European Higher Education Area (EHEA)

El nou model educatiu universitari pretén aconseguir una formació integral dels seus titulats en una doble vessant: professionals vàlids i reconeguts pel mercat laboral i persones preparades per afrontar les demandes i els reptes de la societat. Cal, doncs, una preparació no centrada únicament en continguts sinó també en procediments, habilitats i destreses, que permetin iniciar a l’alumne en un procés de formació al llarg de la vida; implicant una formació continua en termes de competències. L’objectiu d’aquest treball es contribuir a donar un pas més en la direcció marcada pel projecte formatiu de la nostra universitat, exposant alguns canvis en la metodologia docent utilitzada, concretament en l’assignatura Administració d’Empreses de primer curs dels ensenyaments d’Administració i Direcció d’Empreses (ADE) i Ciències Empresarials (CE), que han permès una millora en els resultats aconseguits, tant des del punt de vista de l’alumne com des del punt de vista del professor. La nova ...

El estilo de enseñanza adoptado por un profesor condiciona los distintos elementos del acto didáctico, ya que interfiere o altera las relaciones entre los mismos. Conviene tener en cuenta los rasgos y peculiaridades del alumnado en los aspectos no puramente curriculares, sino en aquellos que están relacionados con elementos idiomáticos, culturales y del lenguaje no verbal, lo cual hace pensar en una amalgama de estilos de enseñanza. Creemos que la identificación de aquellos aspectos que a juicio de los alumnos definen al docente más eficaz contribuirá al mejor desempeño docente y orientará respecto al conocimiento del desempeño de los docentes en su actividad cotidiana dentro del aula. La recogida de datos fue un cuestionario, elaborado para tal fin, dirigido a obtener las percepciones de los alumnos del Grado de Educación Infantil sobre la eficacia docente. Los futuros profesores y profesoras de Educación Infantil, consideran que el perfil que debe tener un profesor debe estar más ...

2012 m. rugpjūčio 19 d. į Anapilį išėjo puiki kolegė ir gabi dėstytoja Agnė Baranskaitė. Agnę kolegos ir studentai Lietuvos edukologijos universitete prisimena su ypatinga šiluma ir pagarba. Galvojant apie Agnę negali susitaikyti, kad jos nebėra, tiesiog mąstai, kad vėl, pagauta kūrybinio įkarščio, sėdo prie naujos monografijos ar projekto ir todėl jos laikinai nesimato. 2002 m. dar būdama doktorantė Agnė Baranskaitė, paraginta savo tėčio, kreipėsi į mane dėl darbo tuometiniame Vilniaus pedagoginiame universitete (dabar -Lietuvos edukologijos universitetas). Jau pirmame pokalbyje atsiskleidė kaip smalsi, modernų požiūrį į šiuolaikinės teisės problemas turinti jauna kolegė. Tiesą sakant, labai apsidžiaugiau, nes pradėjus Lietuvoje rengti socialinius pedagogus buvo būtinas originalus ir jautrus civilinės teisės, socialinės mediacijos, taikos sutarčių problemų perteikimas. Agnė šia problema ypač susidomėjo. Mūsų požiūriai sutapo diskutuojant apie taikinamąjį tarpininkavimą (socialinės mediacijos) plėtojimo ir diegimo poreikį teisinėje praktikoje. Mano tuo metu vadovaujamoje Socialinės pedagogikos katedroje Agnė pradėjo dirbti 2002 m. rugsėjo 2 d., kai katedra buvo įkurta. Todėl logiška, kad daug diskutuodavome apie tai, kiek ir kokių teisinių žinių reikėtų socialiniams pedagogams, kokiu rakursu jiems reikėtų dėstyti teisės pagrindų ir vaiko teisės kursus, kurios temos yra aktualiausios būsimiems vaiko gerovės profesionalams, kokias temas reikia analizuoti bakalauro ir magistro tyrimuose. Darbo pradžioje Agnė dirbo dėstytoja valandininke ir ėjo asistento pareigas, nuo 2006 m. -lektorė, nuo 2009 m. -docentė. Ypač imponavo tai, kad A. Baranskaitės tyrimo kryptis daktaro laipsniui gauti buvo ypač nauja tuometinėje Lietuvoje. Galima tvirtinti, kad Agnės daktaro disertacija "Atleidimas nuo baudžiamosios atsakomybės kaltininkui ir nukentėjusiajam susitaikius"

Universities across the globe are increasingly being called on to contribute to their surrounding communities and regions, especially so as they are mobilised in response to the impact of the COVID-19 pandemic. Reflecting on these emerging demands within Europe, Thomas Farnell, presents the TEFCE project and its role in the development of a European framework for community engagement in higher education, based on a qualitative and participatory approach, rather than one driven by metrics. Outlining the aims of the framework and what makes it different to previous approaches, he argues why the time might be right for such a project to embed itself in a European context.

The project maps how academic freedom (AF) is codified across constitutional and higher-education (HE) laws, arguing that legal wording and placement (principles vs. staff rights vs. leadership duties) shape how well AF is protected in practice. Using a curated dataset (as of 30 April 2023) covering 55 countries and 113 entities, it shows wide variation: only six countries use the exact phrase “academic freedom” in their constitutions, while many more rely on formulations like “freedom of science/teaching” or “freedom of scientific creativity”—terms especially common in post-Soviet and former socialist states. HE statutes are generally more explicit than constitutions: 26 countries name AF in HE laws, and ten devote a separate chapter to it. However, laws often assign AF chiefly to institutional leaders (as a governance “principle”) or only to professors (as an individual right), with students rarely recognized as AF right-holders. The report flags risks when AF is subsumed under institutional autonomy, and when managerialist language (“personnel,” “professional activity”) reframes universities like ordinary enterprises. A four-type schema classifies countries by whether AF appears in neither level, only constitution, only HE law, or both—finding the last two categories most conducive to protection. The study calls for fuller, clearer legal guarantees (including students), careful placement of AF duties and rights, and closer linkage between legal form and real-world safeguards.

RESOURCES TARPTAUTINĖ KONFERENCIJA ATVIRIEJI IŠTEKLIAI EDUKACINĖJE PRAKTIKOJE Conference proceedings Konferencijos pranešimų medžiaga "Eureka" research and development projects -Eureka (No. VP1-3.1-MES-06-V-01-003) subproject "Friends, Family and Colleagues Connection (FFCC)", funded under the Development of Human Resources Operational Programme 2007-2013 Priority 3 "Strengthening of Researchers'Capacities", measure "R&D quality and expert training". "Programos "Eureka" mokslinių tyrimų ir technologinės plėtros projektų įgyvendinimas -EUREKA " (Nr. VP1-3.1-ŠMM-06-V-01-003) paprojektis "Draugų, šeimos ir kolegų apjungimas (FFCC)", finansuojamas pagal 2007-2013 m. Žmoniškųjų išteklių plėtros veiksmų programos 3 prioriteto "Tyrėjų gebėjimų stiprinimas" priemonę "MTTP kokybė ir ekspertų rengimas".

The present study has been initiated with the purpose of conducting a needs assessment to provide an account of University students' learning strategies and styles, as well as to record their needs for receptive and productive skills development in English for specific purposes (ESP). The sample consisted of 92 students, who attended the Department of Balkan Studies at the University ofWestem Macedonia in Greece. A self-report questionnaire was used as the basic instrument, which comprised three basic sections: i) language learning strategies ii) needs in receptive and productive language skills iii) learning styles. The research findings indicated a considerable degree of ESP students' awareness of English language learning and a certain degree of flexibility in strategy use. It should be noted that the more competent language learners and the bilingual students showed more strategic knowledge, since they employed a wider range of more _ 'elaborated' cognitive strategies-and declared a greater degree of metacognition in strategy use. Also, students perceived the need for training and further development of the four skills as of major significance. Concluding, it is suggested that raising the students' awareness for strategy use concerning the receptive and productive skills should be reinforced through the provision of systematic training. Since a single training method could not possibly fit all the language learners' strategies and styles, a multimodal and multicognitive approach addressing all students' needs should be employed.

Leidinys parengtas įgyvendinant projektą "Kuriame Respubliką: visuomenės pilietinio veikimo kompetencijų ugdymas" (projekto kodas VP1-2.2-ŠMM-10V-02-006), remiamą Europos Socialinio fondo ir Lietuvos Respublikos valstybės biudžeto lėšomis pagal Europos Komisijos Žmogiškųjų išteklių plėtros veiksmų programą.

Academic autonomy is a fundamental aspect of university governance, affecting key areas such as student admissions, curriculum design, teaching language, and quality assurance. This paper explores the degree of academic autonomy in European higher education institutions, with a particular focus on Greece. It examines the extent to which universities have control over student intake, admission criteria, and the introduction of new courses. Furthermore, it discusses the impact of governmental regulations on academic decision-making and compares Greece's approach with other European countries. The findings highlight significant constraints on Greek universities in determining student numbers and structuring courses, emphasizing the role of the Ministry of Education in shaping higher education policies.

En este libro se aborda el ideal del europeísmo, y su objetivo de alcanzar la unión, federal o como se denomine, de los europeos en un proyecto político construido a partir de la cultura, la ciencia y la historia de los pueblos actuales de la Unión Europea. Un ideal que desde la temprana juventud abrazó el autor como esencial en su existencia.

A Local Action Group (LAG) is an association aiming to implement the LEADER rural development policy programme, to create and develop partnerships and to make a significant contribution to the management of rural development. LAGs draw up local development strategies for the territory they represent, which are implemented by rural community and business organisations and local authorities in cooperation with the social partners. LAGs bring together the economic and social partners operating in an area, involve the local population in decision-making processes and provide advice. The paper aims to answer the question: how is the essence of LEADER programme fulfilled -creating links between the rural economy and development actions. The research problem is investigated using the methods of scientific literature analysis, analysis of strategic and political documents, systematisation, case studies and other methods. The study found that the strategies were developed taking into account the existing characteristics of the area and the expectations of the population, and involved the involvement of key stakeholders: municipal and district staff, representatives of business and rural communities, and invited consultants. The strategies have been developed in line with LEADER principles, the local development strategies have an integrated approach. It integrates the activities of different sectors, the whole project or specific groups, and strengthens the links between key economic, social, cultural and environmental actors and sectors.

Over the past decades, higher education has undergone significant transformation throughout the world. This trend is due to globalization, internationalization, the challenges of the time and significant technological and institutional changes, which have served as the impetus for a significant increase in universities around the world, but at the same time in some countries there has been a significant decrease in the number of students. However, in each individual country, these processes are associated with specific historical, institutional and organizational features of the development and functioning of universities and the entire sphere of education and science. Reforming the education sector throughout the world has common features that are characteristic, in particular, of the Moldovan education sector: reforms, the introduction of management mechanisms, based on the principles of new management in the public sector, mergers of higher education organizations, internationalization of education, policies, that are aimed at optimizing public expenses and raising private funds; focus on global rankings, when assessing the performance of universities and the national higher education system, the formation of new institutions that carry out expert functions. In the framework of this article, the author consistently examines how the world experience of reforms in the field of education is correlated with the practice of reforms in the Republic of Moldova and, in particular, what institutional and organizational mechanisms arise and function in the process of merging universities.

This paper traces how international students from outside the European Union come to see Romania through their everyday experiences. Rather than focusing on official policies or institutional discourses, the research focuses on the informal, often overlooked moments — simple interactions, shared routines, gestures of closeness — that influence how these students relate to the country.

Based on interviews with nine students from Babeș-Bolyai University, the paper shows how feelings of belonging and cultural closeness are gradually built. Many of the participants describe Romania as a second home and say that they recommend it to acquaintances from their countries of origin, thus becoming, in an unofficial way, image bearers of Romania outside its borders.

Through this approach, the paper offers a more realistic perspective on how soft power can take shape through lived experiences, not just through declared strategies. The paper suggests that these everyday encounters deserve greater attention in discussions about international education and diplomacy.

Los datos que se utilizan en este artículo proceden de una investigación sobre el Proceso de Bolonia llevada a cabo en diez titulaciones de una sola universidad; seis de ellas forman parte del proyecto piloto para incorporar los European Credit Transfer System (ECTS). En este trabajo, nos centramos en cómo los líderes intermedios de las titulaciones piloto estudiadas ponen en marcha la implementación de los ECTS siguiendo estrategias diferenciadas de gestión, generación de consenso y comunicación. Asimismo, se examinan las respuestas que el profesorado de las mismas titulaciones da, en términos de valoración de la gestión, las actitudes ante la reforma y el grado de información percibido. El análisis nos permite identificar algunas oportunidades y constricciones -derivadas de las formas de gestión consideradas legítimas por los miembros de esta institución universitaria-ante las que se sitúa la acción de los líderes intermedios. Palabras clave: gestión universitaria; líderes intermedios; Espacio Europeo de Educación Superior (EEES); reforma universitaria; European Credit Transfer System (ECTS).

The European Commission's Union of Skills, published on March 5, 2025, is presented as a strategic response to what is increasingly described as a multidimensional skills crisis, within a global context marked by growing uncertainty, geopolitical tensions, technological and environmental transformations, and deepening social inequalities. Within this framework, the EU appears to prioritize competitiveness by adopting an integrated approach to education, training, and employment policies, aligning them with economic priorities in an increasingly competitive international environment. This study critically examines the limitations of such a strategy, focusing on its strong emphasis on the economic function of education, often at the expense of its broader roles in fostering critical thinking, promoting social inclusion, and enhancing democratic participation. The initiative primarily centers on the concept of human capital development as an investment process, promoting a narrow linkage between skills and the short term needs of the labor market. In this light, skills policies are integrated into the EU's broader strategic narrative for green and digital transition, reinforcing the view that lifelong learning and continuous skills development are key drivers of productivity and innovation. However, the technocratic and instrumentalist perspective shaping EU skills policy-despite its rhetorical commitment to social justice-may risk reinforcing existing social inequalities, particularly when it fails to account for the differentiated needs and socioeconomic specificities of member states and social groups. The study highlights that the Union of Skills represents both a continuation and evolution of previous EU strategies, while also introducing new, increasingly concentrated governance structures. These may further entrench the link between education and macroeconomic goals and push national policies toward convergence under a common European trajectory. Against this backdrop, the key question remains whether this policy framework can be re-signified in ways that go beyond competitiveness to genuinely promote democratic well-being, social cohesion, and personal self-actualization. The study ultimately argues for a new, holistic and human-centered-as opposed to business-centered-approach to skills policy-one grounded in the principles of social justice, solidarity, and democracy. Education should not be confined to a purely instrumental role; as Paulo Freire once wrote, it must remain a practice of freedomnurturing active participation and meaningful social progress.

The article presents the main methodological issues of the survey 1 aimed to analyze the learning peculiarities of adults within the lifelong learning processes in Lithuania. Some theoretical background is revealed in the article and the main definitions as well as research methods and procedures are analyzed.

Employee competencies are considered to be the most important factor, which determines competitiveness among job seekers and an essential capital in most sectors of the economy. Today, due to the changing conditions in the labor market, the once acquired knowledge and abilities no longer meet the changed requirements, it is becoming important to develop generic and subject specific competencies. The article analyzes the generic and subject specific competencies of future specialists in the Lithuanian tourism sector, which are needed in the labor market of Lithuania from the point of view of employers. Therefore, using a semi-structured in-depth interview, a pilot professional activity field research was carried out in December 2020 – February 2021 in the economically strongest Lithuanian cities. The results of the research showed that due to the ongoing Covid-19 pandemic case, which is resonant and indefinite, the tourism market will never be the same again. It is observed that a pe...

La transformación que está viviendo la educación exige un cambio de rol para el docente, el tutor y el orientador y el desarrollo de sus competencias emocionales (CEmo), necesarias para facilitar una mejor orientación en el proceso de aprendizaje y crecimiento del alumnado. Para acompañarle en este reto es interesante aplicar procesos reflexivos, como el coaching, al ámbito educativo (CEd). El objetivo de nuestro estudio se centra en comprender los cambios percibidos por los miembros de un centro de secundaria en las CEmo de sus docentes, tras haber participado en un programa de CEd contextualizado. Se realizó un estudio de caso dividido en tres fases con un diseño integrado mixto. Nos centramos en la última fase, recogiendo datos cuantitativos, mediante el uso del cuestionario de desarrollo emocional CDE A-35, administrado a todo el claustro tras la intervención, y otros cualitativos, mediante entrevistas, focus group y 1 Correspondencia: Claudia Chianese.

La transformación que está viviendo la educación exige un cambio de rol para el docente, el tutor y el orientador y el desarrollo de sus competencias emocionales (CEmo), necesarias para facilitar una mejor orientación en el proceso de aprendizaje y crecimiento del alumnado. Para acompañarle en este reto es interesante aplicar procesos reflexivos, como el coaching, al ámbito educativo (CEd). El objetivo de nuestro estudio se centra en comprender los cambios percibidos por los miembros de un centro de secundaria en las CEmo de sus docentes, tras haber participado en un programa de CEd contextualizado. Se realizó un estudio de caso dividido en tres fases con un diseño integrado mixto. Nos centramos en la última fase, recogiendo datos cuantitativos, mediante el uso del cuestionario de desarrollo emocional CDE A-35, administrado a todo el claustro tras la intervención, y otros cualitativos, mediante entrevistas, focus group y encuestas, a distintos colectivos del centro. Los resultados c...

There is discussed the didactics of continuity and perspective of development of educational quality assurance system. Building the didactic system is based on the modular principles of motivating students. There is stated the task of the didactic system realization by the means of the modern information systems and technologies that benefits not only the educational quality improvement, but also it advances the educational conditions. In the article, there is also discussed the research of the structure, content and principles of the didactics of the higher education quality assurance monitoring. The monitoring system is build by the foreseeing the conditions of the modern education management processed and valuable pedagogical technologies, and it embraces the database that aids decision-making.

Bibliotekininkyst÷s ir informacijos mokslų institutas Daiva Kirtiklien÷ Bibliotekų ir informacijos centrų vadybos magistrantūros studijų programos student÷ Magistro darbas Vadov÷ lekt. R. Petuchovait÷ Vilnius, 2008 Daiva Kirtiklien÷ ____________________________________________________________________________ (magistro baigiamojo darbo autoriaus vardas, pavard÷) ____________________________________________________________________________ Viešosios bibliotekos vaidmuo bendruomen÷je ____________________________________________________________________________ (magistro baigiamojo darbo pavadinimas lietuvių kalba) ____________________________________________________________________________ The Role of the Public Library in the Local Community ____________________________________________________________________________ (magistro baigiamojo darbo pavadinimas anglų kalba) Patvirtinu, kad magistro baigiamasis darbas parašytas savarankiškai, nepažeidžiant kitiems asmenims priklausančių autorių teisių, visas baigiamasis bakalauro/ magistro darbas ar jo dalis nebuvo panaudotas kitose aukštosiose mokyklose. Daiva Kirtiklien÷ ________________________________________ (magistro baigiamojo darbo autoriaus parašas) Sutinku, kad bakalauro/ magistro baigiamasis darbas būtų naudojamas neatlygintinai 5 metus Daiva Kirtiklien÷ ________________________________________ (magistro baigiamojo darbo autoriaus parašas) Magistro baigiamąjį darbą ginti __________________________________ (įrašyti -leidžiu arba neleidžiu) _________ _________________________________________________ (data) (bakalauro/ magistro baigiamojo darbo vadovo parašas) Magistro baigiamasis darbas įregistruotas ________________________________________________________________________ (instituto/ katedros, kuruojančios studijų programą, pavadinimas) ___________ __________________________________________ (data) (instituto/ katedros reikalų tvarkytojos parašas) Recenzentu skiriu _________________________________________________________ (recenzento vardas, pavard÷) ___________ __________________________________________ (data) (instituto/ katedros vadovo parašas) Darbą recenzuoti gavau. _____________ ______________________ (data) (recenzento parašas)

La comunicación presentada por las ponentes, presenta el proyecto que un nutrido grupo de docentes e investigador/as en Ciencias Sociales de diversas universidades españolas y americanas han puesto en marcha con el objeto de crear una materia optativa con la que dar cumplimiento a un deber legal como es el de acotar el campo de conocimiento jurídico, político y sociológico en materia de género. Actualmente las universidades estamos abordando la elaboración de planes de estudio en el marco del Espacio Europeo de Educación Superior donde la perspectiva de género es obligada. Por tanto, estudiar la formula para impartir la docencia en esta materia resulta totalmente relevante y esencial, teniendo en cuenta que la metodología propuesta permite abrir las diferentes sesiones de trabajo planteadas a la totalidad de la comunidad universitaria.

Information Communication Technology (ICT) provides a wide range of digital tools (Software, Communication channels, Data access, Digital interactions) for various sectors. This paper provides a landscape of ICT tools applications for the Education System and its potential for elevating the effectiveness of Online Learning. By integrating ICT solutions academicians can foster more interactive, engaging, and personalized learning experiences.The paper explores the scope of various ICT tools such as Learning Management Systems (LMS), virtual classrooms, digital libraries, and collaboration platforms, with a focus on their roles in enhancing teaching methodologies, learning processes, and administrative efficiencies. The work also throw light on support of ICT advancements in the framework of India's New Education Policy (NEP) 2020.NEP advocates for a holistic, flexible, multidisciplinary, and technology-driven education system to prepare enlightened citizens. The study investigates how ICT tools align with NEP-2020 objectives for practical implementations and potential impacts on the education system.

Οι κύριοι στόχοι του παρόντος άρθρου είναι, αφενός μεν, η κριτική διερεύνηση των μεταβολών που επέφερε στην ακαδημαϊκή
εργασιακή διαδικασία η εξάπλωση των ιδεολογικών αρχών και των διοικητικών πρακτικών του νέου διευθυντισμού στην ανώτατη εκπαίδευση, αφετέρου δε, η ανάλυση των νέων οργανωσιακών μορφών, που αντιστοιχούν σε τρεις σχετικά ευδιάκριτες βασικές κατηγορίες πανεπιστημιακών ιδρυμάτων, τα οποία έχουν διαφορετικούς συντονιστικούς μηχανισμούς, καθώς και διαφορετικούς εκπαι
δευτικούς και ερευνητικούς προσανατολισμούς.

This dissertation investigates the intricate relationship between cultural capital and the utilization of Social Network Sites (SNS) by arts and cultural audiences. Focusing on the integration of digital technologies in cultural management, it explores how SNS, firstly with Facebook and then using Twitter, Instagram, YouTube, and LinkedIn, influence and are influenced by the cultural background and patterns of consumption of different audience segments. The research is grounded in the theoretical frameworks of cultural capital (Bourdieu, 1986) and human values (Schwartz et al, 2012), examining how these factors moderate the interactions between audiences and the SNS’ use. Utilizing both qualitative (semi-structured interviews) and quantitative (surveys) methodologies, the research involves three essays revealing significant correlations between SNS usage, audience demographics and psychographics, and human values.The results emphasize the necessity for cultural managers to create audience-segmented platform-specific strategies. In order to ensure that cultural activities remain relevant in the digital era and to increase participation, a customized approach is necessary. Though Facebook is still relevant for audiences with higher cultural capital that are older, more visually oriented, younger people are increasingly using platforms like YouTube and Instagram. Furthermore, TikTok and other developing platforms provide cultural organizations new ways to connect with a variety of audience segments.In conclusion, the dissertation offers suggestions for future study on the changing dynamics between social media use and cultural consumption as well as a discussion of the theoretical and managerial implications of these findings.

Šio straipsnio tikslas -atlikti sveikatos ugdymo programų, įgyvendinamų bendrojo ugdymo mokyklose, apžvalgą ir atskleisti sveikatos ugdymo proceso kaitos tendencijas bendrojo ugdymo mokykloje. Tikslui pasiekti keliami uždaviniai: 1) išanalizuoti sveikatos ugdymo ir prevencinių programų tikslus ir ugdymo turinį; 2) supažindinti su sveikatos ugdymo naujovėmis bendrojo ugdymo mokykloje ir išryškinti problemines sritis. Vaikų ir jaunimo sveikatos stiprinimas ir palankių sąlygų ugdyti sveiką gyvenseną sudarymas akcentuojamas valstybės strateginiuose politinio lygmens dokumentuose. Bendrojo ugdymo mokykloms deleguojamas ypatingas vaidmuo -kurti vaikų ir jaunimo sveikatos ugdymo aplinkas, diferencijuoti ir individualizuoti ugdymo turinį atsižvelgiant į vaiko interesus, gebėjimus ir sveikatą. Pagrindinis dokumentas, reglamentuojantis ugdymo turinį bendrojo ugdymo mokykloje, yra bendrosios programos. Lietuvoje bendrojo ugdymo mokyklų bendrosiose programose integruotas sveikatos ugdymo turinys pastaruosius metus buvo ne kartą tobulintas siekiant užtikrinti ugdymo kokybę, orientuojant ugdymo turinį į mokinių bendrųjų kompetencijų ugdymą. Kita vertus, sveikatos ugdymo programų įgyvendinimas mokyklose nebuvo sistemingai vertinamas, o mokytojų edukacinė veikla daugeliu atvejų susijusi su mokinių parengimu egzaminams, todėl, tikėtina, kad mokytojai pagrindinį dėmesį skiria ne sveikatos ugdymui, o savo mokomojo dalyko ugdymo tikslams ir rezultatams. Todėl sveikatos ugdymas išlieka problemiškas, būtina tobulinti Sveikatos ugdymo bendrosios programos ir prevencinių programų įgyvendinimą šalies mokyklose: derinti formalias sveikatos ugdymo ir prevencines programas tarpusavyje; atsižvelgti į kultūrinius mokinio ir jo šeimos aplinkos veiksnius, formuoti nuostatas ir vertybes, kurios stiprintų jauno žmogaus ryžtą gyventi sveikai. Raktažodžiai: sveikatos ugdymas, sveikatos ugdymo programos, bendrojo ugdymo mokykla, sveikatos ugdymo turinys.

El projecte s’ha aplicat als alumnes de les assignatures obligatòries d’Econometria I i II del Grau d’Economia de la Facultat d’Economia i Empresa al curs 2015-2016. Atesos els problemes de motivació habituals que presenten els alumnes del nostre Grau, especialment en matèries de perfil quantitatiu, el projecte ha perseguit l’objectiu general de fomentar la motivació del estudiants i l’aprenentatge actiu dels mateixos. Per tal d’aconseguir-ho vam pensar que seria possible incrementar aquesta motivació si els propis alumnes fossin la mostra estadística per l’anàlisi i aplicació de les tècniques economètriques ensenyades a classe.

La revista Urban Morphology se ha consoli-dado en el medio académico por la profun-didad y diversidad de temas que publica. El presente artículo de revisión pretende hacer un balance de su producción, como también clasificar y comentar los aportes más relevantes entre 1997 y 2011. La metodología usada consistió en estudiar la temática de los artícu-los y resúmenes disponibles, clasificarlos por afinidad y extraer conceptos que sinteticen sus contenidos para dar cuenta del pensamiento transmitido a través de sus páginas. Entre los resultados de la revisión se resalta que la revis-ta puede orientar a la comunidad académica colombiana respecto a la relevancia y el valor que poseen los estudios de morfología urbana en la comprensión de las particularidades presentes en la construcción y transformación de nuestros poblados. Asimismo, se evidencia la importancia de divulgar internacionalmente los hallazgos locales.

National governments employ various strategies to attract prospective students, encompassing comprehensive public policies and targeted marketing initiatives. Countries often promote themselves as study destinations through official study-abroad platforms aimed at international audiences. These “study-in” websites inform on administrative and bureaucratic requirements for admission to higher education institutions, allow international students to explore available degrees and, in many cases, are the direct channel for applying for degree programs and scholarships. This study explores the role of national study-abroad portals in the digital transitions of the European Higher Education Area (EHEA). It investigates how national governments leverage such platforms to attract international students and promote their universities and programs abroad using nation branding strategies. By analyzing the Study in Romania platform and comparing it to similar websites, the study aims to address the research question: What is the role of official study-abroad portals within the digital landscape of the EHEA? The research is supported by both primary data, through an interview conducted with a staff member of The Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) in December 2022, and secondary empirical data, such as the enrollment numbers of foreign students at universities in a given country. Through a comprehensive review of data and literature, the study provides insights, lessons learned, and recommendations for enhancing the Study in Romania platform to position the country as a more attractive study destination. The findings of this study are intended to assist universities and national governments in refining their digital strategies to attract and support international students within the EHEA.

This chapter identifies and discusses a remarkable dimension of the process of building the European Higher Education Area (EHEA), which concerns the fundamental values of higher education. From their very start, the Bologna Process and the EHEA have included references to values. The chapter tracks how these references evolved over 25 years from being unsystematic and not very central from a policy point of view to becoming a well-articulated and solid intellectual and policy framework for the entire Process. In 2018, members of the EHEA adopted a defined list of six EHEA "fundamental values of higher education". They are now completing a process of adopting shared EHEA definitions for each fundamental value, have made explicit commitments about how they are expected to further in practice these values as jointly defined ("protect" "and "promote" the fundamental values), and have agreed in principle to implement a monitoring mechanism to assess how these commitments are implemented in all systems. In order to track and interpret the milestones and overall trajectory of this development, the chapter relies on an analysis of the Bologna Ministerial Communiqués. Other official documents are also considered, along with relevant contributions from the scholarship of the Bologna Process and EHEA.

This chapter analyses the emergence, design, characteristics, and function of a new monitoring mechanism put forward as part of a larger undertaking in the European Higher Education Area (EHEA) meant to safeguard the fundamental values of higher education. This monitoring mechanism is characterized as a policy tool of a transnational nature. Values have underscored the Bologna Process since its launch in 1999. However, in response to the crisis of academic freedom, a new approach to what is now designated as "the fundamental values of higher education" emerged after 2015. This development marked the advent of a transnational policy framework comprising (1) the identification and formal adoption for the first time by all EHEA members (at the time, 49 countries and the European Commission) of a defined list of six fundamental values for higher education; (2) the development and formal adoption of new and shared EHEA-wide conceptual references for these values; (3) the adoption of concrete government-level commitments to protect and promote, in the higher education systems of all members, the fundamental values of higher education as jointly defined in the EHEA; and (4) the decision to develop and employ an EHEAwide mechanism for monitoring the implementation of the commitments regarding the fundamental values of higher education.

Starting from 2015-2017, significant progress can be observed in Europe, possibly more than in other parts of the world, in developing new and better adapted frameworks of reference for safeguarding academic freedom. This includes the adoption for the first time of a European Higher Education Area (EHEA)-wide common conceptual reference for academic freedom in 2020, shared at least nominally by 49 countries. The present paper proposes a new analytic framework for studying and understanding these developments. When employing this new perspective, it becomes evident that similar developments regarding new conceptualizations, codification, monitoring, and practice of academic freedom are happening in other parts of the world and at other levels in higher education systems as well (i.e., institutional, national, and global). A specific question to be asked in this context is how European developments fit with and interact with global developments and trends in this area. In particular, the paper examines the possibility and desirability of a global conceptual reference for academic freedom, one that transcends national and regional frameworks, including that of the EHEA. Answers are sought through an analytical overview of the scholarship regarding the feasibility and desirability of a common global conceptual reference for academic freedom and by interrogating the results of a curated expert dialogue dedicated to this topic.

This paper investigates the adoption and implementation of the European Degree Label (EDL) within joint degree programmes, using Ajzen's Theory of Planned Behaviour (Ajzen, 1991) as a predictive framework. Specifically, the study examines how attitudes, subjective norms, and perceived behavioural control The data analysed in this paper has also been presented in previous reports issued throughout the project, but has not been otherwise published. All data and reports are publicly accessible at: https://civis.eu/en/discover-civis/civis-alliance-projects/smartt/outputs-and-results.

In the dynamic landscape of higher education, digital technologies are crucial for fostering collaboration and knowledge dissemination. European universities are embracing this shift through "European Universities", transnational alliances aimed at enhancing academic exchange and innovation. The Unite! alliance, as part of its Erasmus+ project, established the "Community Digital Campus" (Cm.2) to develop a modern digital campus framework. Based on an analysis to identify and document the technological, organizational, and legal needs for such a campus, using desk research, surveys, and stakeholder discussions, key requirements are formulated. Key requirements identified include ensuring interoperability among digital infrastructures, robust decision-making processes for IT, strategic support for existing systems, and addressing budgetary considerations for federated systems.

del conocimiento académico derivado de la investigación formal, y del conocimiento experiencial, fruto de la práctica. 2) La complejidad del aprendizaje de la enseñanza es manifiesta en el Practicum, cuando los futuros profesores se enfrentan al reto de armonizar sus concepciones previas, el conocimiento proposicional adquirido en el programa formativo y el conocimiento práctico que observan en el tutor, al tiempo que deben responder a las exigencias de las situaciones de enseñanza en las que están inmersos. Palabras clave: formación inicial del profesorado, prácticas escolares, Practicum, aprender a enseñar, conocimiento profesional docente, socialización docente, conocimiento base para la enseñanza, conocimiento práctico personal, estudiantes para profesor.

Straipsnyje pristatoma socialinės atsakomybės samprata, jos ugdymo savanoriška veikla galimybės. Studentų pilietinio ugdymo savanoriška veikla raiška atskleidžiama per socialinės atsakomybės visuomenėje skatinimą, aktyvų dalyvavimą sprendžiant visuomenines problemas. Straipsnyje pateikiami kiekybinio tyrimo rezultatai, kurie atskleidžia studentų socialinės atsakomybės ugdymo savanoriška veikla galimybes. Studentų apklausos duomenys leidžia teigti, kad ugdant studentų socialinę atsakomybę svarbu atkreipti dėmesį į savanoriškos veiklos patrauklumą organizacijose, jaunimo motyvacijos savanoriškai veikti stiprinimą ir sąlygų socialiniam dalyvavimui, derinant akademinę ir visuomeninę veiklą, sudarymą universitete. PAGRINDINIAI ŽODŽIAI: studentai, socialinė atsakomybė, ugdymas/is, savanoriška veikla.

La comunicación que presentamos es fruto del trabajo y las experiencias que, en el ámbito de la innovación educativa, los autores vienen desarrollando y aplicando desde el año 2007 en las materias y asignaturas que imparten en la licenciatura de “Ciencia Política y de la ...

The integration of Nakhchivan's higher education system into the European Higher Education Area (EHEA) through the Bologna Process has brought significant reforms and challenges. Key improvements include the implementation of the European Credit Transfer and Accumulation System (ECTS), the restructuring of degree programs, and the expansion of international academic partnerships. These reforms have enhanced student mobility, ensured quality assurance, and facilitated the recognition of qualifications. However, financial constraints, outdated infrastructure, and administrative barriers continue to pose challenges. Participation in EU-funded programs such as Erasmus+ and Horizon Europe plays a crucial role in addressing these issues by promoting research collaboration and faculty exchange. To fully integrate into the European academic network, Nakhchivan must invest in modern educational infrastructure, enhance digital learning, and strengthen policy frameworks. Continuous efforts in these areas will ensure that Nakhchivan remains a competitive player in global higher education.

Los resultados de la investigación empírica sobre participación de los estudiantes universitarios, realizada con ocasión de la aplicación en España del estudio internacional Eurostudent IV, revelan que estos prefieren las modalidades de participación que suponen mayor iniciativa y control individuales, como la elección de representantes en los órganos de gobierno, la

In the digital era, European University Alliances like "Unite!" work to reshape tertiary education by bridging nine prominent universities to champion regional integration, technology transfer, and quality science and engineering education. This paper delineates the methodologies used to harmonize varied IT infrastructures visualizations and descriptions across partner institutions, fostering knowledge sharing and facilitating standardized IT landscape comparisons. The absence of a general universal approach in representing teaching-related IT systems in higher education propelled the development of a unique, synchronized representation methodology. The paper offers a look at TU Graz's digital infrastructure as an illustrative example. Through iterative collaboration, the alliance will develop a comprehensive IT infrastructure report, aiming to serve as a valuable blueprint for other educational entities.

Pasaulio švietimo forumas "Dakaro veiksmų Pane" (2000) kokybę pripažino pirmaeiliu tikslu, gyvendinant "Švietimo visiems" strategiją, o Barsen °je posėdžiavusi Europos viršūnių taryba sufor mavo tikslą -iki 2010 m. užtikrinti, kad Europos ^Vl etirno ir mokymo sistemos būtų kokybės pavyz-Vs visam pasauliui (Michel, 2003). Kokybei vis ugiau dėmesio skiria ir Lietuvos švietimo politika. v SMM deklaravo švietimo kokybę kaip vieną iš Etinio reformos prioritetų ir numatė nemažai ugyrno modernizavimo ir švietimo kokybės kėlimo Criemonių (Švietimo reformos rezultatai, 2005). le timo kokybę reglamentuoja Vaiko teisių konven-Cl J" (1990,29 str.), naujausias LR Švietimo įstatymas z*. ' 37, 46 str.), Mokyklų tobulinimo programa u 2) bei Lietuvos nacionalinis švietimo forumas U0 °4 a, 2004 b). Pastaruoju metu visuomenėje vis aktyviau ^kuruojama apie ikimokyklinio ugdymo įstaigos kybinius pokyčius ir jų rezultatus 1 . Švietimo ir ^°kslo ministerija parengė ikimokyklinio turinio 'H apibrėžiantį dokumentą (Ikimokyklinio ugdymo ^°8 '' afm i kriterijų aprašas, 2005 m. balandžio 18 d. r -ISAK-627), O Ikimokyklinio ir priešmokyklinio Sdymo turinio ekspertų komisija sudarė Metodines °mendacijas ikimokyklinio ugdymo programai n j (2004), kuriose apibrėžta moderni ikimokyklilr Priešmokyklinio ugdymo kokybės užtikrinimo Sl stema.

El 2002 es va demanar a l'Agència de Gestió d'Ajuts Universitaris i de Recerca (AGAUR) el projecte "L'aprenentatge cooperatiu com a eina de millora de la qualitat docent" el qual perseguia, entre d'altres, tres objectius principals. El primer objectiu era fer un llibre en el qual es recollissin els elements fonamentals de l'aprenentatge cooperatiu (AC) en l'àmbit universitari i es descrivissin un seguit d'experiències dutes a terme per un grup de professors de la UPC. Al llarg dels 2 anys i mig que ha durat el projecte s'hi ha pogut incorporar experiències de professors d'altres universitats que han anat coneixent els avenços parcials de la publicació. El segon objectiu era fer un vídeo en el qual s'expliquessin de manera molt concisa els aspectes bàsics de l'AC. El tercer era fer una pàgina web que servís de plataforma de presentació de l'AC i de les activitats del GIAC (grup d'interès en AC que depèn de l'ICE de la UPC). En aquesta mateixa pàgina web () hi ha una part dels continguts del primer objectiu i tots els continguts del segon. Aprenentatge cooperatiu, treball en grup, EEES, metodologies actives d'aprenentatge. La idea de demanar un ajut per aquest projecte va sorgir de l'equip dirigent de l'ICE al 2001 i que eren Javier Bará, Miguel Valero, Mª Pilar Almajano i Francisco Calviño. Es va demanar un primer projecte avalat per una vintena de professors de la UPC però no va ser seleccionat entre els millors. L'any següent es va reformar tot el projecte i varem aconseguir finançament per dur-lo a terme.