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This paper presents an analysis of the perceptions surrounding the traditional and alternative educational systems. The aim of this study is to explore the various perspectives and attitudes towards these two approaches to education, considering their strengths and weaknesses. The analysis draws upon a comprehensive review of existing literature, examining both empirical research and theoretical frameworks. The data was collected with a questionnaire and a logistic regression equation was estimated with the help of SPSS 23 statistical software. The variable of interest was education system (traditional and alternative) and the independent variables were the following attributes: main benefits, capability, growth mindset, gender, age and degree. The findings reveal a wide range of perceptions and opinions, with proponents of the traditional system emphasizing its long-standing effectiveness and familiarity, while supporters of alternative approaches highlight their adaptability and potential for innovation. The paper concludes by discussing the implications of these perceptions for policymakers, educators, and students, and suggests avenues for future research.

This paper presents an analysis of the perceptions surrounding the traditional and alternative educational systems. The aim of this study is to explore the various perspectives and attitudes towards these two approaches to education, considering their strengths and weaknesses. The analysis draws upon a comprehensive review of existing literature, examining both empirical research and theoretical frameworks. The data was collected with a questionnaire and a logistic regression equation was estimated with the help of SPSS 23 statistical software. The variable of interest was education system (traditional and alternative) and the independent variables were the following attributes: main benefits, capability, growth mindset, gender, age and degree. The findings reveal a wide range of perceptions and opinions, with proponents of the traditional system emphasizing its long-standing effectiveness and familiarity, while supporters of alternative approaches highlight their adaptability and potential for innovation. The paper concludes by discussing the implications of these perceptions for policymakers, educators, and students, and suggests avenues for future research. [ABSTRACT FROM AUTHOR]