9 research outputs found
Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System
No full textTeacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention
Tourism at the Crossroads between Well-Being, Public Health and the Environment: Panel Data Evidence from the European Union
No full textThe recent pandemic crisis led to a drop in tourism, and it highlighted the connection between tourism, healthcare, environmental concerns and well-being. In this context, the purpose of the research is to clarify the relationship between tourism, happiness, healthcare and environmental expenditure. Statistical data provided by the World Bank, Eurostat and the World Happiness Database from the EU27 countries, from 2000 to 2019, were used. In order to investigate the relationship between these indicators, the panel Autoregressive Distributed Lag (ARDL) method was used. In the long run, happiness and environmental and healthcare expenditure have a statistically significant and positive impact on tourism arrivals and receipts. It follows that a 1% increase in happiness supports between 4% and 9% of international tourism, while a 1% increase in environmental expenditure supports an increase of 2% in international tourism. Additionally, there is a significant interaction between happiness and either environmental or healthcare expenditure in the long run. This means that increasing happiness diminishes the effect of the later on tourism arrivals and receipts. No short-term relationship was identified between arrivals and any of the above-mentioned variables. In the same context, healthcare expenditure has a negative short-term effect on tourism receipts. The research contributes to the literature by suggesting that increasing national happiness, healthcare and environmental expenditure has a beneficial spillover effect on tourism arrivals and receipts in the long run
The role of education and digitalization in tourism development: evidence for the European Union
No full textThe investigation of the relationship between tourism, digitalization, education, and economic growth is increasingly significant in the context of sustainable development and technological transformation. This study examines the long run and short run impacts of digitalization (measured through internet usage and broadband subscriptions), education (reflected in tertiary enrollment and public expenditure), and macroeconomic factors (including GDP per capita, employment in services, and urbanization) on international tourism performance, as indicated by arrivals and receipts across clusters of European Union countries. Methodologically, the study adopts a two-stage approach. Hierarchical cluster analysis is first applied to classify European Union countries according to key tourism characteristics, followed by the estimation of panel ARDL models for each resulting cluster to examine both long-run equilibrium relationships and short-run dynamics. Employing panel ARDL models applied to four distinct groups of countries, the analysis highlights differentiated dynamics, strong long-run effects in high-income tourism economies and more pronounced short-run responsiveness in structurally varied countries. Cointegration tests affirm the existence of long-run relationships in most clusters, reinforcing the validity of an error correction framework. Therefore, the empirical findings indicate that digitalization exerts a consistently positive influence on tourism performance in the long-run, while the effects of education are more heterogeneous across clusters. In the short-run, the impact of macroeconomic variables and digital infrastructure is more pronounced, underscoring the relevance of structural and contextual factors in shaping tourism dynamics. The findings emphasize the importance of aligning digital and educational policies with tourism development strategies while considering the structural differences among regions. This research provides a comparative framework that enhances the understanding of tourism as both an economic and social phenomenon
Freedom of Conscience and Freedom of Religion within the Context of Human Security and Authenticity in Vito Mancuso’s Lay Secular Theology
No full textSummaryVito Mancuso, one of Italy’s most famous intellectuals and author of best-selling books on religion – such as</jats:p
Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia
No full textThe article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process
Navigating crises : examining the impact on students in four European countries
No full textA crisis is any challenging situation that requires a judgment or a decision. During their lifespan people are
exposed to crises at micro, meso and macro levels. Lately, many research deals with crises at macro level. Situations of crises
at a macro level that we have been facing such as pandemics, war, earthquakes, and substantial challenges in everyday
situations and life lead to the necessity to explore learning and teaching at higher education institutions in the times of c rises.
The goal of t he research was to determine strategies for dealing with crises on macro level among students in higher
education. For this purpose, qualitative research was conducted using the focus group method. Four focus groups were held
in which a total of 40 students of different profiles from Belgium, Croatia, Poland, and Romania participated. The results
show that the biggest challenge for most participants in crisis situations was the absence of social support. In their answer s,
participants discussed the challenges of distance education, stating "screen fatigue" as an obstacle. Despite this, participants
pointed out that times of crisis enabled them to discover their own strengths, which they can use as coping strategies in
potential future crises
Navigating crises : examining the impact on students in four European countries
No full textA crisis is any challenging situation that requires a judgment or a decision. During their lifespan people areexposed to crises at micro, meso and macro levels. Lately, many research deals with crises at macro level. Situations of crisesat a macro level that we have been facing such as pandemics, war, earthquakes, and substantial challenges in everydaysituations and life lead to the necessity to explore learning and teaching at higher education institutions in the times of c rises.The goal of t he research was to determine strategies for dealing with crises on macro level among students in highereducation. For this purpose, qualitative research was conducted using the focus group method. Four focus groups were heldin which a total of 40 students of different profiles from Belgium, Croatia, Poland, and Romania participated. The resultsshow that the biggest challenge for most participants in crisis situations was the absence of social support. In their answer s,participants discussed the challenges of distance education, stating "screen fatigue" as an obstacle. Despite this, participantspointed out that times of crisis enabled them to discover their own strengths, which they can use as coping strategies inpotential future crises.A crisis is any challenging situation that requires a judgment or a decision. During their lifespan people areexposed to crises at micro, meso and macro levels. Lately, many research deals with crises at macro level. Situations of crisesat a macro level that we have been facing such as pandemics, war, earthquakes, and substantial challenges in everydaysituations and life lead to the necessity to explore learning and teaching at higher education institutions in the times of c rises.The goal of t he research was to determine strategies for dealing with crises on macro level among students in highereducation. For this purpose, qualitative research was conducted using the focus group method. Four focus groups were heldin which a total of 40 students of different profiles from Belgium, Croatia, Poland, and Romania participated. The resultsshow that the biggest challenge for most participants in crisis situations was the absence of social support. In their answer s,participants discussed the challenges of distance education, stating "screen fatigue" as an obstacle. Despite this, participantspointed out that times of crisis enabled them to discover their own strengths, which they can use as coping strategies inpotential future crises.A
Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania
No full textThe last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021
Quo vadis, homo digitalis? Reflection on well-being in education and the covid-19 pandemic in Belgium, Croatia, Poland and Romania
No full textThe last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.The last few decades brought about unprecedented rapid technological change. The COVID-19 pandemic sped it up and forced digitalized citizenship, digitalized teaching and learning, and permanent engagement through the virtual bond. Many processes were moved to the virtual world and those illiterate in digital tools might have felt excluded or left behind. Technological advancements have had many benefits revealed but they have also had multiple negative effects on the educational process and the well-being of participants of the latter. As our study shows, human social nature opposes the use of the Internet as the main or only medium of human interaction. Our study shows that sole online education is not desirable and is not good for our well-being. In the article, we present empirical research findings from 4 EU countries representing different parts of Europe. A group of researchers from 4 universities joined forces to map the needs of teachers and learners and to identify key factors for well-being in education in post-pandemic educational settings. Qualitative data came from over 2000 participants (teachers and learners), as a part of a larger case study. In this article, we focus primarily on the data from an online survey in 2022, supplemented by a prior Pilot study in 2021.A
