The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions, including universities and colleges, across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further (...) differences evident within the university and college sectors. (shrink)

Integral Education - Beyond Schooling explores a new paradigm of education, taking learning and teaching beyond conventional schooling, towards what may be called evolutionary education and the growth of consciousness. The book is premised on the idea that we humans are still evolving in consciousness and have reached an evolutionary tipping point where we need a radically new way of learning and growing, a radically new way of perceiving, understanding and organizing our world and living our day (...) to day lives in it, more in harmony, oneness and peace. This is a book that must be read by all who are interested and involved in the human future, immediate and long term. (shrink)

Comprehensive study on the new approach of the education policy of the Government of India, in comparison with the integral education of Aurobindo Ghose, 1872-1950.

This article draws the attention of research managers and policy makers to the issue that to become a science power curtailing misconduct is the daunting challenge that emerging countries simply cannot ignore. Systematic and orchestrated efforts are needed to foster and institutionalize research integrity education among all stakeholders.

This article examines the process of one institution’s efforts to develop an educational academic integrity seminar through an ethnographic study approach. The educational program developed allowed the institution to transition from a punitive sanctioning system to an educational one. The institution cultivated cross-campus partnerships to develop the program. Both quantitative and qualitative data revealed that students had a positive experience attending the program and found it useful. This article serves as a framework for institutions to utilize when building their own (...) educational-based academic integrity on-campus seminar and sanctioning program. (shrink)

An increase in Academic Integrity (AI) breaches has resulted in higher education institutions implementing solutions to improve AI competence. It has been argued that to improve students’ AI understanding, concepts and skills should be taught at the classroom level and contextual factors should be considered. This article presents an investigation on how AI is taught at the classroom level across a range of disciplines, how contextual factors inform approaches to AI education, and how the approaches align with evidence-based (...) recommendations. Purposeful sampling procedures were employed to select units of study from disciplines at two Australian universities. Qualitative data collection methods were used to capture ways AI education was approached and the collected data were analysed through grounded theory methods. The findings show that AI was primarily taught through explicit instruction and personal storytelling and assessed through summative assessment. Such approaches appear to be influenced by personal philosophies, institutional mandates and student backgrounds. While the approaches align with the notion that best practice includes an educative approach, other facets of best practice that have been promoted to combat the rise in AI breaches such as collusion, assessment outsourcing and cheating in exams were not evident. (shrink)

I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics (...) to educators who seek to enable their students to develop a deeply-founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalised and plural society. (shrink)

I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics (...) to educators who seek to enable their students to develop a deeply-founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalised and plural society. (shrink)

To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which (...) were informed by the RI education evidence-base. In the first two workshops, participants generated ideas for guidelines’ content, focusing on different target groups and various approaches to RI education. Based on this content we developed first drafts of the guidelines. Participants in the third and fourth workshop refined those drafts. We next organized a working group which further prioritized, reorganized, and optimized the content of the guidelines. We developed four guidelines on RI education focusing on (a) bachelor, master and PhD students; (b) post-doctorate and senior researchers; (c) other RI stakeholders; as well as (d) continuous RI education. Across guidelines, we recommend mandatory RI training; follow-up refresher training; informal discussions about RI; appropriate rewards and incentives for active participation in RI education; and evaluation of RI educational events. Our work provides experience-based co-created guidance to research institutions on what to consider when developing a successful RI education strategy. Each guideline is offered as a distinct, publicly available tool in our toolbox (www.sops4ri.eu/toolbox) which institutions can access, adapt and implement to meet their institution-specific RI education needs.Trial registrationhttps://osf.io/zej5b. (shrink)

Spirituality facilitates a deeper contemplation of reality, and it provides a better understanding of the self and the daily struggles of life. Spirituality develops the divine potential of learners and prepares them for life by giving them the tools they need to keep on learning through their experiences. It enables them to develop more completely and comprehensively. In a way, it is training for life. This research paper explicates the meaning, importance, and understanding of spirituality as a part of Integral (...) Education. The researcher in this paper has tried to study the different practices at home to ensure the development of spirituality among learners. In this study, the researcher tried to explore the dimensions and components of spirituality and establish its relevance in the present day. The study also explored how spirituality can be integrated into the daily lives of learners to help them grow as better human beings and lead value-oriented life. (shrink)

The double empathy problem theory posits that autistic social difficulties emerge from an interpersonal misalignment in social experiences and expectations between autistic and non-autistic people. Supporting this, emerging research reveals better social outcomes in interactions within than across neurotypes among autistic and non-autistic people, emphasizing the need to examine the role of the interpersonal context in autistic social outcomes. However, research on peer relationships among autistic youth primarily focuses on individual characteristics in isolation from the interpersonal context. To address this, (...) this preliminary study explored the effects of student-peer neurotype match on peer relationships among autistic and non-autistic youth in an integrated educational setting. We plotted the peer relationship networks among youth in a school club based on systematic observations of peer interactions over eight 45-min sessions. Descriptive network statistics showed that both autistic and non-autistic youth had more and stronger peer relationships with their same- than cross-neurotype peers. Assortativity coefficients revealed a tendency for youth to connect with peers of the same neurotype, rather than with peers with similar social popularity or activity. We further modeled the effects of student-peer neurotype match on peer relationships using exponential random graph models. The findings suggested that student-peer neurotype match predicted the total strength of peer relationships above and beyond the effects of student neurotype, individual heterogeneity in social popularity and activity, and the tendency of mutuality in social relationships. We discussed the strengths and limitations of this study and the implications for future research and inclusion practice. (shrink)

Spirituality facilitates a deeper contemplation of reality, and it provides a better understanding of the self and the daily struggles of life. Spirituality develops the divine potential of learners and prepares them for life by giving them the tools they need to keep on learning through their experiences. It enables them to develop more completely and comprehensively. In a way, it is training for life. This research paper explicates the meaning, importance, and understanding of spirituality as a part of Integral (...) Education. The researcher in this paper has tried to study the different practices at home to ensure the development of spirituality among learners. In this study, the researcher tried to explore the dimensions and components of spirituality and establish its relevance in the present day. The study also explored how spirituality can be integrated into the daily lives of learners to help them grow as better human beings and lead a value oriented life. (shrink)

BackgroundResearch and academic institutions use various delivery channels to deliver Research Integrity education in their communities. Yet there is no consensus on the best delivery method and the effectiveness of these channels in inculcating a positive RI culture varies across institutions. Hence, this study aimed to understand the preferences of the research community in Nanyang Technological University, Singapore.MethodsAn online survey was conducted on NTU research community to understand their experience with, and preference for each RI education mode offered (...) in NTU. The RI education modes surveyed in the general ranking question are Data Management Plan workshops, Epigeum e-Learning, Compass e-newsletter, and NTU policy on Research Integrity and Responsible Conduct of Research. There were 242 responses, comprising 50% research students, 32.2% research staff and 17.8% faculty members. Non-parametric statistical techniques were used to analyse preferences across different RI education modes and within sub-groups.ResultsMore than 92% of respondents subscribed to the importance of RI education, but with different preferences for education modes. With respect to RI education in NTU, Compass e-newsletters were ranked the lowest. Most felt that they were too wordy and unengaging, making it difficult to absorb information. Similarly, Epigeum e-Learning and ‘policy’ were found to be too lengthy in presentation. The compulsory NTU RI education modes enjoyed higher participation rates of 70–80% compared with 32–37% for the self-regulated modes. This suggests that regulatory mechanisms are still necessary to promote participation in RI education, and thus, core RI education content should be made compulsory in research/academic institutions. Although Epigeum is a compulsory course, some may not have participated in the programme due to technical issues or they might have forgotten to participate in the programme within the permissible timeframe. For all four RI education modes in NTU, the lack of awareness was among the top cited reasons for not participating.ConclusionsMost NTU researchers perceived RI education positively although they may have reservations for some approaches. Conversely, e-Learning is favored over all the other modes except for the mode of Policy. Findings from this study are useful for improving the design of RI education strategies to be more appealing to the research community by enhancing user experience in terms of user-friendliness, relevance to specialisation, providing concise information and better presentation of materials For institutions with similar modes of RI education as NTU, these results may be relevant in improving participation rates and presentation of RI education modes, such as the use of infographics and more concise information. (shrink)

Recent management behavior such as the PINTO gasoline tank decision has received a great deal of notoriety. In fact, repugnant examples of management amorality and immorality abound. One is forced to ask a number of questions. Does such behavior reflect a lack of a proper education in moral behavior? Can education result in moral behavior? If so, what kind of education might that be? Answers to these questions might point a way out of the moral shadows giant (...) corporations have cast over much of the world. An attempt to answer these questions, then, might be a worthwhile venture. (shrink)

1024x768 Normal 0 21 false false false PT-BR X-NONE X-NONE O presente estudo tem como objetivo discutir sobre o diálogo necessário entre comunidade e escola para o projeto da Educação Integral. Parte-se inicialmente da noção da jornada ampliada e a proposta da formação do sujeito, nas suas dimensões afetivas, social, política e cultural. Formação esta que transcende a sala de aula e ocupa o território, os saberes comunitários e as diversas instâncias sociais. E nas entrelinhas reflete-se de fato que ambas, (...) comunidade e escola, estão preparadas para este desafio.  . (shrink)

O objeto da reflexão, neste artigo, são as propostas curriculares veiculadas a partir da segunda metade do século XIX, no Brasil e na Argentina. A questão que se coloca é perceber quais os conteúdos que estão incluídos sobre a América Latina, nestas propostas curriculares, se há semelhanças e diferenças entre estes documentos e se os conteúdos veiculados nas propostas curriculares implantadas a partir de 1995, nestes dois países, refletem as mudanças no ensino de história, sugeridas pelo MERCOSUL Educacional. O texto (...) foi dividido em dois subtemas, sendo que no primeiro, estão dispostos os dados referentes à América Latina no ensino secundário das propostas curriculares veiculadas nos séculos XIX até a década de 1980, do século XX e no segundo, são trazidos os conteúdos da América Latina que estão propostos para o sétimo e o oitavo anos, nos Parâmetros Curriculares Nacionais, do Brasil e para o oitavo e nonos anos, nos Contenidos Básicos Comunes, da Argentina. Foi possível concluir que o lugar da América Latina foi bastante escasso, inclusive no contexto em que ascenderam suas preocupações com o nacionalismo. No caso do Brasil, o currículo foi fabricado de modo a tanto valorizar a história europeia e estadunidense, como modelo a ser seguido, e, num segundo plano, a valorizar a sua própria história. Esta lógica foi igualmente percebida na Argentina, que tinha a sua história como apêndice de uma história universal, privilegiando o olhar sobre o Estado, excluindo os conteúdos sobre a América Latina. Já as propostas curriculares veiculadas a partir de 1995, no Brasil e na Argentina, apresentaram mais permanências do que mudanças, uma vez que colocaram os conteúdos da História da América Latina na condição de ser a sobremesa de um menu, cujo prato principal ainda é a história europeia. Palavras-chave: Ensino de História da América. Mercosul Educacional. Propostas curriculares. (shrink)

BackgroundEthical problems in everyday healthcare work emerge for many reasons and constitute threats to ethical values. If these threats are not managed appropriately, there is a risk that the patient may be inflicted with moral harm or injury, while healthcare professionals are at risk of feeling moral distress. Therefore, it is essential to support the learning and development of ethical competencies among healthcare professionals and students. The aim of this study was to explore the available literature regarding ethics education (...) that promotes ethical competence learning for healthcare professionals and students undergoing training in healthcare professions.MethodsIn this integrative systematic review, literature was searched within the PubMed, CINAHL, and PsycInfo databases using the search terms ‘health personnel’, ‘students’, ‘ethics’, ‘moral’, ‘simulation’, and ‘teaching’. In total, 40 articles were selected for review. These articles included professionals from various healthcare professions and students who trained in these professions as subjects. The articles described participation in various forms of ethics education. Data were extracted and synthesised using thematic analysis.ResultsThe review identified the need for support to make ethical competence learning possible, which in the long run was considered to promote the ability to manage ethical problems. Ethical competence learning was found to be helpful to healthcare professionals and students in drawing attention to ethical problems that they were not previously aware of. Dealing with ethical problems is primarily about reasoning about what is right and in the patient’s best interests, along with making decisions about what needs to be done in a specific situation.ConclusionsThe review identified different designs and course content for ethics education to support ethical competence learning. The findings could be used to develop healthcare professionals’ and students’ readiness and capabilities to recognise as well as to respond appropriately to ethically problematic work situations. (shrink)

If school attendance is important for social integration, then a particular out of school practice like home education could possibly represent a threat to social integration. The findings of a Norwegian research project that surveyed socialization among Norwegian home educated students from different regions are presented and discussed using socialization theory and a theory of cultural order. Among the conclusions are the following: Pragmatically motivated home educated students are often socially well integrated. Religiously motivated home educated students that (...) hold values distant from the values of society are not necessarily socially isolated. With more openness and more communication between society and home educators home educated students could meet criteria for social integration even more so than is presently the case. (shrink)

Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift educational (...) approach from rote learning to understanding, from exhaustive learning techniques to excitement of discovery and towards the joyful exploration. True education must encompass a synchronized working of body, mind and spirit. The ultimate aim of education must be to help the growing soul draw out the best and make it perfect for a noble use. The aim of education is not only to prepare an individual to succeed in life and society, but to reach the optimum. With this background, the paper is attempting at the theoretical level, to study the Integral philosophy, in the light of NEP 2020. It also tries to inquire into the modalities of Integral thinking, propose the application of the same in education and pedagogies to characterize its practice and goals in Integral Education. (shrink)

While calls to integrate ethics into computer science education go back decades, recent high-profile ethical failures related to computing technology by large technology companies, governments, and academic institutions have accelerated the adoption of computer ethics education at all levels of instruction. Discussions of how to integrate ethics into existing computer science programmes often focus on the structure of the intervention—embedded modules or dedicated courses, humanists or computer scientists as ethics instructors—or on the specific content to be included—lists of (...) case studies and essential topics to cover. While proponents of computer ethics education often emphasize the importance of closely connecting ethical and technical content in these initiatives, most do not reflect in depth on the variety of ways in which the disciplines can be combined. In this paper, I deploy a framework from cross- disciplinary studies that categorizes academic projects that work across disciplines as multidisciplinary, interdisciplinary, or transdisciplinary, depending on the degree of integration. When applied to computer ethics education, this framework is orthogonal to the structure and content of the initiative, as I illustrate using examples of dedicated ethics courses and embedded modules. It therefore highlights additional features of cross-disciplinary teaching that need to be considered when planning a computer ethics programme. I argue that computer ethics education should aim to be at least interdisciplinary—multidisciplinary initiatives are less aligned with the pedagogical aims of computer ethics—and that computer ethics educators should experiment with fully transdisciplinary education that could transform computer science as a whole for the better. (shrink)

No university or research institution is immune to research misconduct or the more widespread problem of questionable research practices. To strengthen integrity in research, universities worldwide have developed education in research integrity. However, little is known about education in research integrity for PhD students in European research-intensive universities. We conducted a content analysis of didactic materials of 11 of the 23 members of the League of European Research Universities (LERU) to map out the content, format, frequency, duration, timing, (...) and compulsory status of their training programmes and the characteristics of instructors of the onsite courses. Quantitative results revealed substantial variation in educational materials among the studied institutions. This variation might be because European research universities are free to design curricula without any requirements from the European, national, or institutional public funding channels. Given the challenges inherent to modern science and preventing misconduct, research institutions should empower future generations of researchers to engage in responsible research practices. To promote integrity in research among PhD students, we provide a set of recommendations for university-wide education in research integrity for doctoral trainees based on our investigation of educational resources. (shrink)

Nurses make an important contribution to the organisation and coordination of patient care but receive little formal educational preparation for this work. This paper builds on Allen's care trajectory management framework to specify evidence‐based and theoretically informed competencies for this component of the nursing role and proposes how these might be incorporated into nursing curricula. This is necessary so that at the point of registration nurses have the expertise to realise their potential as both providers and organisers of patient care (...) and are better able to articulate and develop this aspect of nursing practice. (shrink)

Highlights • Historic site-based laboratory work should be an essential part of the preparation of pre-service teachers. • Integrating historic sites into teacher education programs does not require significant outside funding or massive program overhauls. • Provides models for integrating history laboratory work into existing teacher education program structures.

Virtual learning environments (VLEs) present us with unprecedented opportunities in bringing together students and educators from widely disparate geographical locations, as well as diverse cultures and backgrounds to participate in a learning experience that should take into cognizance the affordances of these novel arenas in the design of both content and the environment(s) in which this content is to be implemented/enacted. While VLEs do seem to address the requirements of well-structured learning endeavours, the boundaries of which are clearly defined, they (...) are challenged where complex learning material in which boundaries are less easily defined, as is the case in art/creativity education, are concerned. Given that the learning content of the creative fields is open ended by its very nature and as such does not seem to readily lend itself to an implementation within the structure of present-day, two-dimensional virtual learning environments, can such an environment/methodology be developed in the open-ended three-dimensional structure of a metaverse, based upon the critical examination of a real-life, historic precedent? (shrink)

Academic integrity in education and science is understood as an ability that translates from possible into actual justice in the relations of students, teachers and scientists, their respect for their own dignity and the dignity of colleagues, as well as a focus on sincere creativity and co-creation. Academic integrity is the ability to maintain and develop the reputation of a conscientious, tolerant and creative professional who does not envy the talent of colleagues and does not appropriate their achievements. In (...) the article, academic integrity appears not only as a demand and a challenge, but also as a will. In the coordinates of the methodology of meta-anthropology, it is proven that at the level of the will to self-preservation and procreation, as well as at the level of the will to power, any virtue, including academic and conditional, moreover, its deformations and distortions are possible. Only under the influence of the will to knowledge and creativity of the finite being of a person, which is supplemented by the will to co-creation in the meta-boundary being, academic integrity acquires an unconditional character and naturalness. It has been proven that true academic integrity is impossible without true academic dialogue, without it it turns into a simulacrum. The heuristic meaning of the concept “will to academic integrity” is substantiated. The will to academic integrity is an important component of the will to scientific novelty and actualizes academic writing that has heuristic achievements, is free from plagiarism, does not amount to compilation and is not a fabrication. As an example of the action of such a will in the academic community, the Kyiv anthropological school is presented in its development in the directions of existential anthropology and metaanthropology. The role of academic integrity in conditions of war and peace is shown. (shrink)

Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...) does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration. (shrink)

Statistics education at all levels includes data collected on human subjects. Thus, statistics educators have a responsibility to educate their students about the ethical aspects related to the collection of those data. The changing statistics education landscape has seen instruction moving from being formula-based to being focused on statistical reasoning. The widely implemented Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report has paved the way for instructors to present introductory statistics to students in a way (...) that is both approachable and engaging. However, with technological advancement and the increase in availability of real-world datasets, it is necessary that instruction also integrate the ethical aspects around data sources, such as privacy, how the data were obtained and whether participants consent to the use of their data. In this article, we propose incorporating ethics into established curricula and integrating ethics into undergraduate-level introductory statistics courses based on recommendations in the GAISE Report. We provide a few examples of how to prompt students to constructively think about their ethical responsibilities when working with data. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between (...) external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

1. Questions about the quality of education are at the forefront of discussions amongst politicians, policy makers, parents, teachers, students, the media and the wider public in almost all countri...

Monograph describing the theoretical basis and curriculum development of the hibernia experimental school, combining vocational education with general education and located in the ruhr region of Germany, Federal Republic - in light of rudolf steiner's integrated approach to education, traces its evolution from factory training unit to an integrated comprehensive school, reviews the structure of practical education, and applies pedagogics of steiner's "study of man" to the process of learning. Bibliography pp. 191 to 196 (...) and diagrams. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between (...) external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

In 2013 this journal published the paper ‘Integrity in Higher Education Marketing: A typology of misleading data-based claims in the university prospectus.’ It argued that UK universities were using data and statistics in a misleading way in their advertising and proposed a nine-part typology to describe such claims. The present paper describes the subsequent responses in national media and academic writing. It then analyses recent developments in the regulation of university marketing in the UK, where the Advertising Standards Authority (...) has publically rebuked universities and issued new guidance. Rulings against six UK universities are analysed and the paper considers the extent to which the new guidance addresses the nine types of misleading claims. The paper goes on to consider how issues such as this come to be addressed by regulators and what incentives will encourage universities to ensure the integrity of their marketing. (shrink)

Research in the globalization era has emphasized the importance of global competence and its integration into language teaching and learning. This article discussed the current focus of global education through the integration of global competence in English as a Second Language in Malaysia. The country’s global competence development among ESL teachers and students, along with its integration into English lessons, were identified, satisfying the need to achieve quality education. The global competence integration of ESL teachers will meet the (...) fourth United Nations Sustainable Development Goal, which strives for quality education. The global education goals form a critical starting point of this article, which articulates the connection to the targets in SDG 4. Hence, this article investigated the significance of global competence in language teaching and learning in Malaysia. Overall, the integration of global competence among ESL teachers can provide life-long learning, enhancing the quality of education. (shrink)

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to (...) the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach. (shrink)

Conceptual integration is a key operating principle in education and a powerful skill for any teacher. Two different concepts are brought together in a way that recognises what is similar and different in them. This allows for an imaginative synthesis that can illuminate a complex process, such as when the heart is compared to a pump, or the cell to a factory. Good teachers do this intuitively all the time, but the act of conceptual integration is poorly understood and (...) insufficiently researched. With explicit knowledge teachers can gain productive, conscious control of this vital pedagogic act and educational researchers will have insightful tools to grasp the complex operating principles of the process. Thus the purpose of this book is to make the principles and practice visible."--Page [4] of book cover. (shrink)

In the early 2000s, some scholars suggested integrative ethical education as an approach to reconcile the gap between cognitive-development education, based on rule ethics, and traditional character-ethics education, inspired by character ethics in Western ethical education. Darcia Narvaez also tried to establish a comprehensive and systematic model. Nonetheless, she has indicated four questions that need further research. This paper aims to respond to Narvaez’s project and its questions from the angle of Xunzi’s ritual education. It (...) argues that Xunzi’s thought may provide some insights for Narvaez’s approach. To present this, it begins its discussion with an introduction of the main ideas of Xunzi’s thought. Later, it tries to show the insights from certain notions and elements, such as Junzi, reasoned judgment, of Xunzi’s ritual education for Narvaez’s project of integrative ethical education. Some relevant questions are also discussed. (shrink)

This paper examines the appropriateness of models developed to understand why students do or do not complete their courses in higher education. It is suggested that emphasising integration above regulation has taken attention away from a possible anomic interpretation. A more contextualised, nuanced and psychosocial approach to understanding student participation and retention is needed to address difficulties and inequalities in the transition to higher education.

This paper focuses on coherence and consistency as elements of moral integrity, arguing that several kinds of—mostly second-order—virtues contribute to establishing coherence and consistency in a person's judgements and behaviour. The virtues relevant for integrity always accompany other, substantive virtues, and their associated values, principles and rules. In moral education we teach children all kinds of substantive virtues with integrity as our goal. Nevertheless, many adults do not attain moral integrity, although they are clearly not immoral. What precisely are (...) they lacking? Education for moral integrity should focus on strengthening motivational self-sufficiency, furthering critical and imaginative thinking and promoting moral unity. (shrink)

The traditional ideological and political education should keep pace with the times, and the physical and health education should highlight its value, and must combine the two. This study investigated on the integration path of mental health education and college students’ ideological and political education. A stratified random sampling was conducted on 2021 students of a higher vocational college. The subjects were divided into the control group and the experimental group. The experimental group was given the (...) integrated intervention course of mental health education and ideological and political education of college students, and the control group was given routine teaching. The depression score of the experimental group is significantly lower than that of the control group, and the mental health quality score is higher than that of the control group. Contribution: The integration of mental health education and college students’ Ideological and political education can effectively improve the level of college students’ mental health. This course constantly improves the students’ subjective consciousness, subjective ability and subjective personality, and fully reflects the educational effect of the ideological and political education of college students’ mental health course. This research provides data which could be utilised by academics in the field of practical theology, especially youth ministry and religious educational studies. (shrink)