perspektive zusammen und stellt diese in Kontext zum Kriegsbegriff. Begriffsbedeutungen seien dabei stets zu überprüfen und in Verbindung zu aktuellen politischen Ereignissen zu setzen. Erwachsenenbildung könne als Friedensbildung einen wichtigen Beitrag leisten, indem die hier diskutierten Begriffe, ihre Bedeutung und ihre gesellschaftliche Kontextualisierung in Bildungsprozessen hinterfragt und damit verbundene Ängste und Misstrauen benannt werden. (Red.)

Im vorliegenden Beitrag macht sich die Autorin Gedanken zu Kriegen und setzt sie in ein Verhältnis zu Frauen und Friedensbewegungen. Historische Fragmente feministischer Friedensinitiativen sollen dem von der Autorin attestierten Vergessen friedensbewegter Frauen entgegenwirken. In den 1970er und 1980er Jahren setzte sich z.B. die Bewegung „Frauen für den Frieden“ in Westdeutschland und Österreich gegen Militarisierung sowie gegen die Einbeziehung von Frauen in die Bundeswehr ein. Im Kontext aktueller Kriegsgeschehen lässt sich in Bezug auf feministische Bewegungen statt des Anknüpfens an Widerstandsbemühungen der Vergangenheit allerdings ein Richtungswechsel erkennen, der die Beteiligung an Militarismen als Emanzipation verkauft. In diesem Sinn wirbt auch das Bundesministerium für Landesverteidigung (Verteidigungsministerium) in Österreich mit dem „freiwilligen Grundwehrdienst“ für Frauen und die Nordatlantikpakt-Organisation (NATO) bemüht sich, Frauen an kriegstreibenden Militärplänen zu beteiligen. Die Autorin plädiert dafür, nicht mehr Frauen an Machtpositionen zu beteiligen, sondern die Machtpositionen an sich in Frage zu stellen. Bildlich nach Sheena Anderson gesprochen: Es gehe nicht darum, mehr Frauen an den Tisch zu bekommen, sondern vielmehr brauche es einen neuen Tisch. Dafür bedarf es kritischer und eben auch feministischer Friedensbildung, die an die Bemühungen historischer Friedensbewegungen anknüpft. (Red.)

In Anbetracht der Kriege in Gaza oder der Ukraine sind die Menschen mit einer nicht bewältigbaren Wucht an Nachrichten über Kriege, Krisen, Konflikte und Klagen sowie Lügen über dieselben konfrontiert. Dadurch entsteht ein Ohnmachtsgefühl, sie werden passiv und fühlen sich einsam. Die Menschen entfernen sich zunehmend voneinander. Emotionen fungieren häufig als Richtlinien für das eigene Tun und tragen dazu bei, den vermeintlich „Anderen“ jegliche Menschlichkeit und ihr Recht auf Leben abzusprechen. Die Autorin stellt fest: Es mangelt am Zuhören, an Reflexion der eigenen Meinung, an Respekt vor anderen Sichtweisen und am Miteinander-Reden, was Voraussetzung für Frieden ist. Frieden lässt sich nicht verordnen, sondern bedarf einer gemeinsamen Erarbeitung und kollektiver Verantwortung. Die Erwachsenenbildung kann zur Friedensbildung beitragen, indem sie nicht nur Begegnung ermöglicht, sondern auch den Mut zu einem Gesprächsklima fördert, in welchem die Menschen laut und leise denken und Fehler machen dürfen. Das konstruktive Streiten trägt dazu bei, andere Sichtweisen zuzulassen, gemeinsam nachzudenken und Haltungen zu entwickeln. (Red)

Sprachen sind mehr als die Wiedergabe identer Gedanken mit lediglich anderen Wörtern. Im vorliegenden Beitrag erläutert der Autor, dass Bewusstsein und Respekt für kulturelle Vielfalt mit der Entwicklung sprachlicher Kompetenz einhergehen und diese wiederum zum Verständnis anderer Kulturen beiträgt. Der Ansatz einer Mehrsprachigkeitsdidaktik stellt das Lernen von, mit und über Sprachen ins Zentrum und nimmt die Menschen und ihre Sprachen in ihrem Alltag, an ihrem Arbeitsplatz, in Medien oder auf Reisen wahr. Der Autor trägt Beispiele für Initiativen in der Erwachsenenbildung mit besonderem Fokus auf die Urania Steiermark zusammen, die den plurilingualen, also mehrsprachigkeitsdidaktischen Ansatz im Sprachenlernen Erwachsener aufgreifen. Sein Fazit: Die Beschäftigung mit Sprache, das bewusste und erklärende Aufzeigen von Unterschieden und vor allem von Gemeinsamkeiten sind Beiträge der Erwachsenenbildung zu Menschenrechtsbewusstsein, Respekt und Frieden. (Red.)

Zwei Jahrzehnte lang führte die Universität Innsbruck gemeinsam mit unterschiedlichen Partnerorganisationen, darunter das Tiroler Bildungsinstitut Grillhof, einen internationalen Friedensforschungslehrgang (im Originalwortlaut: „Universitätslehrgang für Frieden, Entwicklung, Sicherheit und Internationale Konflikttransformation“) durch. Im Jahr 2022 fand eine Neustrukturierung des Universitätslehrgangs statt und mündete in ein Masterstudium zu Friedens- und Konfliktforschung (im engl. Originalwortlaut: „Peace and Conflict Studies“). Zielgruppe des Bildungsangebots sind Personen, die sich mit Friedens- und Konflikttheorie, kritischer Friedenspädagogik sowie sozialer Gerechtigkeit befassen und sich auf humanitäre Einsätze und praktische Friedensarbeit vorbereiten möchten. Bei der Auswahl der Lehrenden legten und legen die Organisator*innen großen Wert auf internationale Erfahrung in der Friedensarbeit und -forschung. Der Autor gibt in seinem Beitrag einen Einblick in das pädagogische Konzept, die Kooperationen, die intensiven Praxiseinheiten und den Lern- und Begegnungsraum Grillhof und geht kurz auf die Wechselwirkung von Wissenschaft, Forschung und Erwachsenenbildung ein. (Red.)

Seit 2023 veranstaltet die Österreichische Gesellschaft für Politische Bildung (ÖGPB) den Lehrgang Politische Erwachsenenbildung. Zu den Zielen des Lehrgangs gehören die Stärkung von Theorie-, Fach- und Methodenwissen zur politischen Erwachsenenbildung wie auch die Förderung von Kompetenzen, die für die didaktische Aufbereitung von Inhalten und Materialien notwendig sind. Der Lehrgang, der auch 2024 fortgesetzt wird, ist das erste Zertifizierungsprogramm zu diesem Bildungssegment in Österreich. Als Kooperationspartner*innen fungieren die Konferenz der Erwachsenenbildung Österreichs (KEBÖ), einzelne KEBÖ-Verbände sowie das Bundesinstitut für Erwachsenenbildung (bifeb). Teilnehmende absolvieren fünf Pflichtmodule und schließen den Lehrgang mit dem Zertifikat „Politische*r Erwachsenenbildner*in“, akkreditiert durch die Weiterbildungsakademie Österreich (wba), ab. (Red.)

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

This practice report investigates the role of humor in enhancing cross-cultural learning and group cohesion in virtual education settings. Most collaborative international learning training focuses on structuring content, co-teaching, and managing coursework for specific outcomes (Rubin & Guth, 2015). Beyond including time for icebreakers for students to become acclimated with each other, often much of the rest of the experience emphasizes task completion; this serious focus may contribute to discomfort and reduced engagement among diverse students. After witnessing this our first year working together in a collaborative online international learning experience connecting North American students with those from Muslim-majority countries, we explored how modeling and creating opportunities for shared laughter in synchronous group exercises might better promote a relaxed and engaging learning environment. Our findings, derived from qualitative feedback and quantitative surveys, demonstrate that humor enhances group cohesion and cultural exploration. Students reported increased comfort, enjoyment, and willingness to engage and humor-driven activities consistently rated as the most impactful and enjoyable aspects of the course.

This paper reports on the implementation of intergenerational service-learning (SL) through virtual exchange (VE) across a German as a foreign language program at a private research institution on the East Coast in the U.S. The S-L integration started during the pandemic in intermediate courses as an outreach effort to Germanspeaking older adults in Germany and in the U.S. and has become a cornerstone of the German Program. Participants include intermediate and advanced German learners, two non-profit volunteer organizations in Germany that focus on improving the living conditions of older adults in society, one local U.S. community partner, and German heritage speakers in the U.S. Since Spring 2021, students have engaged with older adults in different formats (tandem, whole-group, a mix of both) via technology tools (landlines, Zoom, WhatsApp, Facetime). The Program is rooted in three experiential pedagogical approaches and frameworks, namely VE, S-L, and Intercultural Citizenship Education, which are driven by principles of reciprocity and reflection. The overall programmatic objective is to contribute to Diversity, Equity, Inclusion, and Belonging (DEIB) goals (community engagement, partnership formation) set forth in the institution’s strategic plan. Course learning outcomes include fostering intergenerational, intercultural, and language learning and raising students’ awareness towards challenges older adults may face. On the level of language program development, the Program provides opportunities for instructor-instructor collaborations, instructor-student collaborations, and communityengaged research.

This study explores the perspectives and experiences of Canadian secondary school teachers around violent extremism through semi-structured interviews and focus group discussions with 30 (n=30) teachers from Montreal, Toronto, Calgary, and Vancouver. The findings reveal unanimous eagerness among participants to engage with controversial subjects, yet almost all of them exhibit discomfort in addressing violent extremism, primarily due to perceived deficiencies in their expertise and training in this area. Some teachers show reluctance to address these topics to avoid excluding or marginalizing specific student groups, notably Muslims. Interestingly, a minority of teachers suggest that white students are immune to radicalization. They also expose unconscious biases concerning radicalization among religious minority students, especially Muslims, reflecting dominant discourses around radicalization and Islam. Moreover, there exists dissent regarding the necessity of addressing radicalization in schools that seemingly lack youth radicalization, mirroring a reactive discourse in preventing/countering violent extremism (P/CVE). Alarmingly, some participants report Islamophobia among their colleagues, highlighting an urgent issue that needs attention. Drawing from these insights, the study advocates for comprehensive teacher training on violent extremism and emphasizes the importance of collaboration between schools, parents, and local education ministries. It also criticizes Canada’s National Strategy on Countering Radicalization to Violence for its shortcomings and calls for a more robust and inclusive approach to P/CVE. Ultimately, the study underscores the need to integrate an ethic of care into educational practices, fostering an inclusive environment where all students feel valued and supported.

The aim of the article is to introduce an effective structural and functional model for the socialization and development of these children through group work, implemented in out-of-school education institutions (SFM). The study presents a comprehensive model comprising target, substantive, organizational, procedural, result-oriented, and analytical components. It outlines content and methodological support for socialization and development in various areas, such as naturalistic, tourist, local history, artistic, and aesthetic domains. It also highlights the essential spatial-subject, psycho-didactic, and social conditions required for an inclusive educational environment.

This paper presents the results of a study whose primary goal was to determine the level of future teachers’ knowledge of historical content taught in primary school, the ways they self-assess their abilities to organize the learning and teaching of historical content, and their beliefs about the possibilities of teaching history in primary education. The research was conducted using a survey of 157 fourth- and fifth-year students in teacher education programs. The results indicate that students demonstrate a satisfactory level of knowledge about historical content taught in primary education. They self-assess their skills for teaching of historical content as mostly developed and have positive beliefs about the possibilities of teaching and learning history at the primary education level.

This study aimed to analyse students’ critical thinking profiles and assess teachers’ needs for case method learning to improve critical thinking skills. The research method used was qualitative. The study’s results reveal that most students' mastered critical thinking skills profiles are indicators of reveals existing facts and drawing conclusions. However, indicators that students have not fully mastered critical thinking are formulating the key issues, selecting logical arguments, conducting analysis, and conducting evaluations. As a result, teachers require a learning method, precisely the case method, to encourage critical thinking skills.

The research section of the paper explores elementary school students’ satisfaction with informatics. This research was carried out using the American Customer Satisfaction Index (ACSI). Four subscales were used: Expectation, Satisfaction, Quality, and Values. The number of Croatian elementary school pupils investigated (from Brod-Posavina County) is 135 (N). Research results show that pupils have high expectations of informatics, including that it will progressively meet their expectations and help them to receive a quality education. It can also be concluded that the problems once faced by students, such as classroom and equipment quality, are becoming much smaller compared to previous years.

This study explores music teachers’ attitudes toward cultural heritage education and to what extent this subject matter is implemented in music lessons. The study included music teachers (N = 61) employed in Croatian elementary schools. The results show that music teachers have a very positive attitude towards the inclusion of cultural heritage education in music teaching and that music teachers believe such resources should be part of the music curriculum. The findings also show that some dissatisfaction is present among music teachers regarding the way such topics are presented in the music curriculum and their overall representation in music lessons.

The aim of this study lies in the use of theoretically comparative and historically methodological approaches to elaborate, compare, and recapitulate the features, history and the relationship of evidence-based education and the concept of Bildung. The relationship of the continental European didactic and Anglo-American curricular tradition, as well as to the meaning of teacher autonomy and (inter)national external evaluations of student achievements will be given special attention. Evidence-based education degrades teacher autonomy. Constituting the synergy of these two concepts can be considered the contemporary Holy Grail of education, which will probably not be found in the theoretical-methodological differences.

Family adjustment is crucial for the child’s school obligations. This quantitative study was conducted to determine the significant relationship between the family adjustment of primary school pupils and their academic engagement. The pupils’ level of family adjustment was found to be positively and significantly related to their academic engagement (r = 619, p

Applied Gestalt theory in the tradition of Gestalt psychology on the one hand and Gestalt pedagogy in the tradition of Gestalt therapy on the other hand are two different ways of thinking about education. Gestalt pedagogy proves to be compatible in many ways with current positions in education studies, in particular those of phenomenological pedagogy, dialogical pedagogy and theories of meaningful learning. All three approaches could provide a common ground for the two Gestalt traditions – not only for bringing them into relation, but also for strengthening their theoretical frameworks and thus enriching education studies.

Presented in this paper are findings from a research project exploring policies and pedagogies for collaborative online international learning (COIL) in the context of Japanese higher education. Our study comprised a qualitative investigation of a government-funded COIL project, in which 13 Japanese universities were awarded funding from 2018 to 2023 to establish and implement COIL programs with international partner universities primarily in the United States. Through our study we aimed to gain an understanding of the perceived opportunities and challenges of COIL as a policy idea for internationalization and as a pedagogy for internationalization of curricula (IoC) in the Japanese context. To achieve this aim, our research design entailed a comprehensive document analysis and 12 semi-structured interviews with educators involved with the funded COIL programs at eight different Japanese universities. Findings revealed that various actors both enabled and blocked COIL as a form of IoC, and that COIL itself served in many contexts as a mechanism that shaped IoC at institutional and personal levels more broadly, beyond the confines of the respective COIL programs. We argue that COIL offers a viable means to contribute to an inclusive and collaborative internationalized curriculum in Japanese universities, given adequate institutional support and faculty buy-in.

Previous research focusing on e-tandem virtual exchanges where learners practice each other’s languages has examined mainly aspects related to form-focused interaction, linguistic development, and intercultural competence (see Akiyama & Cunningham, 2018, for an overview). The present paper examines learners’ introspective data about the benefits they obtained from participating in a Spain-Canada e-tandem virtual exchange. Particularly, the participants’ alternating roles as language learners and language experts and their intercultural understanding were examined to provide insights into their evaluation of the experience of taking part in the exchange. Introspective data was collected on how this exchange helped learners theorize about language learning and teaching and about their intercultural understanding. Learners highlighted that focusing on communication, having patience, and collaborating and cooperating with others were their most frequent concerns when they reflected on their role as language experts helping others practice their dominant language. The findings also indicate that learners’ perceptions about the intercultural understanding gained during the virtual exchange show appreciation of multiculturalism and a tendency to speak about one’s own culture.

The paper presents findings from a scoping review of scientific articles, projects, networks, and legal documents concerning multilingual practices at the pre-primary level in Slovenia, Croatia, Austria, and Italy aimed at exploring the extent and nature of multilingual educational practices, as well as research findings related to multilingual education at the pre-primary level in these countries. The primary objective was to assess the current situation, challenges, and future prospects of multilingual practices in preschool institutions. The results offer valuable insights into multilingual practices in these countries, highlighting the need for enhancing teachers' competence to effectively work in linguistically diverse environments.

The article lays out the method of the participatory Oral History project “Multilingual Memory of Migration” against the political background of an unacknowledged Austrian migration history and the political paradigm of monolingualism. The participatory concept engages students in a research process of Austrian migration history, addressing especially (but not exclusively) students with an own migration and multilingual background to conduct intergenerational biographical interviews. By benefitting from the students’ language skills and community outreach, the project aims at creating a contribution to a national “archive of migration” as such not institu–tionalized in Austria.

The paper presents the results of a qualitative study that explored the practices of identifying the language needs of immigrant children; the importance practitioners attach to an integrated approach to the inclusion of immigrant children at different levels; and the challenges they expect to face in implementing the concept of an integrated approach with parents, head teachers, teaching and non-teaching staff. The study involved 209 professionals from kindergartens, primary and secondary schools who received training on the implementation of the Concept for the Holistic Integration of Immigrant Children in Kindergartens and Schools. The results show that kindergartens and schools recognise the linguistic needs of immigrant children, stress the importance of preserving the first language as a contribution to understanding different cultures, developing identity and encouraging the learning of a second or foreign language.

The article examines language attitudes, motivations for language learning, and multilingualism in families of cross-border workers (CBW) from Slovenia to Austria. It focuses on how daily travel between work in Austria and home in Slovenia influences language use and family language policy. Surveying secondary school children in northeastern Slovenia, it identifies language identities and motivations, comparing those with CBW parents to those without. The study fills a research gap on language attitudes and learning strategies among CBW children, especially regarding German. Comparative analysis with younger children and students in Slovenia and highlights the complex dynamics of language policy and adaptation in migrant families.