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The Relations between Students’ Intercultural Communication Competencies and Employability
72-79.Views:476In today’s globalised world, businesses operate on an international level. Most business and economics graduates will interact with colleagues, clients, and partners from diverse cultural backgrounds. Intercultural competencies are essential for their success and effective collaboration in the labour market. A special questionnaire was compiled to investigate students’ intercultural competencies. Based on the statements and responses of the questionnaire, the examination aimed to establish the principal components of the intercultural communication competencies of the students of a Hungarian university. In the next phase of the research, the principal components served to create student clusters which were analysed from a labour market point of view, focusing on advantages and disadvantages. The crucial question was: which cluster is in demand the most in the labour market? By utilizing a principal component analysis, the dataset was reduced to three key components. Subsequently, to classify the students into groups, a multivariate statistical procedure, i.e., cluster analysis, was used to reveal the structures by clearly considering the similarities of a relatively heterogeneous population and to create a relatively homogeneous subset. The study revealed five distinct student clusters, each with varying advantages and disadvantages for employers. In this context, the Interculturally Active and Open with Good Language Skills cluster proved to be the most competent, with the least ideal collection indisputably being the Interculturally Reluctant in Cooperating cluster. The research underscores the importance of intercultural communication competencies for employees and enriches our understanding of the dynamics between intercultural communication competencies and workforce readiness. Developing these competencies in foreign language classes will significantly facilitate our students’ employment.
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Parent-Teacher Communication from the Perspective of the Educator
13-24.Views:3342Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.
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Thoughts on open science, or new trends in publishing the results of pedagogical research
6-12Views:79The radical transformation of education over the past quarter-century, especially accelerated by COVID-19, has raised significant challenges and opportunities for both pedagogical theory and practice. This article examines how the landscape of publishing scientific research—particularly in education—has evolved in response to these changes. Reflecting on more than fifty years in educational research, I explore how digital transformation and Open Science now shape scientific communication and publishing. The introduction reviews the early impulses that shape the theoretical background. It explores new communication forms arising from infocommunication (Katz et al., 2021). Examples show a paradigm shift, demonstrating how scientific communication has adopted online practices. The article highlights conceptual frameworks, spatial and methodological changes in communication, and new ways of sharing research (Nyíri, 2007). It emphasizes the expansion of publication spaces. These changes show that pedagogy researchers must address new issues.
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The Relations between Student Foreign Language Anxiety and Social Variables
87-100Views:346Due to the labour market expectations, universities are responsible for preparing their students for competitive employment in Hungary or abroad. However, language anxiety is an insurmountable problem for many people, making it difficult to learn foreign languages, even though a confident command of them is a key factor in any job interview and essential in the world of work. This complex is one of the main factors hindering language learning, affecting all people to either a greater or lesser extent. In 2023, the University of Debrecen's researchers studied the impact of language anxiety on foreign language learning, surveying approximately 400 students of the university's commerce, marketing, and business management courses. After having a questionnaire filled in, descriptive statistical and cross-tabulation analyses were conducted, and the focus was on analysing the impact of social variables on language anxiety. Our research shows that women are significantly more anxious than men. Students who work while studying and use their foreign language skills at work experience significantly more anxiety than students who do not use a foreign language. Parents' language skills significantly affect their children's language anxiety. The research topic is relevant, as it highlights the importance of teaching strategies to reduce language anxiety in university foreign language teaching. The present study facilitates the teaching of those students who would not be able to overcome the anxiety barrier.
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Evaluating the impact of a retail management programme on graduates’ industry readiness at a selected South African university
101–114Views:89This study explored the effectiveness of a Retail Management Programme in preparing students for employment in the retail industry. In South Africa, there is growing concern about the disconnect between university education and the labour market's expectations. The primary aim of this study was to assess whether the programme provides students with the relevant skills and knowledge necessary for the workplace. A quantitative research method was employed, and data was collected through questionnaires completed by 40 retail management students. The responses were analysed using descriptive and inferential statistics with the Statistical Package for Social Sciences (SPSS). The findings indicate that most students felt well-prepared for customer service, digital work tools, and retail operations. However, some students expressed uncertainty about their readiness, particularly in areas such as data analysis and decision-making. Students were primarily motivated to enroll in the programme to acquire transferable skills and enhance their employment prospects. They also valued training that mirrored real work environments. The study recommends incorporating more input from industry professionals, utilising greater practical learning methods, and placing a stronger emphasis on soft skills, including communication, teamwork, and problem-solving. Additionally, curriculum updates and improvements to career support services are suggested to facilitate a smoother transition for students into the job market.
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Presence of Open Science Skills in Learning Outcomes at the Lis Study Programs in Croatia
8-17Views:334Open science is an ever-evolving phenomenon. Open science deals with the availability of data and publications, which includes an open approach with which publicly funded research is sought to be made available to all members of society and the public. It is an umbrella term that includes a multitude of assumptions about the future of knowledge creation and dissemination (Fecher & Friesike, 2014). The Organization for Economic Co-operation and Development (OECD) emphasizes libraries as a key player and fundamental drivers of open science because they have adapted their role to today’s age and are now active in preserving, publishing, and disseminating digital scientific material in the form of publications, data, and other research-relate content. During their studies, LIS (Library and information science(s)) students acquire knowledge and develop a set of skills that will prepare them for work in today’s information environment. In 2020. LIBER’s (Ligue des Bibliothèques Européennes de Recherche – Association of European Research Libraries) Digital Skills for Library Staff and Researchers Working Group published a visual presentation of the necessary competencies for librarians and researchers. Information science studies, including those in Croatia, are exposed to constant changes in the field, including the development of open science. For this reason, it is necessary to constantly think about the adaptation of study programs through which students will acquire basic knowledge related to the promotion and advocacy of open science. The term “open science”, and everything it encompasses, should be an integral part of study programs in the field of information sciences. The aim of this paper is to explore the representation of skills and competencies for open science in study programs at the LIS studies in Croatia: Department of Information and Communication Sciences (Zagreb), Department of information sciences (Osijek) and Department of information science (Zadar). This research indicated the need for greater inclusion of the concepts of scientific communication and open science in the learning outcomes at the level of programs in the study of information sciences in Zadar, Zagreb, and Osijek.
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Examining challenges to Parental Involvement in Enhancing Academic Performance Among Grade 7 Learners/Students
Views:395Parental involvement is a critical determining factor of learners' academic success, particularly during transitional educational phases such as Grade 7. This study explores the factors challenging parental engagement in supporting their children's academic performance at this crucial stage in South Africa, Tshwane South District. Although extensive research has been conducted on parental involvement, there is limited studies focusing on the transitional phase of grade 7 within the South African context. Employing a qualitative approach, and purposively selected 11 participants (6 parents, 5 educators). Furthermore, data were collected through interviews, focus group discussions and document analysis. Findings indicate that socioeconomic constraints, limited parental education, communication gaps between schools and families, and parents' time constraints significantly hinder effective involvement. Additionally, cultural perceptions of parental roles in education and students' increasing need for autonomy in adolescence further complicate engagement efforts. The study also identifies systemic barriers, such as inadequate school initiatives to foster parent-teacher collaboration. Recommendations include capacity-building workshops for parents, and the development of inclusive communication strategies by schools. This paper highlights the need for a holistic, community-driven approach to overcoming barriers and fostering sustained parental involvement to enhance student achievement in Grade 7, offering insights that are particularly relevant within South African context.
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The Epistemic Cultures of the Digital Humanities and Their Relation to Open Science: Contributions to the Open Humanities Discourse
1-7Views:457The epistemic cultures approach exposes the different ways knowledge production channels are built up among the various fields of study. In revealing these differences, the fragmentation of science can be clearly seen. Digital humanities is one such field. It is an inter- and transdisciplinary field, composed of diverse epistemic cultures and marked by distinct knowledge production practices. In the current landscape of scholarly communication, namely the open science paradigm, open practices have been at the forefront of conversation and research. The discourse’s true focus, however, is more along the lines of the epistemic cultures of the hard sciences, meaning that it does not fully consider other domains of knowledge. Thus, through a literature review, this study aims to frame the digital humanities’ epistemic cultures in the discourse of open science. The conclusion is, a conversation needs to be had specifically about the openness of knowledge, also considering other epistemic cultures’ diversity of scholarly communication practices. This would include the humanities. While simultaneously opening up this discourse, it is considered that digital humanities can also contribute to its consolidation.
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Secondary School Biology Teachers’ Knowledge and Practices of Formative Assessment in Tanzania
10-19Views:418Using formative assessment (FA) practices in teaching and learning is essential to understanding students’ learning and making informed decisions about students’ academic performance. This study examined secondary school biology teachers’ knowledge and practices of FA in Tanzania. Using a mixed-methods research approach and convergent mixed-methods research design, the study employed simple random and purposive sampling techniques to select the study area and teachers, respectively. A questionnaire and observation checklist used to collect data from 55 teachers in secondary schools. The Statistical Packages for Social Sciences (SPSS) version 26.0 was used to compute descriptive statistics. Findings revealed that though teachers had theoretical knowledge of FA practices, they failed to implement them, particularly Socratic questioning, portfolios, and constructive feedback. This study concludes that teachers did not implement FA practices in the surveyed schools. Thus, there is a need of regular in-service training to develop teachers’ practical competences in FA practices to enhance classroom teaching and students’ learning in biology.
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Digital Tools of Universal Music Education
60-66Views:1239The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
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Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania
46-54Views:383Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.
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International Trends of Remote Teaching Ordered in Light of the Coronavirus (COVID-19) and its Most Popular Video Conferencing Applications that Implement Communication
84-92Views:2897The global coronavirus pandemic that emerged at the end of 2019 and will reach its peak in 2020 has affected education systems worldwide and led to widespread, complete closure of schools, universities, and colleges. UNESCO estimates that a total of nearly 1.6 billion students worldwide have been affected by the closures of educational institutions. The indicator was the highest in the period from April 1 to April 5, when exactly 1,598,099,008 students were affected by the measures. This accounted for 91.3% of the world’s total learning community, with a total of 193 countries providing full nationwide remote teaching. In response to school clo-sures, UNESCO has proposed distance learning programs as well as open educational applications and platforms that have ena-bled schools and teachers to reach their students remotely and make online education easier (UNESCO, 2020). In addition to reviewing the recent literature and monitoring lockdown measures, the study also suggests a number of specific solutions.
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At the Crossroad of Cultures: Education and Identity of Hungarian Deaf Learners in Romania
68-78Views:340Deaf people living in ethnic-national minority situation form a social group whose members have multiple cultural backgrounds. Starting from interpretations which are viewing the deaf child as a member of a distinct cultural and linguistic minority, I studied the education of Hungarian deaf pupils in Romania graduating from the Hungarian Special School in Cluj/Kolozsvár/Klausenburg, with particular regard to the relationship between formal and informal language use in school, communication culture and identity. Methodologically the research is based on life path interviews with Hungarian Deaf Special School graduates, family case studies of two or three generation deaf families and structured interviews with experienced educators. The research results reveal that the educational practice of the concerned educational institution strengthens the pupils' identity awareness and sense of belonging to the Hungarian nation in two distinct, still interconnected ways: on the one hand, through oral language acquisition, nursing the oral Hungarian language skills, and on the other hand through cultivating the Hungarian Sign Language embedded in the deaf culture within the learner community. Nowadays, the conditions and modalities of exercising this role are changing in several respects. The positive educational effects achieved so far can be reinforced and strengthened by educational policies based on the recognition and cultivation of cultural diversity, in all its complex and multifaceted manifestations, including the peculiar needs of ethnic minority deaf learners.
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Strengthening family–school partnerships through research, training and innovation: Reflections from the MTA‑DE‑PARTNERED program
71-84Views:132This study presents the comprehensive findings of the MTA-DE-PARTNERED research and development program, which ran from 2021 to 2025, and aimed to explore and develop the theoretical, empirical, and practical dimensions of family-school partnerships. Within the framework of Epstein’s model of parental involvement, the research examined parents’ educational and learning-support activities at home, school–parent communication, volunteering, participation in decision-making, and community building. Analyses based on a review of the literature, large-scale questionnaire surveys, interviews, and case studies show that patterns of parental involvement are influenced by the child’s achievement, school type, school sector, and social background. The MTA-DE-PARTNERED program placed a strong emphasis on improving teacher training, recognizing that teachers’ preparedness and attitudes play a key role in the quality of the partnership. During the development phase, we created an evidence-based collection of best practices, a university toolkit, and an innovative educational board game based on cooperative. The board game aimed to support the positive development of asset-based attitudes among students and teachers through the simulation of various parental involvement scenarios. The results of the impact assessments suggest that the board game significantly contributes to the development of reflective thinking, a multi-perspective approach, and partnership-centered attitudes. This study shows that strengthening family-school collaboration requires systemic, research-based, and training-related innovations that will, in the long term, contribute to the improvement of student achievement and the development of pedagogical culture.
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“Narrating” Bodies. Physical “Reflexive” Activities between Gender Images and Socio-pedagogical Processes - Research on the Yoga’s Representations
21-27Views:299This article intends to offer a reflection on how reflexive physical activities can support a socio-pedagogical approach to educating about gender diversity through media communication. We use the term “reflexive” to refer to all those activities aimed at enhancing the person and his relationships, self-realization, selfknowledge, and self-improvement: in other terms, a circuit of bodily experiences that determine bodily knowledge as a social construction (as described by Connel, 2005). These activities focus mainly on ethical purposes, rather than on performative ones. An example of such disciplines can be considered the practice of yoga which is a currently growing phenomenon both in Europe and in the United States. Yoga is practiced today in the USA by 35.2 million adults, by over 2.5 million people in Italy, and is garnering scientific interest in its contributions to balanced, healthy growth of children and adults. The World Health Organization, in its global action plan on physical activity 2018-2030: More Active People for a Healthier World, calls it a means to improve health. The diffusion of these disciplines responds to a personal and social search for meaning that weighs especially heavily on highly secularized Western culture. This diffusion also portrays a media phenomenon, whose images and messages validate and reinforce capitalist ethics. From this point of view, the “mediated” representation of sports bodies appears to apply to the world of consumers. The images of women practicing yoga, oriented toward alternative values rather than beauty and sexuality, are above all confirmed by the purchase of goods and services that are not related to outward personal appearance. Using the results of an analysis carried out in 2021 of two main international yoga magazines, we are going to discuss the role of yoga as a “reflexive” physical activity and its pedagogical potential oriented to the body as a “primary place of experience”, not just a consumer item, but also a tool for education about gender diversity.
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Family-School Partnerships in Improving Academic Performance of Grade 10 Learners in a Rural Public School
42-51Views:319Family-school partnerships address academic difficulties and ensure the performance of learners, thus, they are crucial for the improvement of learners. However, these collaborative partnerships can occasionally be hampered by problems including inadequate communication, and limited parental involvement. Research acknowledges the significance of these partnerships, but their successful implementation is hampered by a variety of institutional and socioeconomic barriers, which lessens their impact on learner academic performance. This study examined how essential forming family-school partnerships are for enhancing the academic performance of Grade 10 learners in a rural public school in Limpopo, South Africa. The study aimed to better learner performance and provide support strategies to foster improvement. An interpretivism paradigm was adopted, employing semi-structured individual interviews and document analysis. Purposefully selected participants included four academically underperforming learners, their parents, and two teachers. The study was grounded in Epstein’s model of school, family, and community partnership, advocating for parental collaboration with school personnel through six key guidelines, promoting mutual responsibility among stakeholders. Findings revealed that parents understood the value of family-school partnerships and their roles within these. However, challenges such as other obligations, transportation issues, and time constraints were identified as hindrances preventing them from fully supporting their children’s academic integrity.
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Recent graduates and labour market competencies – Issues of horizontal matching
29-38Views:96This study examines the differences between the competencies possessed by recent graduates and those required in their jobs, with particular attention to horizontal matching. Its theoretical framework integrates human capital theory, job matching models, the skill mismatch approach, and competence theories, highlighting the growing importance of transversal and non-cognitive skills. The analysis is based on the Hungarian dataset of the Eurograduate 2022 survey (N = 6,797) and compares possessed and required competencies based on graduates’ subjective self-assessments, while also examining the degree of horizontal mismatch. According to the results, in most of the examined competencies, only moderate differences can be observed between the required and actual levels, and in several cases, recent graduates rate their own competencies higher than those required for their work. Prominent differences can be observed in some dimensions of digital and communication competencies. Horizontal matching is high, although significant differences are observed by level and field of education. The findings suggest that both the level and the type of competencies play a decisive role in labour market matching, while mismatch is more of a differentiated rather than a general phenomenon.
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Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng
11-21Views:754Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.
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Pedagogical modernization or political assimilation? The 1879 elementary education act in the mirror of parliamentary debates and Néptanítók Lapja
13-19Views:118Act XVIII of 1879, which mandated the teaching of the Hungarian language in all elementary schools across Hungary, represented a decisive turning point in the educational structure of the Austro-Hungarian Monarchy. Drawing upon the theoretical frameworks of Ernest Gellner (1983) and Eugen Weber (1976), this research focuses on how state-driven linguistic homogenization emerged simultaneously as a professional necessity and a tool of nation-building. Our study presents the content of the act and the pro et contra arguments within the parliamentary debates surrounding its adoption. Furthermore, it highlights the core concepts and elements of the official pedagogical discourse following the legislation through a qualitative thematic analysis of the 1879 issues of Néptanítók Lapja (People’s Teachers’ Gazette), a government-sponsored weekly professional journal. Our findings reveal an inherent contradiction in the official rhetoric: while the journal promoted innovative, communication-centered “natural methods” in language instruction, these pedagogical advancements primarily served to consolidate political loyalty and erode minority national identities. The analysis identifies three main discourse types: the professionalization of the “Magyarization” process, the ideological construction of the Hungarian language as a “civilizational” prerequisite for social mobility, and the practical challenges faced by rural educators working in multilingual environments. By placing the Hungarian case within a broader European comparative perspective, the study contributes to the understanding of how 19th-century school systems functioned as arenas for national identity construction in multiethnic regions.
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“From the Initial Steps to the Concept of Online Education” – Teacher Experiences and Development Directions Based on Feedback from Online Education Introduced During the Pandemic
33-48Views:658The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of the online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.