VOLUME 14 | ISSUE 2 | SEPTEMBER, 2024
(The next ISSUE of HRR comes in April 2025)
The tendency of digital transformation has been apparent in almost all aspects of socio-economic life, of which tertiary education never stands an exception. Tertiary education holds the proper transformation strategies and orientations and catches up with the general trend, contributing to the development of the digital society and forming a digital nation in the future, which all require strategic and flexible solutions from the present time. The article analyzes some basic contents of digital transformation in higher education, factors guaranteeing successful digital transformation, assesses the current situation, and surveys regional, international, and domestic universities as well as the results and remainings, thereby proposing several strategies and theoretically oriented solutions to meet the requirements of developing skilled and talented human resources in the context of the Industrial Revolution 4.0 of Vietnam in the coming period.
Keywords: 4.0 Industry, digital transformation, higher education, human resources, international integration
The Level of Understanding of the Teacher Key Competences for Inclusive Education by Kosovo Teachers
Besë Krasniqi Kadrijaj and Naser Zabeli
The purpose of this research was identifying the level of understanding of the teacher key competencies for inclusive education by Kosovo teachers. For this research it was used the quantitative method approach, identified 270 teachers as sample representatives and the questionnaire was used as the instrument. The findings show that the level of understanding of the teacher key competences for inclusive education by Kosovo teachers is at the low level. The t-test shows that the teachers with long work experience are more knowledgeable about inclusion than the teachers with short experience but on the other hand the teachers with shorter work experience are more supportive, collaborative and have more interest for professional development than teachers with longer work experience. The results also show that there are differences between teachers with bachelor and master degree, in their competences (knowledge, support, collaboration and professional development) as an inclusive teacher.
Keywords: competencies, inclusive education, inclusive teachers, level of understanding, teachers
Stereoscopic Acuity in Children with Different Degrees of Visual Impairment
Sevala Tulumovic and Izeta Husic-Djuzic
The aim of the research was to examine the state of stereoscopic visual acuity in children with different degrees of visual impairment. The study included 240 respondents, ranging in age from 3 to 18 years old. All respondents were examined in at the orthoptic-pleoptic department of the Clinic for Eye Diseases at the University Clinical Center in Tuzla. The respondents were divided into three age groups, from 3 to 6 years old, from 7 to 14 years old and third group from 15 to 18 years old. Groups were equal in terms of number of respondents, age and gender. For data processing, SPSS 17.0 for Windows was used, applying descriptive statistics, Mann-Whitney test, p-value and χ2 test. After data analysis, considering results of the research, it can be concluded that, for the degree of visual impairment variable, there is statistical significance across all age groups. The research emphasizes the importance of timely educational and rehabilitative treatment in the rehabilitation process of children with stereovision dysfunction at various degrees of visual impairment.
Keywords: stereoscopic acuity, degree of visual impairment, visually impaired children
Effect of Social Cognitive Skills Training (SCST) on Cognitive and Affective Theory of Mind in Adolescents
Leema Jacob and Jayasankara Reddy
Social cognitive skills training (SCST) in a therapeutic setup can result in more positive outcomes when incorporated with psychotherapy, especially among adolescents with minor social-cognitive impairments, and it may result in multifarious benefits to mitigate their social-cognitive dysfunction. This research focuses on the effect of SCST on the cognitive and affective theory of mind for adolescents with low social cognition. Quasi-experimental research with a pre-test-post-test design was used. Edinburgh Social Cognition test (ESCoT) was used for pre-and post-testing one week before and post-SCST training. The significant findings reveal a positive impact of SCST on the affective theory of mind and cognitive theory of mind in the experimental group. No significant changes were found in the control group (waitlisted). The results help validate the SCST module to improve an adolescent’s cognitive and affective theory of mind in social cognition. Further implications are discussed.
Keywords: Social cognitive skills training, cognitive theory of mind, affective theory of mind, social cognition, adolescents
The focus of this article is on the development of adequate English reading skills. To delineate necessary components for a phonemic-based language, it is necessary to compare two broad frameworks–the Qualitative Similarity Hypothesis (QSH) and the American Sign Language (ASL)—English sign-print bilingual model. Both frameworks have been invoked to address the language and literacy challenges of d/Deaf and hard of hearing (d/Dhh) children and adolescents. Descriptions of the QSH and ASL are provided, and a synthesis of salient research findings is presented. The selection of relevant sources for both frameworks is the result of both a systematic and a professional review, focusing on early and recent investigations. There are benefits associated with the use of American Sign Language in a sign-print ASL-English bilingual education program, especially when combined with fingerspelling and English orthography. However, these benefits seem to diminish during the later early literacy period, particularly in the alphabetic stage. Thus, it is argued that, at present, the QSH and other extant developmental models proffer not only stronger evidence, but also a better explanation for the difficulties of d/Dhh students in developing early and advanced English reading skills. The article concludes with recommendations for further research.
Keywords: American Sign Language-English bilingualism; d/Deaf and hard of hearing students; English language; English literacy; Qualitative Similarity Hypothesis
From Theory to Practice: A Holistic Study of the Application of Artificial Intelligence Methods and Techniques in Higher Education and Science
Suada A. Dzogovic, Blagojka Zdravkovska-Adamova and Harun Serpil
This study endeavors to conduct an exhaustive analysis of the integration of artificial intelligence (AI) into educational and scientific practices, and to elucidate potential pathways for progress in this domain. It involves reflecting on the impact of AI across various education domains, the advancement of scientific methodologies and discoveries, and the broader societal development. With the help of a systematic review of the relevant literature, examples, and trends of the application of AI in education and science are studied, emphasizing their methodological and conceptual basis. The qualitative approach of this study is based on a systematic analytical review of academic publications, with an attempt to identify key topics and trends in the integration of AI in the fields of education and science. The critical analysis of relevant research assesses the reliability of the presented evidence and applied research methods, and examines the differences and convergence of the approaches of different authors. This methodological approach allows a more profound analysis of AI’s impact, while also exploring AI as an advanced research methodology and analyzing various perspectives and contributions of authors within the realms of education and science. The results demonstrate that AI integration significantly contributes to improving educational processes, fostering student creativity, and enhancing scientific practices. Furthermore, the study identifies research gaps, emphasizing the need to explore ethical implications, long-term impacts, and inclusive models of AI. Based on these findings, further studies employing longitudinal/ experimental methods and large dataset analyses are recommended. The findings are expected to advance research by deepening our understanding of the complex interactions between artificial intelligence, education, and science.
Keywords: Artificial intelligence, Integration of artificial intelligence, Research and educational practices, Advanced method
Exploring Code Switching and its Educational Implications Among Lower Primary Bilingual Students
Senad Jusufi and Jasmin Jusufi
This research investigates language practices, including code-switching and code-mixing, among lower primary bilingual students, age 8-11, in an Albanian language instruction school. The primary aim is to explore the dynamics of language use, perceptions, and behaviors among students and teachers. Utilizing a mixed-methods approach, the study incorporates student and teacher questionnaires, as well as observational data. Findings reveal the prevalence of Bosnian in home environments, with students exhibiting a preference for Albanian in classroom settings. Teachers recognize code switching as a pedagogical tool but express concerns about students’ overreliance on Bosnian. Observational data illuminate nuanced language choices and patterns of code switching among students, highlighting the complexity of bilingual communication in educational contexts.
Keywords: code switching, bilingualism, language acquisition, multilingualism, elementary school students
Teachers’ attitudes regarding the integration of students with special education needs (SEN) into the regular classroom play a very important role in the success of student integration. There is a paucity of knowledge about and hence a need to research the attitudes of teachers in schools in the Arab community in Israel regarding SEN integration, to better understand their knowledge and activities in this field. This research examined the skills that underlie teachers’ attitudes toward SEN integration, to identify the professional skills that teachers see as a condition for successfully integrating students with special needs into the regular classroom. The aim of this study was to determine whether teachers’ professional specialization and skill set influences their attitudes toward integrating students with special needs into their classrooms.
Keywords: teacher attitudes, inclusive education, professional specialization, Arab-Israeli teachers, special education needs.
Characteristics of Sensory Processing in Children with Cochlear Implants and Hearing Aids
Ana Drobac, Vesna Radovanovic and Jasmina Kovacevic
Sensory processing includes perception, organization, and reaction to sensory stimuli. Research has shown that deaf and hard-of-hearing children have unique sensory processing characteristics. The aim of this study was to identify these characteristics and examine the contributions of factors such as type of amplification, chronological age, hearing age, and frequency of rehabilitation to sensory processing features. Parents of 52 children, aged 3 to 10 years old, completed the Sensory Profile questionnaire. Results showed that most children were within the typical performance range in most subscales, however, children with cochlear implants had better scores in several domains compared to children with hearing aids. Chronological age, hearing age, and frequency of rehabilitation did not contribute to overall sensory processing. These results indicate that children with cochlear implants have a more successful integration of sensory processing abilities. Early intervention and consistent rehabilitation are needed to optimize sensory outcomes in deaf and hard-of-hearing children.
Keywords: deaf and hard-of-hearing, hearing loss, Sensory Profile, type of amplification
Improving the Moral Attitudes of Primary School Students Through Social Activities in the Community
Mohammad Archi Maulyda, Muthmainnah, Tri Wardati Khusniyah, Hetty Anggraini and Agustina Mei
The aim of implementing this program is to improve the moral attitudes of students in elementary schools. This program is based on social activities in the community. This Design Base Research (DBR) research focuses on developing educational interventions to improve the objectives of the intervention provided. Participants in this research were 42 students, 2 teachers, and parents of students who took part in the program. The forms of intervention carried out are, (1) Volunteer Club; (2) Moral Mentorship; and (3) Entrepreneurship Program. The research instruments to measure the intervention are student perception questionnaires, parental involvement questionnaires, and questions about moral issues which have been tested for validity and reliability. The results of this research are that students experience positive changes in moral attitudes at school and at home. In addition, it was found that there was no difference in moral attitudes for both male and female students.
Keywords: Attitude; Morality; Social Activity; Student
Teachers attitudes towards student assessment during group work in primary education-Qualitative study
Shqipe Avdiu-Kryeziu and Merxhan Avdyli
The main purpose of this research is to obtain the attitudes of teachers regarding the assessments of students during group work in primary education, while collecting data throught qualitative study, with a focus on current findings, shortcomings and difficulties, the benefits of carrying out the assessment during group work and effectiveness in achieving results. The instrument that we used to collect the data is semi-structured interview, connected with 15 primary education teachers. From the reviewed literature as well the qualitative study, we have taken the attitudes of teachers regarding the evaluation of students during group work while we have analyzed and presented as topics on the tables. As a conclusion we found that teachers attitudes and the reviewed literature are close to the purpose of this research, the benefits that students have during the assessment when they work in groups. The research is important because it helps teachers, educational researchers, parents and school leaders, who can benefit from this research.
Keywords: assessment, group work, school, students, teachers.
