Higher education institutions are more than a place for obtaining knowledge and competencies; they are the centres for accumulating the country’s intellectual capital, they are the research and training hubs, and they are the agents of sustainable changes in society. Dr Iryna Didenko and Dr Nataliia Kholiavko on a sustainable development model for universities in post-war Ukraine.
Teachers should design authentic learning environments in which students are provided with learning opportunities to apply their knowledge and skills in different disciplines and real life, argues Dr. Başak Çalık.
To meet the expectations of GenZ university students, universities must go beyond the stereotypes and provide support for a range of learning needs.
Dr Tiernan on fostering creativity in the classroom with a multidisplinary approach, including digital learning, drama, and linguistic responsiveness.
eTwinning offers students in remote areas the opportunity to socialise and make friends throughout Europe, and provides them with an opportunity to practice their English skills while developing ICT skills. For teachers, eTwinning can lead to a cooperative learning and working experience with other European teachers on a range of subjects.
Play has an essential role in children’s educational lives and matters to their childhood. Play and educational justice are related concepts, and there are both implications and risks in marginalising children’s right to play.
Students may struggle to grasp the dynamic and complex interactions among (in)direct water use, local, and global water issues. We are failing to teach young people how water systems work, how we engage and affect those systems, and how we ensure the sustainability of these systems, argues Dr Sinem Demirci
Teacher candidates can benefit from ChatGPT when used for the right purposes, but students should be aware of the limitations of AI tools and the importance of verifying the information provided with other sources.
There is often a misconception that only schools with high ethnic minority populations or those situated in multicultural places need multicultural awareness. These topics are equally important in predominantly White places in Britain, and school curriculum and atmosphere need to offer race-sensitive multicultural reflection, while practitioners need training and preparedness to equip them with relevant knowledge, skills, and confidence.
Engaging with ERGs/ERCs provides valuable networking and collaborative opportunities with fellow researchers and education experts, says 2022 Best Paper Award winner Aigul Rakisheva.
The Scottish Educational Research Association Early Career Researchers (SERA-ECR) invites attendees of ECER in Glasgow to participate in a fun and thought-provoking video series.
Supplementary schools pose an interesting vantage point from which to study the perspectives of minoritized pupils. For example, pupils describe that they feel better emotionally supported by their teachers in the mainstream school when they show an interest and open attitude towards their ethno-cultural background.
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