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Moroccan and Spanish agriculture comparative analysis 2008-2021
Get PDFIn the general context of Morocco's New Development Model, where public policies need all their credentials, and more specifically in the context of Morocco's new agricultural strategy (Green Plan), the challenge is to develop modern agriculture with high added value and high productivity, capable of competing with agricultural production in other countries. This article compares the overall characteristics of agricultural production in Spain and Morocco. To make this comparative analysis, we have focused on a set of agricultural statistical aggregates, such as cultivated area, level of production and yield in relation to each family of agricultural products. These are calculated, using the Laspeyres index, over the period 2008 to 2021. In addition, we have chosen 2008 as the base year for plotting the evolution of Moroccan agricultural performance against that of Spain. The results of our comparative analysis showed that agriculture in Spain is more stable than in Morocco, particularly in cereals and fresh vegetables. Thus, they showed that the majority of Spanish agricultural products outperform those of Morocco. On the other hand, this comparative analysis showed that Moroccan agriculture outperforms Spanish agriculture in the production of sheep, apples, fresh peas, carrots, turnips, broad beans, green beans, goat meat, dried lentils and chickpeas, and that Moroccan agriculture outperforms Spanish agriculture in the production of dates and unshelled peanuts
The impact of differentiated learning materials on students’ understanding of nationalism and global diversity
Get PDFThis study aims to determine the differentiated learning materials' impact on students' understanding of nationalism and global diversity. This research was a quasi-experimental study conducted by following a post-test-only control group design. Two classes from different schools were selected as research samples using a statistical matching technique. The researchers collected the data using tests and analyzed them using descriptive statistics and an independent t-test to achieve the study's objective. The results of the descriptive statistics showed that the experimental group had a higher score than the control group. It can be seen from the mean, minimum and maximum scores of the two groups. This result demonstrates that students who used varied learning resources had a greater comprehension of nationalism and global diversity. Furthermore, the independent t-test result confirmed that the differences in understanding were significant. In terms of the effect size, it confirms that differentiated instruction greatly affects students' understanding of nationalism and global diversity. Thus, this study concluded that differentiated learning materials affect students' understanding of nationalism and global diversity significantly. Thus, the researchers promote differentiated learning materials for teaching nationalism and global diversity based on the study results. Moreover, differentiated instruction may also be used for teaching different learning materials
Exploring online teaching and learning challenges for the technical and vocational education and training lecturer
Get PDFThis paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies
Development of future elementary school teachers' professional self-education readiness through interactive teaching methods
Get PDFA modern specialist's ability to self-educate is a valuable professional quality. Education has been given the essential responsibility to develop the learners' readiness for self-education (RSE). However, university students experience difficulties organizing and implementing self-educational activities. The study's goal is to investigate the development of students' RSE and the impact of interactive training methods (ITMs) on ensuring the development of self-education skills in future elementary school (FES) teachers. The study used a pre- and post-test design for FES teachers' readiness for self-education (RSE). The study involved 240 learners at E. Buketov Karaganda University, Karaganda, Kazakhstan. The study found that university students experienced difficulties in organizing and implementing self-educational activities. The findings revealed that using integrative teaching methods increased students' readiness for self-education which is a significant improvement over traditional methods. This paper contributes to the methodological potential of university education by providing an innovative approach to improve university students' self-education preparation
Effects of interactive learning module technology on Kazakh as a second language learners’ achievement and communication skills
Get PDFThis study aimed to investigate the effectiveness of interactive learning module technology (ILMT) in teaching Kazakh as a second language in secondary schools in the Republic of Kazakhstan. This research was carried out at Russian-medium secondary schools during the academic year 2021-2022. There were two groups in the sample: the experimental (n=63) and control (n=61). The experimental group received an education based on the ILMT while the control group received an education based on the curriculum's traditional technique. The study used a mixed research design and was divided into two sections: quantitative and qualitative. A semi-experimental pre- and post-test control group design was adopted in the quantitative section. The qualitative section employed phenomenology. The quantitative data were acquired using the students' knowledge assessment test and analyzed using comparative analysis. An interview questionnaire and observations were used to obtain qualitative data which was then evaluated using content analysis. The experimental group outperformed the control group in terms of mean post-test knowledge assessment test scores. The ILMT in teaching Kazakh as a second language is efficient in improving the quality of mastering Kazakh language by Russian-speaking students. Content analysis showed that the ILMT helps to reduce students' anxiety and increase independence which is necessary for the development of students' communication skills
Aspects of mobile phone use and behavioural intentions for learning in rural South African schools
Get PDFThis paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techniques and the survey method, data was obtained from 128 participants, 79 from the deep-rural school and 49 from the semi-urban school. The semi-urban school exhibited slightly higher percentages in all aspects of cell phone use. Outside of mobile phone ownership and Internet access, all associations were significant. Significant differences were reported in favour of the semi-urban school for all constructs regarding the behavioural intention to use mobile phones for learning. However, the future of m-learning appears to be more promising than reported in earlier research by reporting positive behaviour from students in both schools. Critical stakeholders in education should take note and move from the goals of improving broad access to explicit objectives to implement m-learning in rural schools
The impact of teacher empowerment on school effectiveness: A mixed-methods study
Get PDFThis study aims to explore the impact of empowerment on school effectiveness and examine more broadly the findings of early research. This mixed study used an exploratory sequential design. The initial stage of research uses qualitative methods followed by the quantitative stage. In the qualitative stage, research data were collected through in-depth interviews with 19 teachers determined by purposive sampling. The research findings at the qualitative stage were then followed up for wider testing using a larger population and sample. A total of 104 teachers were determined as research samples using proportional random sampling techniques from a population of 712 teachers in 39 high schools in North Sumatra Province, Indonesia. Qualitative findings provide evidence that psychological and structural empowerment have the same qualities as employment involvement and that empowering working conditions affects the attitude of teachers that their work is important. They can do work and set choices; have an impact on their departments and tend to show autonomy that generates more energy and ability in their work. Quantitative findings explain that structural empowerment influences psychological empowerment at 45.6% and has influence on school effectiveness at 43.9%. Psychological empowerment has influence on school effectiveness at 64.3%. Structural empowerment has influenced school effectiveness through psychological empowerment of 48.2% and a total influence of 92.10%. Qualitative findings suggest that the strength of structural and psychological empowerment determines school effectiveness
Promoting innovation in Saudi public education schools: The perspective of school employees
Get PDFThe study aimed to identify effective innovation indicators in public education schools in the Kingdom of Saudi Arabia. A mixed-method sequential exploratory design was used starting with interviews of fourteen experts in the fields of talent, creativity and educational excellence. A questionnaire was developed that consisted of seven main innovation indicators, divided into 78 sub-indicators based on the results of these interviews. The questionnaire was administered to a sample of 694 participants including school principals, deputies and teachers. The findings revealed that the overall achievement of innovation indicators in public education schools was moderate. These results suggest that there is a moderate level of implementation of innovation indicators. Further efforts are needed to enhance their effectiveness in Saudi public schools. The study provides a valuable framework for educational policymakers and school administrators to promote innovation within educational environments. This framework can serve as a guide for future efforts to improve the innovative capacity of public schools and enhance their ability to achieve educational excellence. The study offers practical insights for fostering a culture of innovation that supports continuous improvement in the Saudi education system by focusing on strengthening the identified indicators
The attitude of gifted college students towards self-regulated mobile learning and student satisfaction: The mediation role of teacher's support and moderator role of gender
Get PDFThis study aims to investigate the mediation role of teacher's support and the moderator role of gender in the relation between attitude towards self-regulated mobile learning and student satisfaction. 410 undergraduate students from different universities in the KSA were recruited. Purposive sampling was used to collect the data. Attitudes towards the self-regulated mobile scale, satisfaction with the mobile learning scale and teacher’s support were used to collect data. Attitudes towards self-regulated mobile learning positively correlated with the teacher's support. Teachers' support and attitude towards self-regulated mobile learning significantly and positively correlated with the students’ satisfaction. These results indicated that teacher's support partially mediated the relationship between attitude towards self-regulated mobile learning and student satisfaction. However, the interaction between teacher's support and gender was not correlated with attitude towards self-regulated mobile learning. Gender could not moderate the relationship between attitude towards self-regulated mobile learning and teacher's support. This study highlights the mediation role of teacher's support and the moderator role of gender in the relation between attitude towards self-regulated mobile learning and student satisfaction. This study contributes to the improvements in the education system in the KSA especially when the increasing value of self-regulated mobile learning is considered
Caring in AI: Considering the LIDA model
Get PDFThe purpose of this article is to consider whether caring can be designed into an artificial intelligence system. Caring is complex. In our daily lives, caring takes several forms and occurs in various ways. This article discusses human caring and how caring has been a vital aspect of our lives since our early ancestors. The research focuses on the form of care a healthcare worker may provide in a clinic or hospital. The research considers whether this attentive form of caring can be designed into AI systems. The approach of this research is to consider a specific AI design known as the LIDA model. The research describes the cognitive cycle and the global workspace within the LIDA model. It also depicts elements in the LIDA model that can be associated with caring. The findings show that caring can occur through gestures and movements. The findings also show that a LIDA agent can perform such gestures and movements and offer an appearance of caring. The findings suggest that a LIDA agent, configured in a particular way, could be a carer in some caring situations. The practical benefit of this research is to show that the LIDA model can be a starting point for designing care in AI systems. Through this research, we may uncover elements of caring that already exist within the LIDA model and can be employed in a caring AI agent