The study aimed to identify the reality of technical education in Palestine. The analytical descriptive method was used in the study. A questionnaire which consisted of 41 paragraphs was distributed randomly to the technical colleges in Gaza Strip. Random sample of (275) employees of these colleges were used, and the response rate was (74.5%). The results showed a high degree of approval for the dimensions of technical education with a relative weight of 76.07%. The ranking (...) and relative weight was as follows: Technical education institutions: 79.51%, graduates of technical education 75.75%, Labor market and local community 72.96%. The researchers propose a number of recommendations, the most important of which is: the need to pay attention to technical education in line with the National Strategic Plan for Higher Education by moving towards technical education. The importance of offering special courses in all technical education programs in these colleges. The researchers urged more future studies that address the same variables as the current study and apply them to other sectors. (shrink)

The study investigated the awareness and utilization of e-learning technologies among vocational and technical education (VTE) students. A descriptive survey research design was used for this study, and the population consisted of 551 VTE students. A simple random sample of 62 VTE students was selected. The data collection instrument was a questionnaire. The reliability of the questionnaire was assessed using Cronbach's alpha analysis, and the reliability index was found to be within the acceptable limit of 0.70. An online (...) survey using Google Forms was used to collect the data. The study tested two null hypotheses using binary logistic regression models based on age, department level of study, and devices owned. The data was analyzed using frequency, percentages, and mean. The major findings from the data analysis indicated that VTE students had an awareness and utilization rate of 84.8% for the e-learning website, 75.6% for Google Classroom, and 60.6% for smart boards and video conferencing. However, 24.4% of the students were still unaware of the Moodle Learning Management System and the Canvas e-learning platform at the University of Nigeria Nsukka. Based on these findings, it is recommended that VTE students receive proper training to effectively utilize the e-learning technologies available to them, which would aid in fostering creativity and innovation. (shrink)

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim (...) at highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)

The study aimed to identify the level of promotion of entrepreneurship in the technical colleges in Palestine. The analytical descriptive method was used in the study. A questionnaire of 41 items was randomly distributed to the technical colleges in the Gaza Strip. The random sample consisted of (275) employees from the mentioned colleges, and the response rate were (74.5%). The results of the study showed that the technical colleges achieved a high level of promotion of entrepreneurship with (...) a relative weight of 73.45%. The results of the study showed that there is a high level of promotion of entrepreneurship (risk, preparedness, proactive competition, innovation orientation) in the technical colleges in Gaza Strip. The field of competition came in first place with a relative weight of 76.65%. In the second place came the field (the trend towards innovation) and relative weight (74.96%). In the third place came the field of pre-emptive preparedness with a relative weight of 74.07%. In the fourth and last place came the field of risk and a relative weight of 68.39%. The results confirmed that there are statistically significant differences in the promotion of entrepreneurship in the technical colleges in Gaza Strip due to the college variable in favor of UCAS. The results confirmed that there is no statistically significant relationship in the promotion of entrepreneurship in technical colleges in Gaza Strip due to the variable level of employment. The researchers suggest a set of recommendations, the most important of which is to draw the attention of the technical colleges to the importance of promoting entrepreneurship, because of their role in reducing the problem of unemployment, the importance of linking technical education and promoting entrepreneurship to the Palestinian society in general and Gaza Strip in particular. The importance of urging decision-makers in technical colleges to promote interest in leadership and to put their own courses in all technical education programs in these colleges, as well as enhancing the technical, technological and technical capabilities of technical education and keeping pace with the latest international standards by providing the necessary material resources. There is a need to urge researchers to conduct further studies of the future which deal with the same variables of the current study in the field of entrepreneurship and applied to other sectors. (shrink)

This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment guide (...) of TESDA was used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling. (shrink)

This study delved into the Senior High School Technical-Vocational-Livelihood (TVL) track in Bohol Province for the 2022-2023 school year, aiming to evaluate policy implementation, recognize barriers, and propose interventions. Employing a mixed-method approach, integrating quantitative-descriptive surveys and qualitative-descriptive research methods as recommended by Creswell and Plano Clark (2017), the findings unveiled a predominantly positive perception of policy implementation across various dimensions of the TVL track. These encompass curriculum development, teacher training, resource allocation, industry partnerships, assessment and evaluation, student support (...) services, monitoring and quality assurance, policy adaptation and improvement, stakeholder engagement, legal framework and compliance, data collection and analysis, and inclusivity and equity. Despite variations among teachers and administrators, a general commitment to policy implementation emerged. The study identified barriers in curriculum and instruction, readiness and preparedness, resource limitations, and teaching and learning, emphasizing evidence-based strategies and interdisciplinary approaches to surmount challenges. It underscores the crucial role of research and policy development in elevating the quality and efficacy of TVL education. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an (...) analysis of inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

In the ever-changing landscape of education, the integration of Information and Communication Technologies (ICT) has emerged as a transformative force, reshaping traditional teaching methods and enhancing learning experiences. This study delves into the complexities of ICT adoption in Nigerian higher education, focusing on post-secondary technical education programs or National Diploma and Higher National Diploma (ND/HND) awarding institutions. The significance of this study lies in addressing challenges faced by developing nations like Nigeria, where harnessing ICT-driven education (...) could resolve pressing issues in the educational sector. The study identifies multifaceted challenges hindering ICT adoption, such as inadequate funding, lack of infrastructure, and resistance from faculty members. It emphasizes the pivotal role of knowledge sharing in higher education, underlining its significance in fostering continuous learning, collaboration, critical thinking, and innovation. Integrating ICT tools, supported by a robust digital infrastructure and tailored training programs, can mitigate these challenges. The study explores prominent knowledge-sharing models and theories, comprehensively understanding knowledge dissemination within post-secondary technical institutions. It emphasizes collaborative learning environments, ICT integration, and supportive policies as critical factors in enhancing knowledge exchange. The findings underscore the urgent need for policies that empower, technologies that enable, and mindsets that inspire. By addressing these challenges comprehensively, policymakers, educators, and stakeholders can create an educational landscape where every student and educator can thrive in the digital age. The insights from this research guide the evolution of post-secondary technical institutions in Nigeria and offer universal principles for educational institutions worldwide. The vision of a future with equal access to quality education for all is attainable through collaborative efforts and a commitment to embracing the potential of technology in higher education. (shrink)

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, (...) 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that “lexis is the heart of language” and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses. (shrink)

Originating from philosophy and science, many different ideas have made their way into educational policies. Educational policies often take such ideas completely out of context, and enforce them as general norms to every aspect of education; even opposing ideals make their way into school’s curricula, teaching techniques, assignments, and procedures. Meanwhile, inside the actual classrooms, teachers and students are left in limbo, trying to comply with, techniques, evaluation forms and a growing technical educational vocabulary. Here I would like (...) to propose an antidote to this absurdity by reminding us what teachers and students already know. Such an antidote can be found in J. L. Austin’s speech act theory. In this paper, I propose we revisit speech act theory and treat it as an educational theory. That might help us dismantle false dichotomies troubling education for decades. The point is not that the discussion over educational policies and priorities should stop, but that it should be kept in appropriate perspective. A modified speech act theory can help us facilitate such a perspective. (shrink)

Higher educational Institutions aim to produce quality graduates. They want their graduates to manifest better skills in their jobs. Thus, this research aimed to gather feedback from employers about the CTEAS alumni. This sequential explanatory research explored the satisfaction of 100 employers with the manifested skills of the College of Teacher Education, Arts, and Sciences (CTEAS) alumni. Through Google Forms, the employers rated the manifested skills of the CTEAS alumni. Based on the results, employers have a high level of (...) satisfaction in terms of the skills of the alumni. They were very satisfied with the manifested foundation, enterprise, technical and knowledge, adaptive, teamwork, employability, and managerial skills. Thus, to sustain in producing fully equipped graduates, the department needs to hone further the foundation and technical and knowledge skills of their graduates. (shrink)

The relevance of the study is due to the need to transform educational methods and technologies that can satisfy the cognitive, social, and emotional needs of people in the digital world. The modern education system is focused on the implementation of educational strategies that meet high ethical and technical standards. The purpose of the article is the study of humanization as the development direction of education in the digital age. The methodological basis of this study is an (...) understanding of the principle of humanization as combining the general cultural, social, moral, and professional development of an individual. It is shown that digital devices are an integral part of the identity of a modern person, which leads to the need to develop media literacy among students using media education. As part of the humanization of education in educational institutions, a direction is being implemented for organizing and implementing project activities. This instructional format involves the transformation of the role of participants in educational processes and the methods and technologies that are used for its implementation. The results prove that the goals of modern education are possible provided if the principles of humanization and individualization are implemented in the educational process. (shrink)

This book gathers experiences, reflections and new pedagogical proposals that are being incorporated to the teaching practices, in different levels of the technical education in our countries. The authors' interventions, which cover different perspectives and depth, allow us to understand and evaluate: the trajectories that technical education has had since its origins with the advances and setbacks it has experienced with political, economic and productive changes; the methodologies to incorporate the new models of industrial production; the (...) experiences of education for entrepreneurship; and, technical-professional education in development processes. (shrink)

The purpose of this study is to identify the requirements of computerized Management Information Systems and their role in improving the quality of administrative decisions in the Palestinian Ministry of Education and Higher Education. The authors used the descriptive analytical method and the questionnaire method to collect the data. (247) questionnaires were distributed on the study sample and (175) questionnaires were collected back with a recovery rate of (70.8). The study showed a number of results, the most important (...) of which are: There exist a role for computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education. This result is due to the existence of the support and attention by the senior management in the Ministry of Education and Higher Education by 65.06%, the physical requirements available for the use of computerized Management Information Systems are available by (72.19%), and the software requirements for the use of computerized Management Information Systems are available at 67.74%. The results found that the human requirements available for the use of computerized Management Information Systems are available at (68.33%). The results showed that the organizational requirements that assist in the use of information systems are available at (64.19%). There are no statistically significant differences between respondents' responses to the role of computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education attributable to the variables(Gender, academic qualification, age, career level), while there are statistically significant differences in the role of computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education due to variable years of service. The study concluded that the Ministry of Education and Higher Education is able to cope with the external environmental changes rapidly and the limited time available for the collection and analysis of information. This means that administrative information systems should be used by increasing the approval of senior management on Management Information Systems in making their decisions, and to involve the employees in making any change and keep abreast of technical developments and try to use external bodies to advise in the field of computerized information systems, and work to increase coordination between the different departments of the ministry. (shrink)

The objects of science education are transformed, degraded and disappeared for many reasons, and sometimes take other things with them when they go. This close reading of an undergraduate physiology laboratory report demonstrates how the kymograph was never a stand-alone instrument, but intertwined with conceptual frameworks and technical skills, laboratory amenities, materials, animal supply, technicians. Replacing the obsolete kymograph entails changing all of that, though our usual stories are focussed on progress associated with better measurements with fewer complications, (...) not complications themselves. Such interconnectedness between progress and demise raises uncomfortable challenges for laboratory pedagogy, and for museum practice: what is laboratory education really about, and what kinds of heritage should museums, libraries and archives preserve to document it? (shrink)

Traditionally, policy-making at the national, state and local levels has been associated with politicians, while planning and implementation are handled mainly by planners and administrators, respectively. Education is, therefore, not different; hence future context will continue to be in the hands of politicians. However, the role of politicians in this perspective can be directed to the expectation of society if planners perform their specialist functions effectively. In this capacity, the technical and professional advice of professional planners is necessary (...) to chart a realistic or rational course for the future. The planner, therefore, is the catalyst in the politics of education. The planner, therefore, is the catalyst in the politics of education. The planners are always in the background, yet they remain the most crucial agents in growth and development in education. As is already well known, politics is the game of power, control and authority, and the influence of these forces in education determines the pattern and nature of politics in education in a given society. Because of the need to control these forces (politicians), there is always the struggle for the concentration of decisions or policy-making at certain levels of government. This is partly related to the scope of centralization and decentralization in the general policy and education in particular. Suffice it to say that centralization and power aggrandizement has become the most typical characteristics of policy-making machinery in developing countries. (shrink)

While calls to integrate ethics into computer science education go back decades, recent high-profile ethical failures related to computing technology by large technology companies, governments, and academic institutions have accelerated the adoption of computer ethics education at all levels of instruction. Discussions of how to integrate ethics into existing computer science programmes often focus on the structure of the intervention—embedded modules or dedicated courses, humanists or computer scientists as ethics instructors—or on the specific content to be included—lists of (...) case studies and essential topics to cover. While proponents of computer ethics education often emphasize the importance of closely connecting ethical and technical content in these initiatives, most do not reflect in depth on the variety of ways in which the disciplines can be combined. In this paper, I deploy a framework from cross- disciplinary studies that categorizes academic projects that work across disciplines as multidisciplinary, interdisciplinary, or transdisciplinary, depending on the degree of integration. When applied to computer ethics education, this framework is orthogonal to the structure and content of the initiative, as I illustrate using examples of dedicated ethics courses and embedded modules. It therefore highlights additional features of cross-disciplinary teaching that need to be considered when planning a computer ethics programme. I argue that computer ethics education should aim to be at least interdisciplinary—multidisciplinary initiatives are less aligned with the pedagogical aims of computer ethics—and that computer ethics educators should experiment with fully transdisciplinary education that could transform computer science as a whole for the better. (shrink)

This research study employed the mixed-method approach. Quantitative data were tabulated and treated using the SPSS. Meanwhile, the qualitative data were subjected to Thematic Analysis. Results revealed that on the general dimensions of leadership practices, the novice school heads showed total adaptability. However, after dissecting the answers of the participants, it showed that under each sub-dimension of the leadership practices, most of the novice school heads found research and innovation very challenging that they could not really adopt at present. Another (...) sub-dimension includes updating of school files, policy reviews, managing resources and leading strategically. As to the experiences, some novice school heads gained understanding, became confident, and acknowledged the huge responsibilities of school leaders. Others also experienced the opposite such as the struggle to craft the School Improvement Plan, BED 1, 2, 3, Annual Improvement Plan, and liquidation of funds. It has been recommended by the researchers to conduct a division-wide leadership capacity training and provide re-calibration of technical assistance to the novice school heads so that they could adopt and function normally as responsible school leaders. (shrink)

The EdTech revolution in India has emerged as a transformative force, particularly during and after the COVID-19 pandemic, when traditional education systems faced unprecedented disruptions. While digital technologies have unlocked new opportunities for teaching and learning, they have also exposed systemic inequities and deepened the existing digital divide. This paper examines how EdTech is reshaping India's education landscape by addressing these challenges, with a focus on both the opportunities it presents and the barriers it creates. The shift to (...) digital learning platforms has empowered students with access to a broader array of learning resources, interactive content, and personalized learning paths. However, millions of students, particularly those from rural areas or lower-income families, struggle to access these resources due to a lack of digital infrastructure, reliable internet connectivity, and affordability of devices. Furthermore, the role of teachers has evolved, requiring new pedagogical approaches and technical skills to effectively harness these digital tools. (shrink)

The investigation of the degree of amotivation and subsequent intervention towards the motivation of undergraduate vocational and technical education (VTE) students has not received the same amount of attention as other disciplines. Despite the negative impact of a lack of volitional drive on students' practical skills learning, there is scarcity of literature on amotivation among VTE undergraduate students. This study aimed to demonstrate the effectiveness of problem-based learning (PBL) in transitioning undergraduate students from a state of being amotivated (...) to motivated. The study utilized a quasi-experimental research design and selected 168 students in their penultimate and final years majoring in agricultural education, business education, computer education, home economics, and industrial technical education who met the study's inclusion criteria. The intervention consisted of eight weeks of treatment and four weeks of follow-up meetings. An existing academic motivation scale was adapted for use, and data was collected through a self-report questionnaire. Data analysis was conducted using independent sample t-tests, and paired sample t-tests. The findings revealed that the level of amotivation among the students was high, and PBL had a significant impact on transitioning VTE students from being amotivated to motivated in the treatment group compared to those in the control group. Furthermore, the positive gains were maintained by the treatment group at follow-up. The study suggests that a PBL program can effectively address students' lack of volitional drive to engage in academic activities among undergraduate students majoring in agricultural education, business education, computer education, home economics, and industrial technical in Nigeria. (shrink)

This research explores the “ History of Vietnamese Vocational Educational and Training (VET) since 1954”. It provides policymakers, educators, and administrators with a review of Vietnam’s VET models through three significant periods, 1954 to 1975, 1976 to 1985, and 1986 to the present. The research was conducted at 13 vocational schools of 13 provinces and cities in Vietnam. Data were collected from documentary and interview data. Participants were former and current MOLISA policymakers and managers, current and former DOLISA officials, former (...) and current principals and head teachers of vocational schools from 13 provinces and cities of Vietnam. They were selected using the snowball method, where initial participants recommend the potential subsequent participants. Findings show that the informal VET model originating from the ancient past in the form of the traditional vocational village undeveloped to establish the formal VET model in Vietnam. It was not until the beginning of the 19th century when the French invaded Vietnam and set up the first vocational school system, that the formal VET model was formed. Since 1954 Vietnamese VET has experienced three different models. From 1955 to 1975 Vietnam was divided into two different political areas: in South Vietnam, the VET system was based on the French VET model. Whereas, the VET system of North Vietnam followed the model of the Union of Soviet Socialist Republic (USSR). After Vietnam was unified in 1975, the VET model of North Vietnam was applied across the country and the VET model of South Vietnam was replaced. Since 1986, the Vietnamese government has implemented a Doi Moi policy (the renewal policy), and the Vietnamese VET system has transferred from the USSR’s VET model to the German dual model. -/- The Vietnam government has been faced challenges in implementing this model. Findings show that these challenges partially came from the history of the Vietnamese VET development. It was not until 1969 when the Vietnamese government established the General Department of Technical Workers Training (GDTWT) to design and manage the VET system, that the public VET system in Vietnam was officially founded. During the period of 1975 to 1986, under the support of the USSR, the Vietnamese VET system was influenced by the USSR’s VET style, which was subsidised and attached to the plans of the state economy. Although the Vietnamese government implemented a Doi Moi policy (the renewal policy) in 1986, which transitioned from a subsidised to market economy, the VET system was not reformed to meet the demands of market economy. It was not until 1991, the Vietnamese government VET policies aimed to modernise its VET system to meet the needs of a market economy. It was further delayed until 2006 when the law of VET was issued, and the public VET system in Vietnam was standardised. Since 2016, to modernise the VET system, the Vietnamese government has cooperated with the Australian government to develop a dual model in Vietnam. This study provides an overall look of Vietnamese VET development through its three historical periods, 1954 to 1975, 1976 to 1985, 1986 to the present. (shrink)

Entrepreneurship education is among the key drivers of the country’s economy, and teachers are primarily responsible for its integration into teaching and finding the best and most useful method. The purpose of this research is to determine the level of entrepreneurial competence and teaching methods among entrepreneurship education teachers. Focusing on the concept of entrepreneurial competencies combining conceptual, human relations, strategic, commitment, opportunity, organizational and strategic competencies. Using quantitative – descriptive survey, the study tested its significant difference and (...) relationship when grouped with the profile variables. The findings indicate a significant correlation between the variables particularly, with the technical competence which has the strongest correlation. The paper sheds some light concerning the status of the current entrepreneurial competence of the teachers in the division and recommends training curriculum to develop their competencies in handling the subject. (shrink)

There is a fundamental incompatibility between a developmental orientation to education and instrumental and scientistic conceptions of rationality that dominate educational inquiry. An expanded conception of rationality is provided in the critical theory of Jurgen Habermas. This study draws on Habermas' work to present a theory of inquiry that is consistent with a developmental perspective. I distinguish three interdependent realms of experience--the objective world of nature, the intersubjective world of society and the subjective world of each individual. Then, I (...) argue that current conceptions of rationality tend to reduce personal and interpersonal experience to the objective material realm. Under prevailing conceptions, human action is rational when it pursues valued ends guided by knowledge about the world and effective means-ends relationships. Both theories of knowledge and theories of value in these conceptions are inadequate for a developmental orientation. -/- First, knowledge is defined as justified true belief. Theories of truth are based on the correspondence of beliefs with an external world; theories of justification are based on perceptual certainty. These conceptions objectify experience by making experience an object of natural science and instrumental action separate from and external to the person. Such conceptions reduce experience to the objective material dimension and cannot adequately account for the personal and interpersonal dimensions of human experience and understanding. -/- Second, because value claims are not capable of justification by these standards, they are considered ultimately irrational and treated as subjectively held empirical properties of individuals. The only standard of rationality is efficiency and economy in the selection of means. Ethics is reduced to empirical science. But the removal of practical questions from public discourse divests action of ethical significance. With its strict separation of descriptive and normative domains, empirical-analytic inquiry can neither acknowledge its standard of instrumental efficiency nor reach into the practical arena to guide the selection of values and ends that orient and gude human action. Practical questions that cannot be framed in terms of technical problems cannot be taken seriously. -/- Whereas these conceptions of rationality are generally derived from theories of experienced based on individual consciousness, Habermas looks to language for a more adequate account of the intersubjective nature of experience. This account provides an expanded conception of rationality with theories for justifying beliefs and actions that incorporate the personal and interpersonal dimensions of experience so critical to a developmental perspective. Through an analysis of the universal pragmatic structure of language directed to the resolution of problematic truth claims and moral claims, this study presents a consensus theory of truth (for a more adequate theory of knowledge) and a communicative theory of ethics (based on a more adequate theory of human values). -/- The concept of truth refers to a universal pragmatic convention of the unforced agreement of an ideal community of inquirers. Ethical conduct is guided by norms that reflect a rational general will and that regulate genuine human needs. Problematic truth claims and moral claims are discursively justified by the force of the better argument under the conditions of an anticipated "ideal speech situation" inherent in the very structure of communication. Furthermore, a theory of inquiry is developed in which inquiry processes are represented as historically evolved extensions of developmental process in the three realms of experience. Three interrelated forms of inquiry are derived--empirical-analytic, hermeneutic and critical. I derive each from its respective experiential realm, and indicate the logic of inquiry, object domain, and kind of knowledge gained from each. -/- An exploration of the relationship between inquiry and development provides a foundation for a developmental orientation to education. Finally, the theory is contrasted with prevailing inquiry approaches in education and illustrated with an application to a particular educational problem. (shrink)

Digitalization processes are global and performed in all spheres of economic activities. The development of the digital economy correlates with the dynamics of educational, scientific and technical, and innovative activities in the country. Higher education particularly affects the development of the digital economy because it is a system training highly qualified personnel, conducting quality research, and generating innovations. The purpose of the article is the identification of promising vectors of higher education system development under the conditions of (...) digitalization of national economy. Section 1 of the article presents the authors’ methodological approach to assessment the impact of educational, research, and innovation components on digital economy development. The implementation of the authors’ approach covers the phased use of methods of statistical, index, cluster and system analysis. The influence of higher education on the structural components of the digital economy (educational, research, innovative ones) is grounded. The result of the study was the identification of main trends in the development of higher education under the conditions of digital economy. The problems of the development of higher education are systematized in the groups: contextual, legal, organizational and economic, financial, logistical problems, and problems of internationalization. Based on the results of the analysis, the authors conclude the necessity of development of a conceptual base for increasing the digital adaptability of the higher education system to new socio-economic conditions. Section 2 of the article describes the concept of the digital adaptability strategy of the higher education system. The concept was developed on the base of structural and functional, systemic and synergetic, and institutional approaches. The proposed concept is based on the idea of deepening the long-term partnership of universities with stakeholders within the Quadruple Helix model. In the conclusion section, the authors highlight the key priorities of the digital adaptability strategy of the higher education system. (shrink)

This paper examines the innovative application of Artificial Intelligence (AI) to simulate real-time historical what-if scenarios, exploring its potential for creating immersive and engaging educational experiences. AI-driven simulations could revolutionize the way history is taught, allowing users to engage directly with alternative historical outcomes. By exploring possible scenarios—such as different outcomes for major events like World War II or the Cuban Missile Crisis—students and educators can gain deeper insights into historical processes. This paper discusses the methodologies behind AI-driven historical simulations, (...) the technical and ethical challenges involved, and the future potential of this technology. (shrink)

Using a quantitative approach employing a descriptive survey research design, 150 Bachelor of Elementary Education (BEED) alumni of the Davao Oriental State University – Cateel Extension Campus (DORSU-CEC) from the classes of 2013-2021 were surveyed for to conduct this tracer study. Results revealed that most of graduates were females, single, employed regular or permanent basic education teachers within Davao Oriental under public or government organizations. Parents or relatives were very influential in their choice of program in college. Their (...) main employer was the Department of Education (DepEd), and they occupied professional, technical or supervisory job level positions in their first and present employment. Further, graduates acquired their first job within 1 to 6 months after graduating in college, and earned a monthly income of almost ₱27,500 in their first and present employment. Moreover, graduates perceived that the curriculum offered to them in college was relevant in their first and present employment. They believed that communication skills and discipline that they learned in college are the most useful competency and core values on their employment. Additionally, the courses in the campus can be strengthened further if the library and laboratory are provided with more resources, equipment, and facilities that can aid the students in their studies, and if the campus offers more number of optional subjects. (shrink)

This paper analyzes the evolution of the Professional Technical Modality in Secondary Education in Argentina since its inception. How has it been traversed by the various productive models, from the foundation of the first technical school with Fordism to local development? What were the main policy milestones throughout this process? In particular, the study incorporates the design and principles of entrepreneurship in the current educational model and the basic tools for entrepreneurial development that contribute to local technological (...) innovation. To conclude, the impact of these new educational policies is evaluated in this dynamic socio-economic context. (shrink)

The shift to digital learning platforms has empowered students with access to a broader array of learning resources, interactive content, and personalized learning paths. However, millions of students, particularly those from rural areas or lower-income families, struggle to access these resources due to a lack of digital infrastructure, reliable internet connectivity, and affordability of devices. Furthermore, the role of teachers has evolved, requiring new pedagogical approaches and technical skills to effectively harness these digital tools.

The aim of the research is to identify decision support systems and their impact on the development of the organizational structure in Palestinian higher education institutions. The research was applied to four Palestinian universities (Al-Aqsa University, the Islamic University, Al-Azhar University, the University of Palestine), and a sample of academics with an administrative position. The analytical descriptive approach was used and secondary data was obtained through a survey list distributed to the research community of academics in an administrative position (...) using the stratified random sample according to the university, and (250) survey lists were distributed and (216) were recovered with a recovery rate of (86.4%). The research concluded with a set of results, the most important of which is that there is a statistically significant relationship at the level of significance (α ≤ 0.05) between the dimensions of decision support systems: the potentials (material, human, technical, organizational) available for the use of decision support systems, the approval of senior management for the use of decision support systems. Training process and organizational structure development in Palestinian higher education institutions. The results also confirmed through the results of multiple linear regression that there is no effect of the two variables (available material capabilities, available human capabilities) in developing the organizational structure in Palestinian higher education institutions, while it was found that there is an effect of the following variables (technical capabilities available for using decision support systems, organizational capabilities). Available for the use of decision support systems, the approval of senior management for the use of decision support systems, the training process) in developing the organizational structure in Palestinian higher education institutions. The results confirmed that there were no statistically significant differences at the level (α ≤ 0.05) between the averages of the respondents' opinions about decision support systems and their impact on the development of the organizational structure in Palestinian higher education institutions due to the variable (scientific degree) and the variable (years of service). The research reached a set of recommendations, the most important of which is the need for the higher management of universities to pay attention to decision support systems, and to make intensive and continuous efforts to support and enhance efforts aimed at enriching and enhancing the use of decision support systems in universities. And that universities actively contribute to increasing interest in providing material and technical capabilities and making them available to all users, while continuing to keep pace with modern technological means and techniques. And increasing the interest in the organizational capabilities available through an independent unit of decision support systems that reports directly to the senior management in Palestinian universities, and allowing the organizational structure to easily flow information between different faculties, departments and departments. Focusing on training as a major component of decision support systems, allocating a special budget for training on the systems to be applied, and linking the training system to the workers’ training needs accurately, in order to improve and develop their skills, which increases the quality and efficiency of their performance. He urged universities to involve their employees when designing the organizational structure, by communicating with all colleges and departments and holding brainstorming sessions, workshops and periodic meetings with all departments. (shrink)

The concept and the main stakeholders of E-learning ecosystem are investigated at the article. University is regarded as a center of such ecosystem due to skilled knowledge providers and technical equipment availability. Studying different cases authors prove that higher educational institution plays a driver role in different projects, especially social start-up projects. Different models of partnership between universities and other stakeholders are considered. In authors’ opinion, one of the most perspective collaborative projects are in frame of “students – schoolchildren” (...) due to effective knowledge transfer. Such kind of cooperation can fill the gap between school and university education. Particularly the framework of e-learning project in financial literacy for orphans totally prepared and executed by students is considered. The ICT tools are very actively used in these initiatives aiming to develop high demanded skills as critical thinking, creativity and complex problem solving. As a result, schoolchildren are receiving a toolkit for basic data analysis, developing own business plan and adopting evidencebased decisions. The authors prove that E-learning projects are able to improve both information and financial literacy and also increase the level of inclusivity into education of weak and socially unprotected children from orphanages. The article will be useful for the representatives from universities, orphanages, companies who eager to boost the level of their social responsibility. The aim of the research is to reveal different types of cooperation under social projects between higher educational institutions and other stakeholders, using wide range of ICT e-learning tools as well. In addition, to develop a set of recommendations to the universities of collaboration roadmap. (shrink)

The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of (...) the truth. He believes that the primary responsibility in this process lies on universities and rulers. The process should be centered on reflection and individuals should be reflecting by challenging their own and other individ- uals’ existence. This leads us to two concepts: Being-in-the-world (In-der-Welt- sein) and co-existence (being-with, Mitsein). The most remarkable ability of Dasein, as he calls, is the reflection, and it facilitates challenge. Through its capabilities, the individual (Dasein) will turn out to be self-conscious of its existence. Grounding on being-in-the-world and co-existence concepts, Das- ein can challenge the existence and starts exploring the being. This leads to reflection and questioning, which together form an educational and learning process. Education and learning are the two technical parts of exploring Da- sein’s existence. Due to scientific methods and methodological approaches of education, cultural, regional and local attributes are ignored. Heidegger believes that the individual coexists, which requires considering all the dif- ferences around it. Heidegger stresses the importance of reflection and says that the West has a flawed approach. Criticizing that flawed approach which is solely centered on the subject, Heidegger asserts an educational model which reckons many differences such as culture, challenge, etc. (shrink)

Clinical Legal Education programmes now take place in most law schools in England and Wales. However, legal education continues to be predominantly focused on the analysis and application of rules, doctrines, and theories to hypothetical scenarios or essay questions. This form of pedagogy either minimises or ignores the role of the client in terms of supplying lawyers with knowledge pertinent to their case. In other words, it overlooks the fact that the lawyer’s acquisition of knowledge is not confined (...) to technical rationality. This article seeks to achieve three broad aims. First, to contribute to the debate concerning the epistemology of reflective practice. Second, to develop a theoretical reflective cycle, informed by Kant’s transcendental idealism, which seeks to maximise knowledge acquisition in legal education, namely knowledge supplied by the client. Third, to address implicit bias using the proposed reflective cycle. An optimal pedagogy for using this cycle is Clinical Legal Education, namely live client clinics. (shrink)

This study delved into the perceptions of Mathematics’ student teachers regarding the implementation of gamification in secondary schools at Nasugbu, Batangas. This research investigates the rising global trend of implementing gamification in education, particularly in Mathematics teaching, to address contemporary learner needs by examining student teachers' use of gamified activities, their design factors, encountered challenges, and perceived benefits. Purposive sampling was utilized in a multiple-case study approach to select ten (10) secondary school Mathematics’ student teachers engaged in practice teaching (...) in Nasugbu, Batangas. Qualitative findings revealed common gamified activities employed by student teachers, emphasizing the importance of student-centered design, alignment with learning objectives, student engagement, assessment, and adaptation to the classroom context. Challenges faced by student teachers in integrating gamification included technical limitations, sustaining engagement, time management, and addressing diverse learning styles. Despite these challenges, integrating gamification showed benefits such as increased engagement, improved learning outcomes, reduced math anxiety, and enhanced attitudes towards Mathematics. In conclusion, gamified activities play a significant role in enhancing student engagement and learning outcomes in Mathematics classrooms. The findings suggest student teachers to explore and integrate gamified activities into Mathematics lessons to create engaging environments supporting student success. (shrink)

This research analysed the steadiness linking theoretical knowledge to practical skills for Technical and Vocational Education and Training (TVET) graduates in hospitality Management in the Western Region of Ghana. It explored how theoretical knowledge provided the foundation for understanding industry standards, management principles, and regulatory frameworks. A quantitative research methodology was utilized, whereby Cochran’s sample size determination formula aided in the selection of 200 TVET graduates, instructors and industry-based supervisors. Three sampling techniques; stratified, purposive and convenience were utilized (...) in the selection of respondents and solicit for primary data using a questionnaire whilst data was analysed using SPSS. The TVET institutions faced challenges in achieving a balance in theory and practice which often resulted in a mismatch between industry expectations and graduate competencies. Overemphasized theory resulted in graduates who possessed solid foundational knowledge but lacked hands-on experiences needed for operational roles. Industry collaboration, through internships and apprenticeships, played a crucial role in bridging this gap. Conclusively, a balanced curriculum, incorporating both theoretical and practical elements, are key to producing well-rounded graduates. Effective collaboration between institutions under TVET and the industry stakeholders was considered vital to ensure that training programs aligned with current industry demands. Commendably, curriculum development and industry partnerships can better prepare graduates to balance theory and practice in the hospitality industry, which can enhance employability and contribute to the sector's growth. (shrink)

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the (...) model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals. (shrink)

As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we (...) teach environmental ethics to engineering students? We argue that one key aspect such teaching should address is the tendency of engineers towards technical framing of (social) problems. Drawing then on engineering ethics pedagogy we propose that the competencies of moral sensitivity and critical thinking can be developed to help engineering students with problem (re)framing. We conclude with an example from our teaching that operationalizes these competencies. (shrink)

This study focused on creating an Audio-Visual Strategic Intervention Material (SIM) to help Grade 7 students improve their skills in performing fundamental operations on integers in Mathematics. The research used an Educational Design Research approach and selected participants through purposive sampling. Data collection involved a checklist and rating scale, and analysis was carried out using frequency and mean. The findings revealed that mastering fundamental operations on integers had consistently been the most challenging skill for Grade 7 students during the first (...) quarter over the past three academic years. The SIM underwent a thorough validation process done by expert validators, including Mathematics teachers and content specialists, who assessed its content, instructional design, and technical quality. The experts provided a mean rating of 3.63, indicating that the material was of very high quality. The high validation scores affirmed that the Audio-Visual SIM met high standards in terms of content accuracy, instructional effectiveness, and technical presentation. The study highlights the potential of audio-visual materials as an effective tool for addressing learning gaps in Mathematics, providing educators with a valuable resource to improve students' foundational skills in integer operations. The findings also guided the planning of extension activities, and recommendations for further refinement and broader use of the SIM were provided. To continue assisting students in overcoming these challenges, the Institution, through its extension program, may offer workshops, seminars, and training sessions on the creation and use of Audio-Visual SIMs. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - (...) CALABARZON, which is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

Hans Reichenbach was a formidable figure in early-twentieth-century philosophy of science. Educated in Germany, he was influential in establishing the so-called Berlin Circle, a companion group to the Vienna Circle founded by his colleague Rudolph Carnap. The movement they founded—usually known as "logical positivism," although it is more precisely known as "scientific philosophy" or "logical empiricism"—was a form of epistemology that privileged scientific over metaphysical truths. Reichenbach, like other young philosophers of the exact sciences of his generation, was deeply impressed (...) by the far-reaching changes in physics brought about by Einstein's special and general theories of relativity. Reichenbach responded to scientific advances by doing fundamental work in space-time theories, in quantum mechanics, in statistical mechanics, and in the development of probability theory—making him the most important philosopher of physics in the first generation of logical empiricism. Forced from his academic position by the Nazi race laws in 1933, Reichenbach wrote _Experience and Prediction_ at the University of Istanbul, where had had fled, expressly to introduce logical positivism to English speakers. In the two decades following World War II, during the explosion of scientific advances in North America, logical positivism was the reigning theory of the philosophy of science and Reichenbach was at the peak of his career. But, inevitably, support for logical positivism began to wane as it became obvious that the justification of scientific theories could not be entirely resolved by relying on strictly formal, technical processes. The growth of the discipline of the history of philosophy of science, which has created an audience of scholars eager for seminal classics in scientific philosophy, and the evidence supporting a historicist paradigm within logical positivism are two important reasons to make _Experience and Prediction_ available once again. "Hans Reichenbach's_ Experience and Prediction_ is one of the most important books in twentieth-century philosophy of science. Its author was, along with Rudolf Carnap, one of the two principal ambassadors to North America of the exciting new European philosophical movement known here under the names 'Logical Positivism' and 'Scientific Philosophy.' In 1938, when the book was published, Reichenbach was an exile from his native Germany, teaching in Istanbul, Turkey, and about to emigrate to the United States to take up a prestigious position at UCLA. He wrote_ Experience and Prediction_ in English as his calling card to his new American colleagues. More than any other single book,_ Experience and Prediction_ set the agenda for the new discipline of the philosophy of science that was to emerge after World War II as, perhaps, the most exciting new area in North American philosophy. Many of the problems still at the focus of discussion were given their classic formulations in this book. Long out of print,_ Experience and Prediction_ appears here in a new edition accompanied by a splendid historical introduction by the noted young philosopher and historian of the philosophy of science, Alan Richardson. A jewel of a book may once again be appreciated in its proper setting." —Don A. Howard, University of Notre Dame. (shrink)

Market crises amplify fear, disrupting rational decision-making of stock investment. This study examines the relationship between investors’ information priorities—such as intuition, company performance, technical analysis, and other factors—and their fear responses (freeze, flight, and hiding) during market crashes. Using the Bayesian Mindsponge Framework (BMF) to analyze data from 1,526 investors in China and Vietnam, the findings reveal complex dynamics. We found positive associations between investors’ prioritization of social influence and intuition for investment decision-making with being freeze (i.e., not knowing (...) what to do with the owned stock), between prioritization of professionals’ evaluation and intuition with fleeing (i.e. giving up stock investment permanently), and between prioritization of professionals’ evaluation and social influence with hiding (i.e., stopping investing in stock for a while). In contrast, prioritization of companies’ performance metrics (e.g., net profit, debt, etc.) was negatively associated with being freeze, fleeing, and hiding. Meanwhile, prioritization of professionals’ evaluation, technical analysis, and liquidity was negatively associated with being freeze, fleeing, and hiding, respectively. The study highlights the importance of disseminating transparent, accurate information through government and media channels, along with implementing financial education programs, to promote rational investment decisions and reduce fear-driven behaviors. (shrink)

An action-oriented perspective changes the role of an individual from a passive observer to an actively engaged agent interacting in a closed loop with the world as well as with others. Cognition exists to serve action within a landscape that contains both. This chapter surveys this landscape and addresses the status of the pragmatic turn. Its potential influence on science and the study of cognition are considered (including perception, social cognition, social interaction, sensorimotor entrainment, and language acquisition) and its impact (...) on how neuroscience is studied is also investigated (with the notion that brains do not passively build models, but instead support the guidance of action). A review of its implications in robotics and engineering includes a discussion of the application of enactive control principles to couple action and perception in robotics as well as the conceptualization of system design in a more holistic, less modular manner. Practical applications that can impact the human condition are reviewed (e.g., educational applications, treatment possibilities for developmental and psychopathological disorders, the development of neural prostheses). All of this foreshadows the potential societal implications of the pragmatic turn. The chapter concludes that an action-oriented approach emphasizes a continuum of interaction between technical aspects of cognitive systems and robotics, biology, psychology, the social sciences, and the humanities, where the individual is part of a grounded cultural system. (shrink)

The potential capacity for robots to deceive has received considerable attention recently. Many papers explore the technical possibility for a robot to engage in deception for beneficial purposes (e.g., in education or health). In this short experimental paper, I focus on a more paradigmatic case: robot lying (lying being the textbook example of deception) for nonbeneficial purposes as judged from the human point of view. More precisely, I present an empirical experiment that investigates the following three questions: (a) (...) Are ordinary people willing to ascribe deceptive intentions to artificial agents? (b) Are they as willing to judge a robot lie as a lie as they would be when human agents engage in verbal deception? (c) Do people blame a lying artificial agent to the same extent as a lying human agent? The response to all three questions is a resounding yes. This, I argue, implies that robot deception and its normative consequences deserve considerably more attention than they presently receive. (shrink)

Artificial intelligence (AI) systems are increasingly adopted to make decisions in domains such as business, education, health care, and criminal justice. However, such algorithmic decision systems can have prevalent biases against marginalized social groups and undermine social justice. Explainable artificial intelligence (XAI) is a recent development aiming to make an AI system’s decision processes less opaque and to expose its problematic biases. This paper argues against technical XAI, according to which the detection and interpretation of algorithmic bias can (...) be handled more or less independently by technical experts who specialize in XAI methods. Drawing on resources from feminist epistemology, we show why technical XAI is mistaken. Specifically, we demonstrate that the proper detection of algorithmic bias requires relevant interpretive resources, which can only be made available, in practice, by actively involving a diverse group of stakeholders. Finally, we suggest how feminist theories can help shape integrated XAI: an inclusive social-epistemic process that facilitates the amelioration of algorithmic bias. (shrink)

Abstract— This study aimed to identify the degree of use of the capabilities of decision-support systems in Palestinian institutions higher education, Aqsa University in Gaza - a case study. The study used a analytical descriptive approach, and the researchers used the of questionnaire tool to collect the data, the researchers using stratified random sample distributed (150) questioners to the study population and (126) was obtained back with rate of 84%. The study showed that the most important results are: that (...) senior management supports the existence of decision support systems and that there is approval by the respondents on the paragraphs of the use of the capabilities of decision support systems in general. And that there are no significant differences between the averages of the answers of respondents differences about the degree of use of decision support systems capabilities attributed to personal data. The study also concluded a series of recommendations including: increasing the adoption of the senior management decision support in their decision-making systems. And increased regulatory attention to the potential available to decision support systems directly to the senior management in the Palestinian universities in the Gaza Strip. There is an increased interest in the physical and technical possibilities available for the use of decision support systems. There is an increased interest in human potential available for the use of decision support systems. Investment of information available to universities in building the capacities of integration techniques and other information technology capabilities. The empowerment of human resources in universities and participating in making decisions concerning the construction of the capabilities of information technology. (shrink)

The potential capacity for robots to deceive has received considerable attention recently. Many papers focus on the technical possibility for a robot to engage in deception for beneficial purposes (e.g. in education or health). In this short experimental paper, I focus on a more paradigmatic case: Robot lying (lying being the textbook example of deception) for nonbeneficial purposes as judged from the human point of view. More precisely, I present an empirical experiment with 399 participants which explores the (...) following three questions: (i) Are ordinary people willing to ascribe intentions to deceive to artificial agents? (ii) Are they as willing to judge a robot lie as a lie as they would be when human agents engage in verbal deception? (iii) Do they blame a lying artificial agent to the same extent as a lying human agent? The response to all three questions is a resounding yes. This, I argue, implies that robot deception and its normative consequences deserve considerably more attention than it presently attracts. (shrink)

The emergence of the need for orientation since the past times led the universities to invent innovative ways to prepare their students for the activities and courses they will face. Hence, various types of orientation have been provided during history. However, today with the outbreak of the Covid-19 and the closure of the schools, most of the students are continuing their studies as distance learning. While this situation is very disappointing for all freshmen students who do not know the university's (...) atmosphere, it is extremely disruptive, specifically for the design ones, which are passing tactile courses, demanding being held face to face. This ascertains the research's problem as a need for an interactive solution for the issue to lessen the consequent problems. Game-based orientation (GBO) is a tool, engaging the freshmen students as players with the provided data in it, which are the essentials for a novel student to know before entering the university. It allows the student to be dealt with the school services, Istanbul Technical University in this case, and use them in terms of the game's tasks. The scoring system, the ultimate certificate, the leaderboard leading them to prizes, and the game's non-linearity will attract the students to use GBO frequently to finish it and experience all the possible scenarios. (shrink)

This thesis focuses on the use of intelligent tutoring system for education and training of students specialized in electricity in the field of technical and vocational education. The use of modern systems in training and education will have a great positive impact in improving the level of students receiving training and education; this will improve the level of the local economy by producing students of professionals who are able to engage in society efficiently, especially for (...) those who have specialized in electricity. It is known that students in electrical specialties face many problems because of time and cost. Learning and training is not as easy as you imagine, so intelligence is how to overcome these limitations effectively. Motivating the Intelligent Tutorial System (ITS) for this type of training. This system consists of a student model, which in turn will contain lessons, exercises and examples that will be used by the student in addition to the user interface model which makes the teacher to be able to manage lessons, examples, and questions and make changes to the system. Expert System (ES) model representing the Artificial Intelligence (AI) here has been used to determine the level of the student and gives him the results, directions and levels. The program was implemented and was used by trainees to show the extent of its impact. The students expressed their surprise and admiration in this way of education as the system used focuses on individual education which can be used at any time and without restrictions. After this experience, the dedicated (ITS) system needs to be developed in several ways such as to be used on mobile systems and web systems in addition to linking some of the specialized programs in the field of electricity. (shrink)

The aim of this study was to identify the obstacles facing the application of knowledge management and its impact on performance at Palestine Technical University-Kadoorei from the point of view of employees and to detect the differences between the average views of the study sample on the subject of the study according to some variables such as (gender, nature of work, Education Level, specialization, years of experience). The study followed the descriptive analytical method and the questionnaire as a (...) tool for study. It was distributed to 74 employees. After the questionnaire was distributed, the data was collected and coded and entered into the computer and processed statistically using the SPSS program. The study found that the percentage of approval of the obstacles to the application of knowledge management at Palestine Technical University-Kadoorei differed between few and large, and the relative weight of the axis was complete (68.2). The degree of awareness of the workers of the reality of performance excellence at the University of Palestine Technical-Kadoorei was between medium and very large. There is an impact of the constraints of the application of knowledge management on performance excellence at Palestine Technical University-Kadoorei. In light of the results of the previous study, the researchers recommended that the importance of knowledge management should be taken into account in order to raise the university's reputation and reputation at home and abroad and improve its services to students and the local community. And to promote the exchange of experiences and knowledge with local, regional and international universities in order to enhance the knowledge and preserve it and provide modern and sophisticated scientific techniques and use them in administrative and academic work at the university. (shrink)

The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato’s work in Jaeger’s Third Humanism and Krieck’s völkisch-racist pedagogy and anthropology. This article will seek to characterize, as figures of localitas, their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger’s and Krieck’s interpretations of Platonic paideía shared several core-elements (...) based on a modern conception of State sovereignty and human will, whose fundamental ground is the subjectivist-technical metaphysics. The “production” of a human type (spiritual and/or racial) and a unitary State political community appears in both authors mediated by a theory of political education, that I define as «State typohumanism», that sought its sustenance in Plato’s political philosophy, mainly by means of a distorted understanding of the notions of týpos and ē̂thos, and that, I argue, played a key role in the intellectual legitimization of völkisch-racism. This would be broadly translated into a programmatic and literal understanding of the Platonic Republic which assumes that the inherent function of any State is to produce subjectivities based on national identities grounded on homogeneous characteristics. In these varied characterizations similar appropriations of humanitas have been expressed both in Jaeger and in Krieck. (shrink)

Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was found that managing parent expectations and dealing with challenging parent behavior were among the sources of stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching practices (...) and interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers faced challenges in implementing blended learning, including technological issues, a lack of support and resources, and difficulties creating engaging online content. However, as teachers gained more experience and knowledge about effectively using online tools and technologies for instruction, these challenges became more manageable. Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended learning by implementing various strategies and making preparations to guide and support their students effectively. These strategies have included using games and other engaging activities to keep students motivated and engaged, developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and responsibilities and deal with challenges such as supporting students with varying technology access and skills. (shrink)