ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Process for the Generation of Future Education Scenarios
Author: Manetti, Alessandro
Date: 2022-10-00
Type: Journal Articles
Subjects: Futures (of Society),Trend Analysis,Specialists,Validity,Educational Opportunities,Design,Thinking Skills,Creative Thinking,Teaching Methods,Workshops,Teamwork,Interdisciplinary Approach,Vignettes,Sustainable Development,Well Being,Climate,Social Change,Diversity,Inclusion,Information Technology,Program Development,Masters Programs,Artificial Intelligence,Clothing,Health Services,Urban Environment,Mathematical Models

This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies.
Educating for a Sustainable Future through the Circular Economy: Citizen Involvement and Social Change
Author: Carbonell-Alcocer, Alejandro
Date: 2022-10-00
Type: Journal Articles
Subjects: Sustainability,Climate,Environmental Education,Citizen Participation,Futures (of Society),Foreign Countries,Social Change,Curriculum Design,Discourse Analysis,School Role,Grounded Theory

The climate crisis and the environmental emergency are a sign of uncertainty for the future of the planet. European and national educational directives establish the framework of action and the commitments that must be made by each agent to reach the new sustainable paradigm which is based on circularity. The school, as an institution of social transformation, faces a reproductive framework that feeds the consumer socio-economic structure, covering up the urgency of the problem. The aim is to identify the forces for change to improve the intervention mechanisms in the educational field in Spain aimed at fostering the involvement and the participation of young people. The qualitative methodology combines discourse analysis using Grounded Theory and prospective analysis using the scenario method. By means of a validated questionnaire, semi-structured interviews and focus groups are conducted with technicians and managers, trainers of trainers, teachers, and researchers (n=53). The discourse of the agents and legislation on education and sustainability are analysed to generate substantive theory. By means of the theorization obtained, drivers and constraints are identified, establishing a probability and impact matrix that allows for the visualization of three possible futures. It concludes with a set of recommendations to strengthen the desired scenario and to reduce the possibilities of the dystopian scenario.
Emoticons in Student-Professor Email Communication
Author: Baggia, Alenka
Date: 2022-10-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Teacher Student Relationship,Electronic Mail,Nonverbal Communication,Foreign Countries,Digital Literacy,Student Attitudes,Gender Differences,College Students,College Faculty,Positive Attitudes,Content Analysis

Emoticons have become a common phenomenon in email correspondence between students and professors. Even though the use of emoticons in formal writing is considered inappropriate and unprofessional, more and more students are using these nonverbal communication tools to add context or emphasis to their email messages to professors. This paper examines the association between the use of emoticons and professors' perceptions of higher education students' email messages with and without emoticons in two countries, Serbia and Slovenia. The students' emails were collected and assessed on several levels. The students' messages were examined with particular attention to the appropriateness of the students' writing style. In addition, the students' level of digital literacy, their attitude toward a professor, and gender differences in the use of emoticons were examined. Furthermore, an online questionnaire was used to identify characteristic differences between students who use emoticons and students who do not. The results show that messages with emoticons are rated lower on several dimensions than messages without emoticons. In addition, students who use emoticons show lower digital literacy and perceive their professors as more understanding and helpful. Emoticon use is not related to gender. The results suggest that students should avoid using emoticons even if they have a positive attitude toward their professor.
Futures Education: Curriculum and Educational Practices in Australia, Spain, and Chile
Author: Castellví, Jordi
Date: 2022-10-00
Type: Journal Articles
Subjects: Curriculum Development,Futures (of Society),Cross Cultural Studies,Teacher Attitudes,Climate,Course Content,Educational Trends,Social Change,Comparative Education,Cultural Context,Foreign Countries,Educational Practices,Elementary Secondary Education

The images of the future among young people have been conditioned by the stories present in the media, films, books, and also in school. Educational curriculums are made up of a selection of knowledge that privileges some ways of understanding the future over others. Young people often imagine a future that is in economic, social, and/or climate crisis. However, they also imagine a bright future for themselves, detached from the future they imagine for society. In this article, we present a qualitative analysis of the curriculums of Australia, Spain, and Chile, together with interviews with teachers from these countries. We investigate the presence and absence of futures education in these curriculums, their degree of development regarding futures education, and make a first analysis of the influence of futures education in schools. To do this we identify four dimensions: situate in time, anticipate, imagine alternative futures, and social action. The results show that, while the Australian curriculum explicitly includes education for the future, the Spanish and Chilean curriculum include it only tangentially. In addition, the socio-cultural context of schools and the will of the teaching staff are elements that determine the implementation of futures education in the school context.
Invisibilised Human Rights: Trafficking in Human Beings in the Media in Spain
Author: Cabrera-Rodríguez, Elvira-Carmen
Date: 2022-10-00
Type: Journal Articles
Subjects: Crime,Slavery,Foreign Countries,Civil Rights,News Media,News Reporting,Sexual Abuse,Mass Media Role,Agency Cooperation,Nongovernmental Organizations,Public Agencies

The aim of this research is twofold: to examine the coverage of human trafficking in the digital press and the perceptions of media professionals and specialised entities regarding such news. The methodology employed is mixed and relies on the technique of content analysis of news stories between January 2019 and December 2020 to investigate how the phenomenon is addressed by digital newspapers. This is also combined with the semi-structured interview technique to identify the discourse of media professionals and the heads of specialised non-governmental organisations in relation to their assessment of the news production on trafficking in Spain. There is lack of information on trafficking of human beings, partly due to the lack of media resources to inform and investigate. The trafficking of human beings for the purpose of sexual exploitation continues to dominate media coverage. Addressing the trafficking of human beings from a holistic and human rights approach, including the visibility of all forms of trafficking, as well as deepening collaboration and cooperation between the media and specialised entities, are tasks of vital importance for further progress.
Connect, Converse, Collaborate: Encountering Belonging and Forging Resilience through Creative Practice
Author: Crews, Sarah Kate
Date: 2022-00-00
Type: Journal Articles
Subjects: Drama Education,College Faculty,Foreign Countries,Teacher Attitudes,Cooperation,Dialogs (Language),Educational Environment,Anxiety,Creativity,Teaching Experience,Sense of Community,Power Structure,Educational Practices

This paper is a dialogue between two colleagues who teach drama and performance in Higher Education. Our work here has developed across a series of formal, semi-structured and informal discussions about our experiences of teaching and supporting students within the Drama and Performance department at University of South Wales. Instantly we connected on our commitment to prioritising student needs and our intentions to co-construct reflexive learning spaces. Within the disciplines of drama and performance, we (Allinson and Crews) see practice, collaboration and dialogue as equally important and core to all learning environments and encounters. Because of this we continually question how to hold a space for students through focusing on individual needs and difference, whilst simultaneously attempting to find connection through shared intentions and practices. Acknowledging individual and collective anxiety in learning environments is important because, left unchecked, these individual anxieties risk generating collective frustration, resistance to the creative process and fatigue. Openly discussing and agreeing on how to create spaces and structures for feeling heard and seen fosters belonging and in turn resilience, both in ourselves and our students. Here we propose that working within creative practices and exploring dynamic ways of holding space for ourselves and for students generates repeated experiences of successful encounters that build resourcefulness and resilience. This allows educators and students to collectively and mindfully encounter future situations and engage with them transformatively.
Experiences of Belonging: A Comparative Case Study between China-Domiciled and UK-Domiciled Students
Author: Smith, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sense of Community,Undergraduate Students,Business Education,COVID-19,Pandemics,Social Media,Internet,Student Adjustment,Cultural Differences,Foreign Students,Educational Environment,Student Attitudes

Different domiciled groups experience belonging differently within university contexts, with China-domiciled students studying in UK Business Schools often finding it more difficult to integrate into university culture than their European counterparts, partially contributing to the sector awarding gap between these groups studying Business and Management subjects. With recognition that the pandemic induced move to teaching online exacerbated challenges to belonging for all students, 17 Chinese and 16 UK finalist undergraduates were interviewed about their experiences of belonging before the pandemic, during the pandemic, and once face-to-face teaching had resumed. The research contributes to an increasingly nuanced understanding of the university habitus and its relationship to belonging as both contextual and temporal, revealing commonalities and differences in establishing a sense of belonging in heterogeneous student cohorts. The research extends the four domains of belonging; academic, social, surroundings and personal space to include the digital space, a previously unexplored dimension of student belonging that gained greater prevalence with the move to teaching online. The research uncovers the exclusionary effects of social media platform adoption and contextualises this inequality through ideas of digital habitus. Findings highlight the importance of the transition to Higher Education and the ongoing work required to foster a secure sense of belonging for all students, but particularly those who enter into university with a cultural background that is very different to the culture of the university.
Imagination, Education for the Future and Democratic Culture: Educational Policies in the Iberian Peninsula
Author: Casadellà, Marina
Date: 2022-10-00
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Curriculum Design,Elementary Education,Instructional Design,Preservice Teacher Education,Educational Legislation,Politics of Education

In a historical moment, where the future is considered a threat, it seems highly relevant to teach the ability to imagine desirable futures. Education for the Future (EF), from the Anglo-Saxon tradition, represents a reference to give a response to negative images about the idea of the future. The competences for democratic culture defined by the Council of Europe provide the basis for the elaboration of a theoretical framework that includes the imagination of democratic and sustainable futures as one of its main conceptual axes. This study analyses official documents of public policies carried out in the Iberian context, to examine the treatment of the idea of future in education systems. Three levels of policies have been studied: state educational laws, primary education curricula and institutional teacher training policies. The public policies have been analysed using the normative method of content analysis, with a syntactic sampling strategy, calculating the absolute and relative frequency of the units of analysis. Results show that there are few references to the construction of the concept of the future in public policies and suggest that the opportunity to educate others on the imagination of desirable futures may be being wasted.
Learning Strategies through Digital Games in a University Context
Author: Cavalcante-Pimentel, Fernando-Silvio
Date: 2022-10-00
Type: Journal Articles
Subjects: Learning Strategies,Computer Games,College Students,Metacognition,Foreign Countries,Cognitive Processes,Computer Simulation

The relationship between digital games and the mobilization of cognitive and metacognitive learning strategies deserves attention and needs research that contributes to the understanding of how these strategies can favor the teaching and learning processes. This study describes how university students over 18 years of age mobilize cognitive and metacognitive learning strategies through digital games. The research methodology used was ex post facto with a quantitative approach. 941 students from 22 States and from the Federal District, enrolled in higher education courses at Brazilian colleges and universities, participated in this research. Data collection occurred through the application of an online questionnaire that integrates the Metacognitive Awareness Inventory (MAI) and the Inventory of Cognitive and Metacognitive Strategies with Digital Games (ICMSDG). The results indicated that university students make regular use of metacognitive knowledge, skills, and strategies. Moreover, cognitive and metacognitive learning strategies seem to be more mobilized by digital game players than by nonplayers, particularly among those who played over a longer period of time (9 years or more) and with higher intensity (playing every day). With the results found and analyzed, we observe that this study is relevant for both university professors and game designers who aim to promote metacognition skills.
Secondary Education Students and Media Literacy in the Age of Disinformation
Author: Herrero-Curiel, Eva
Date: 2022-10-00
Type: Journal Articles
Subjects: Media Literacy,Misinformation,Foreign Countries,Information Seeking,High School Students,Critical Thinking,Reading Habits,Mass Media,Social Media,Information Literacy

This paper presents an up-to-date overview of how students in Compulsory Secondary Education (ESO) in Spanish public schools, aged between 11 and 16, approach the media, how they inform themselves, the degree of journalistic discrimination they have, and how they deal with the news in times of an infodemic and disinformation. In addition, it explores the opinion of teachers on the media deficits they perceive in their students. The main research technique used in this study was a descriptive, cross-sectional survey of 1,651 ESO students from all over Spain with a confidence level of &lt;95% and a ±3% sampling error. In order to delve deeper into some of the main aspects pointed out by students, 77 in-depth interviews were conducted with teachers from all over Spain. The main results highlight that high school students are mainly informed through social networks, television, and their family or friendship groups; that they have difficulties in discriminating between information and opinion; and that, although they consider themselves capable of differentiating between news and hoaxes, more than half are unable to distinguish between fake and real news. According to the teachers in some of these schools, media consumption among students is non-critical, fuelled by the compulsive consumption of audiovisual and digital media.
Math, ASL, Social Studies - Building a Deaf School Online
Author: Tanner, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Special Schools,American Sign Language,Access to Education,Virtual Schools,Partnerships in Education,Mathematics Instruction,English,Written Language,Speech Communication,Deaf Interpreting,COVID-19,Pandemics,Elementary Secondary Education,Social Studies

In Utah, deaf and hard of hearing elementary school students can access their education--in American Sign Language (ASL) and spoken and written English--from their devices at home. Many secondary students can access online coursework as well. This is thanks to a four-year project undertaken by the Utah School for the Deaf (USD). The goal was to provide online services--even an online school--for deaf and hard of hearing students, for both those in deaf schools and those in mainstream programs. Today, any deaf or hard of hearing student in Utah can take advantage of the USD Online School. Deaf and hard of hearing students can elect to work entirely from home or make up a single high school course for credit. Students in the mainstream can sign onto courses in ASL and see other courses in written and spoken English. A shift in thinking has occurred. Many teachers have re-evaluated traditional notions of what school means and looks like.
The COVID-19 Infodemic among Young People and Adults: The Support of Critical Media Literacy
Author: Sánchez-Reina, J. Roberto
Date: 2022-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Critical Literacy,Media Literacy,Misinformation,Foreign Countries,Health Education,Information Seeking,College Students,Well Being,Emotional Response

The COVID-19 pandemic has flooded the public sphere with large amounts of information, engendering what some specialists have dubbed the infodemic. Among the mechanisms used to mitigate the effects of the infodemic, critical media literacy has proven a valuable approach. This study aimed to analyze the critical media skills (CMS) of young people and adults in relation to the variables of infodemic awareness (IPA), infodemic and wellbeing (ISW), emotional reaction (ERI), and media trust (MTC). A cross-sectional online study with 404 participants (Mage=32.8) was conducted in two virtual communities in Mexico during the first semester of 2021. Descriptive analysis revealed highly critical media skills in participants. Adults showed high levels of IPA, while young people presented high levels of ISW, ERI, and MTC. Observations by the age group indicated an association between CMS and ISW, and CMS and MCT, while the association between CMS and IPA was null. The COVID-19 outbreak has intensified the consumption of digital media and access to untrustworthy information. Critical media literacy may protect individuals from the risks of infodemic by enhancing critical roles and attitudes toward media discourse. This study supports the recommendation to promote media literacy initiatives that inoculate critical media skills as mechanisms to counteract the misinformation in health crises.
Social-Emotional Learning: How Can We Best Support Deaf Adolescents?
Author: Herzig, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Deafness,COVID-19,Pandemics,Well Being,Adolescents,Students with Disabilities,Social Isolation,Anxiety,Hearing Impairments,Cooperation,Individual Development,Family School Relationship,Mental Health

Lockdown measures implemented to slow the spread of COVID-19 (e.g., social distancing, remote learning, canceled extracurricular activities, restrictions from in-person visits with friends and extended family) created social isolation and loneliness--and that had a significant impact on adolescents' well-being and mental health. This impact was even more significant for deaf, hard of hearing, and disabled students: 87 percent of students with disabilities reported feeling that isolation was a main cause of stress (Williams, 2021). Deaf adolescents, facing communication barriers, may have experienced even more isolation and thus more stress than their peers. Behaviors observed by the teacher can illustrate what occurs when this happens and students' social-emotional needs are not addressed. The behaviors highlight the importance of incorporating social-emotional learning into education, especially for adolescents and, even more important, for adolescents who are deaf or hard of hearing. Educators during classes, staff after school, and families at home should collaborate in bringing social-emotional learning to their children. Together, educators, staff, and families can work to ensure social-emotional learning occurs and deaf and hard of hearing students are ready to learn academically.
Signs, Graphemes, Books, Writing - And Lots of Joy: Embracing Bilingualism with Preschoolers
Author: Steingieser, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,American Sign Language,Graphemes,Bilingualism,Bilingual Education,English Instruction,Teaching Methods,Deafness,Hearing Impairments,Students with Disabilities

For generations, classroom English teachers have exploited knowledge of English phonemes to teach hearing children. In this article, the author explains how to exploit the strategy of using American Sign Language (ASL) graphemes to teach deaf and hard of hearing children. The goal is a fully evolved bilingual environment in which the children become fluent in both languages.