Defeating isolation in the pandemic and post pandemic new dispensation: The case study of Russia and Japan in higher education

Zhilina Larisa V

Published: Dec. 1, 2021

The outbreak of COVID-19 pandemic since early 2020 has dramatically impacted higher education development in various aspects, including the shift of face-to-face teaching to online teaching and learning, the cancellation of physical events and activities, and the formation of a "new normality'’ in higher education [Tesar, 2020]. At the same time, COVID-19 has increased virtual mobility and collaborative online learning as alternatives to physical student mobility. For developing promotion of intercultural dialogue through the online communication based on learning foreign languages and motivating students, faculty members from Kansai University (Japan, Osaka) and F.M. Dostoevsky Omsk State University (Russia, Omsk) started …

Effects of Full and Quasi – Participatory Learning Strategies on Nigerian Senior Secondary Students’ Environmental Knowledge: Implications for Classroom Practice

Josiah. O. Ajiboye,

S. O. Ajitoni

Published: April 10, 2008

Environmental education is considered an appropriate intervention for creating awareness of, and an understanding of the challenges of environmental degradation. The introduction of EE into the Nigerian school curricular creates a challenge of how to teach it. A majority of the teachers still employ the old, traditional “chalk and talk” method. This study experimented with two modes of participatory strategies, the full and quasi participatory modes in teaching secondary school students in Nigeria some EE concepts. Three hundred and sixty students were randomly selected and assigned to the three treatment groups. Five hypotheses were tested at P<.05 and data …

Why we cannot afford to lose CTE in schools

Scott Bartholomew

Published: Aug. 19, 2014

Career and Technical Education (CTE) is a vital part of our nation’s education system. Despite a myriad of positive outcomes related to CTE, such as creativity, problem solving, manual dexterity, and spatial perception, CTE participation, funding, and emphasis have declined in recent years. This paper discusses the history of CTE as well as the current status of CTE in education. Positive outcomes linked with CTE are highlighted and arguments are presented for an actual presence of CTE in education. Challenges facing CTE are addressed and recommendations are provided.