Archives for nr.13
Identifying the Educational Needs of Children from the Rural Area of Cluj County
The present study explores the educational needs and challenges of students from the rural area of Cluj County, focusing on middle school students. This research employed a quantitative approach, encompassing a sample of 459 students ranging in age from 11 to 14 years. The survey concentrated on evaluating the present circumstances of the students with regard to educational provisions, their motivation to attend school, and their challenges in their educational process.
The findings indicate a paucity of sports facilities in educational establishments, as well as a scarcity of educational spaces such as libraries or reading rooms. Furthermore, there is a dearth of extracurricular activities, and they expressed a relatively low level of motivation, underlining that their motivation to attend classes is primarily influenced by their colleagues, rather than by the educational process itself. Simultaneously, they highlighted numerous challenges they face in receiving a qualitative education, owing to the scarcity of educational activities.
The primary conclusions of the study concentrate on several points, including the modernisation of educational facilities, such as classrooms, bathrooms, and gyms. Additionally, the study emphasises the necessity of updating textbooks and adopting digital teaching methods to reduce disparities in education between urban and rural areas.
Teaching to Think: Exploring How University Teachers Develop Students’ Critical Thinking
The present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students' analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill.
Enhancing Clinical Education in Physiotherapy: Students’ Perceptions of Effective Teaching and Learning Opportunities – Prospective Cross-Sectional Study
The study examined final-year physiotherapy students’ perceptions of effective teaching and learning opportunities and the roles and attributes of clinical teachers during clinical education. Conducted at the Faculty of Health Sciences, University of Ljubljana, Slovenia, the study used a culturally adapted, structured questionnaire based on validated instruments. Students identified demonstrations, feedback, and discussion as the most valued teaching and learning opportunities. Clinical teachers were mainly seen as knowledge providers, feedback givers, and role models. Key personal attributes included communication skills and approachability. The findings underscore the importance of standardised training for clinical teachers to promote consistency and enhance the quality of clinical education.
Carol Ann Tomlinson, “The Differentiated Classroom: Responding to the Needs of All Learners.” Alexandria, VA: ASCD, 2014.
Carol Ann Tomlinson’s The Differentiated Classroom is a foundational work in the field of inclusive pedagogy and instructional design. It advocates for responsive teaching that accommodates students’ diverse needs, interests, readiness levels, and learning profiles. Grounded in constructivist theories of learning, the book promotes active, student-centred classrooms where instructional planning is dynamic, purposeful, and structured around equitable access to content and success. Tomlinson challenges educators to move beyond rigid, one-size-fits-all approaches and embrace flexible grouping, choice, and multiple modes of assessment and instruction to reach every learner.