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Teaching Education Process and Citizenship in the Contemporary Digital Environment. Pre and Post-Covid Perspectives

100%
Karakatsani D., Kinal J.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2023
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vol. 13
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issue 2
53-69
EN
The rapidly changing reality, which has been influenced by the development of technology and the industrial revolution since the nineteenth century, has largely weakened the teaching profession and the form and type of professional certification. This weakening also devaluates the idea of citizenship, which is largely conveyed during the education process. Contemporary education (4.0) is focused on practical education, where the space for shaping attitudes and creating behaviour patterns is marginalised. The relationship between education and industry related to socialisation and culture-forming processes is part of the development of individuals in societies and part of a broader formal development plan for different types of state and national organisations. The processes of systemic changes in education do not always keep up with the changing social, political and economic situation. The authors of this article indicate how the teacher education process looked in the past, through a sociohistorical approach based on the understanding of what teachers think about the meaning of digital learning in everyday school life and work. In order to do this, it was necessary to undertake an investigation from the perspective of the teachers themselves. This was helpful for the analysis of the semantic and ideological imperfection of education 4.0, based on the role of teaching staff in digital citizenship education.
2
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From Education 1.0 to Education 4.0 - Challenges for the Contemporary School

100%
Huk T.
The New Educational Review
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2021
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vol. 66
36-46
EN
The rapid pace of digital media development implies social and cultural changes. The role of the school is to prepare the human being for the world dominated by these changes. Education 4.0 is one of the concepts for the comprehensive development of the human being. The first part of the article presents the chronology of changes in education in relation to the evolving digital media. Hence, the source of the changes and the subsequent stages of the concept from Education 1.0 to Education 3.0 are described. The second part of the article describes Education 4.0 and its components, the implementation of which in the learning and teaching process is a challenge for the contemporary school. The components described include: -Internet of Things, -the Cloud Computing, -Big Data analytics, -Autonomous Process Organisation, -Augmented Reality, -Horizontal and Vertical Integration, -Advanced Robots and Co-robots. The practical considerations on Education 4.0 follow from the reflections presented by a primary school headmaster who is also an academic staffmember.
3
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Some reflections on the methodology of multidisciplinary empirical research conducted within the paradigms: “Education 4.0”, “Industry 4.0” and “Society 5.0”

72%
Juszczyk S.
Edukacja Międzykulturowa
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2022
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vol. 19
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issue 4
15-26
EN
The article is an attempt to characterize the methodology of multidisciplinary empirical research, designed and implemented within technical, exact, natural, social, and humanistic sciences. Three paradigms have been characterized: Education 4.0, Industry 4.0, and Society 5.0. The author’s attention was drawn to the need for a clear formulation of detailed concepts as well as their content and context. The types of possible empirical research and the methods and techniques used in them were presented, attention was also drawn to the importance of the model used in the research. It was considered necessary to disseminate methodological knowledge for the reliable execution of empirical research, allowing for its repeatability, verification, and evaluation.
4
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Nauka zdalna jako komponent nowoczesnej edukacji w świetle opinii studentów

72%
Kwasek A., Kocot M., Polowczyk Ł. P., Kandefer K.
Wiadomości Statystyczne. The Polish Statistician
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2023
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vol. 68
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issue 11
48-63
EN
In an era of dynamic social and technological change, higher education institutions around the world are facing the challenge of adapting teaching models to meet students’ needs while maintaining a high level of education. Modern education, referred to as Education 4.0, relies largely on distance learning and offers many opportunities, but also presents students with specific demands. Understanding the students’ perspective can contribute to further optimisation of teaching processes at the university level. The study discussed in the article was carried out at a Polish university in 2021, during the COVID-19 pandemic, when conducting face-to-face classes was impossible. Its aim was to understand students’ attitudes towards distance learning and to check their impact on the assessment of the effectiveness of distance education. The study adopted the CAWI technique implemented through a survey questionnaire. The research sample consisted of 383 persons. Kendall’s tau coefficient was used to determine the relationship between the level of respondents’ satisfaction with distance learning and their assessment of the effectiveness of remote education. The study revealed that respondents whose attitude towards remote teaching was positive found this kind of teaching effective. Respondents also expressed a desire to be able to choose from three modes of learning: in-class, remote, and hybrid. The results of the study demonstrate that students are open to modern education where digital competences play an important role. They also indicate students’ growing expectations regarding the possibility of adapting teaching methods to their needs.
PL
W dobie dynamicznych przemian społecznych i technologicznych szkoły wyższe na całym świecie mierzą się z wyzwaniem, jakim jest dostosowanie modeli nauczania do potrzeb studentów przy utrzymaniu wysokiej jakości kształcenia. Nowoczesna edukacja, określana mianem edukacji 4.0, w dużej mierze opiera się na nauce zdalnej i oferuje wiele możliwości, ale też stawia przed jej uczestnikami określone wymagania. Uwzględnienie perspektywy studentów może przyczynić się do dalszej optymalizacji procesów nauczania na poziomie uniwersyteckim. Badanie omawiane w artykule przeprowadzono na jednej z polskich uczelni w 2021 r., podczas pandemii COVID-19, kiedy prowadzenie zajęć w trybie stacjonarnym było ograniczone. Jego celem było poznanie postaw studentów wobec nauki zdalnej oraz sprawdzenie wpływu tych postaw na ocenę efektywności kształcenia na odległość. Użyto techniki CAWI z wykorzystaniem kwestionariusza ankietowego. Próba badawcza składała się z 383 osób. Do wyznaczenia zależności pomiędzy poziomem satysfakcji badanych z nauki zdalnej a ich oceną efektywności realizacji procesu dydaktycznego w trybie zdalnym wykorzystano współczynnik tau- -Kendalla. Z badania wynika, że respondenci, którzy pozytywnie odnosili się do nauczania zdalnego, uznali je za skuteczne. Ankietowani wyrażali też chęć samodzielnego wyboru spośród trzech form prowadzenia zajęć: stacjonarnej, zdalnej i mieszanej. Uzyskane wyniki świadczą o otwartości studentów na nowoczesną edukację, w której duże znaczenie mają kompetencje cyfrowe, oraz o ich rosnących oczekiwaniach związanych z możliwością dostosowywania sposobów kształcenia do własnych potrzeb.
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