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• Using Artificial Intelligence (AI) in Education

  115-123

  Bálint Karap

  Melinda Bíró

  Tamás Horváth

  Anetta Müller

  Views:

  583

  Artificial intelligence has integrated itself into our everyday lives. The use of AI in education is not a new topic. The research aimed to explore the attitudes, experiences and potential applications of professionals working with children in the use of artificial intelligence (AI) in education. A questionnaire method was used in the research. The survey included 122 participants (n=122). The results showed that the majority of respondents have a positive opinion of AI, even if they do not actively use it in their daily lives. Among the application areas of AI, data collection stands out in terms of popularity, while in other areas (e.g. preparing presentations, preparing for class, preparing assignments, searching for scientific literature), its uptake is more moderate but significant among respondents. Results show that AI is mostly used for tasks that facilitate information gathering and content creation. Most respondents think that AI can be used in certain areas, and there is a significant minority that is positive about its future use. There is great potential for future applications in education, although current experience and applications have not yet triggered a full-scale transformation.

• REGGIO EMILIA APPROACH AND PRE-SCHOOL EDUCATION IN DUBAI

  81-94

  Fatemeh Faroughi

  Anikó Varga Nagy

  Views:

  542

   Early childhood education and care have become an important aspect of society and the well-being of people. A proper early childhood education can build a solid foundation for lifelong learning achievement and reduce the cost of lost talent and spending on social, health, and even justice systems. Within early childhood education, the Reggio Emilia approach has gained popularity around the world and a number of countries in the West employ this approach in their early childhood educational system. In the young and prosperous country of the United Arab Emirates with its famous city of Dubai, this child-centered approach is also famous amongst affluent families with young children. This paper looks into early childhood education and the Reggio Emilia approach in the city of Dubai and how this is presented in the educational system of the UAE.

• Commoditised the Sacred: Gnawa from Rituals and Traditions to Stardom

  101-108

  Meryem Madili

  Views:

  186

  Influenced remarkable iconic figures in the music scene, their echo reached the farthest corners of the world, attracted souls and spirits to join its magic. Led Zeppelin, Bob Marley, Jimmy Hendrix and many other artists from Jazz, blues and rock made a fusion music with their special music and rhythms. In Morocco, the community of Gnawa is not just an ethnic group but rather a significant cultural patrimony of the country that has been inscribed by the UNESCO as an intangible cultural heritage due to its authenticity and special rituals. Despite the huge fame, the commoditisation factors and the tourism, Gnawa preserved its traditions and rituals for the healing purposes, which keep this community sacred and authentic. Gnawa became a cultural phenomenon and movement that influenced many people from all over the world.

• The Role of Psychological Capital in the Discourse of Inclusive Education

  7-20

  Emese Antal-Fekete

  Aranka Varga

  Views:

  187

  The aim of the study is to bring the examination of students’ psychological capital into the discourse on inclusive education, and to investigate its associations with informal status. To assess psychological capital, we adapted the validated Hungarian translation of the questionnaire developed by Luthans and colleagues (2007) (Kádi et al., 2020) to school settings. To measure informal capital, we used a self-rated popularity scale and an index measuring the extent of peer and teacher relationships. The study was conducted in Budapest, a town, and two villages, in primary schools among grades 5–8, with a total sample size of 381.  The findings indicate that the strength of students’ psychological capital is significantly associated with both social relationships—particularly relationships with teachers—and academic achievement. These results suggest that the deliberate integration of psychological capital development into pedagogical practice may contribute to the creation of successful and inclusive learning environments.