Pedagogika

Traditional or Active Learning Methods in Financial Education? A Randomized Controlled Trial

Sigurdur Gudjonsson, Kari Kristinsson — Tue, 22 Apr 2025 00:00:00 +0300

The purpose of this study is to compare how much students learn using two different teaching methods under blinded experimental conditions. That is, comparing traditional lectures to active learning. We measure student learning by varying teaching methods during a review for an exam, which was taught either through a 40-minute traditional lecture or a 40-minute session of active learning. The results suggest no difference in learning outcomes between students who received review through active learning and those who received review through traditional means.

Designing MOOC Support for University Students: A Case Study From 2022–2024

Michal Černý — Tue, 22 Apr 2025 00:00:00 +0300

The study analyses the experiences of learners who have taken part in a university course with a MOOC (massive open online course) component and provides practical insights that MOOC have a place in formal education and are associated with a sense of freedom, autonomy, and empowerment for university students. At the same time, however, to complete them, they need to acquire specific experiences and skills related to time management, self-management, and learning competencies.

A Novel Problem-Based Learning Model Incorporating Team Teaching to Enhance Self-Determination in Nursing Students: Development and Validation

Rhona Sandra, Firman Firman, Abdul Razak, Ciptro Handrianto — Tue, 22 Apr 2025 00:00:00 +0300

This study aims to develop and validate a students' PBL and Team-Teaching approach in order to motivate nursing students to self-directed learning during clinical practice. The study employed mixed methods and a quasi-experimental design by involving participants from four nursing schools in Indonesia. The academic and clinical perspectives support each other in enhancing students' self-determination and clinical competence in fostering intrinsic motivation and professional growth.

Spanish Higher Education: EMI Students’ Needs for Language Support Courses (ESP)

Rima Krasauskyte-Sierra Ruiz, Ana Chapman — Tue, 22 Apr 2025 00:00:00 +0300

Given the endangered status of language support courses and the scarcity of research on the linguistic needs of EMI students in Spanish higher education, this study aims to investigate EMI students’ needs for language support and the potential of ESP courses in improving their English language skills. A mixed-method approach was used. The study results will contribute to filling the existing gap in EMI literature and inform stakeholders who are making major decisions on language support systems.

Testing the Associations Among University Students’ Autonomy, Academic Resilience, and Behavioural Engagement: A Structural Equation Modelling Approach

Le Trung Kien, Duong Minh Tuan — Tue, 22 Apr 2025 00:00:00 +0300

This study investigated the interplay among learner autonomy (LA), academic resilience (AR), and behavioural engagement (BE) in tertiary students, focusing on how the components of LA (i.e., independence of learning (IL), study habits (SH)) and AR (i.e., self-determination (SD), adaptability (AD)) influenced BE. The findings revealed significant connections between IL, SD and BE. IL also had a reinforcing link to SD and AD. The association between IL and BE was partially mediated by AR.

Pre-Service Teachers’ Online Learning Experience – Challenges and Lessons Learned

Arlinda Beka, Arberore Bicaj — Tue, 22 Apr 2025 00:00:00 +0300

This study aims to investigate the impact of the COVID-19 lockdown on the professional growth of pre-service teachers in adapting to virtual learning. It examines the experiences of 421 University of Prishtina pre-service teachers using a mixed-methods approach. Despite technical challenges, the results indicate increased peer collaboration. The study emphasizes the importance of raising the quality of online education in order to better prepare for emergencies in the future.

Assessing the Effectiveness of the Lithuanian Non-Word Repetition Test as a Screening Tool for Dyslexia

Eglė Krivickaitė-Leišienė, Viktorija Kavaliauskaitė-Vilkinienė — Tue, 22 Apr 2025 00:00:00 +0300

This paper focuses on the ability of children with dyslexia (~8;9) and TD children (~8;2) to repeat Lithuanian non-words. Research shows that dyslexic children have difficulties with phonological processing tasks, such as encoding phonological information, retaining it in VPSTM for a certain period, and retrieving it. The results of this study provide valuable insights into the phonological difficulties of dyslexic children and may contribute to the development of more effective support.

Challenges in Music Education: Teachers’ Competencies, Teaching Styles and ICT Integration

Haoyue Sun, Jolanta Abramauskienė — Tue, 22 Apr 2025 00:00:00 +0300

This article focuses on music education and explores the teaching challenges, difficulties, required competencies, education system and use of ICT integration, ways to develop learners' attitudes towards music and collaborative methods. Qualitative research methods were used in the study. The research showed that due to the changes in the educational model, music education has become complex, requiring teachers to use ICT and adapt their teaching style to enhance learners' experience and engagement.

Project-Based Learning in Environmental Learning: Can It Improve Learners' Problem- Solving Skills and Mutual Cooperation?

Windasari Apriwijayanti, Sajidan Sajidan, Dwi Oetomo, Idam Ragil Widianto Atmojo — Tue, 22 Apr 2025 00:00:00 +0300

Problem-solving skills and mutual cooperation of students in class X Senior High School 3 Surakarta, Indonesia are still low categories. This study aims to evaluate the application of the Project Based Learning model on environmental pollution material to improve students' problem-solving skills and mutual cooperation. This type of research is a class action research conducted at Senior High School 3 Surakarta, Indonesia. The research subjects are X E-2 students. The research procedure includes planning, action, observation, and reflection. Data and sources of research data are questionnaires and tests of problem-solving skills, questionnaires of mutual cooperation, observation sheets of syntax implementation, observation sheets of students' social interactions, observation sheets of teacher reactions, interview sheets, and documentation. Data collection techniques used questionnaires, tests, observations, interviews, and documentation. Data validation using triangulation techniques. The results showed that the test scores of problem-solving skills increased from 53% in the pre-cycle to 86% in cycle II. All aspects of problem-solving skills and mutual cooperation in cycle II reached the research target. The data shows that applying the Project Based Learning model can improve the problem-solving skills and mutual cooperation of students in class X E-2 Senior High School 3 Surakarta.

Vocational Expectations and Adjustment at School: What Does the Relationship Between These Factors Suggest in Initial Vocational Training?

Nora Pileičikienė, Ingrida Bakšenskienė, Kristina Kovalčikienė, Rita Mičiulienė — Tue, 22 Apr 2025 00:00:00 +0300

The high dropout rate among vocational school students prompts us to examine the issues surrounding vocational expectations and adaptation within vocational education and training (VET) institutions as a potential factor contributing to this trend. This study adds to existing research on students’ professional expectations and adjustment within educational institutions, providing insights into the vocational training landscape. What sets this study apart is the inclusion of empirical data from 29 vocational education and training institutions (N = 377), offering a comprehensive overview of the alignment between vocational expectations and school adaptation among students in primary VET. Utilising descriptive and parametric statistical methods, the results revealed a moderately strong positive correlation between professional expectations and adjustment in VET institutions. The hypothesis that older students (post-12th grade) hold higher professional expectations than their younger counterparts in primary VET was supported. This corresponds to their superior personal-emotional and institutional adaptation. In comparison, the data indicates that younger students in primary VET (post-10th grade) have lower vocational expectations and poorer school adaptation. However, the correlation between their professional expectations and school adjustment is stronger than that of older students.

Editorial Board and Table of Contents

Vaida Jurgilė — Tue, 22 Apr 2025 00:00:00 +0300