Value-Based Approaches to the Development of Students' Intercultural Competence in the Process of Professional Training in Higher Education
DOI:
https://doi.org/10.14571/brajets.v17.nse1.29-41Palavras-chave:
value-based approaches, intercultural competence, higher education students, professional training, higher education institutions, vocational education.Resumo
This article investigates valuable approaches to developing students' intercultural competence during their professional training at higher education institutions. The topic is relevant due to the increasing number of intercultural contacts in the modern world and the need to prepare professionals with skills for effective interaction in multicultural and multiethnic environments. The article explores different facets of intercultural competence, such as familiarity with cultural nuances, adaptability to diverse cultural contexts, appreciation for diversity, and more. The paper places particular emphasis on the influence of values on students' intercultural competence. Five main approaches are presented, namely: the approach of awareness and recognition of differences, the approach of cultural relations, the approach of cultural understanding and adaptation, the approach of cultural perception, and the approach of cultural interaction and collaboration. Based on the proposed approaches, methods for their implementation are provided for acquiring intercultural competence in the conditions of higher education institutions. The authors report the findings of an empirical study on the implementation of value-oriented teaching and educational methods in higher education. The study included an experiment that tested the effectiveness of value-based approaches in developing intercultural competence during professional training. Four levels of intercultural competence acquisition were identified. Based on these levels, a comparison was conducted to determine the effectiveness of value-based approaches in acquiring intercultural competence during professional training at higher education institutions. According to Pearson's criterion calculation, the use of value-based approaches in developing students' intercultural competence during professional training at higher education institutions shows promise.Referências
Baas, Marjon, Van der Rijst, Roeland, Huizinga, Tjark, Van den Berg, Ellen, & Admiraal, Wilfried. (2022). Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education. The Internet and Higher Education, 54, 100857. ISSN 1096-7516. doi:10.1016/j.iheduc.2022.100857.
Batsurovska, Ilona. (2021). MOOCs in the system of e-learning of masters in Electrical Engineering. IEEE International Conference on Modern Electrical and Energy Systems (MEES), 1-4. doi: 10.1109/MEES52427.2021.9598641.
Blau, I., Shamir-Inbal, T. & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. doi: 10.1016/j.iheduc.2019.100722
Castaño-Muñoz, J. & Rodrigues, M. (2021). Open to MOOCs? Evidence of their impact on labor market outcomes. Computers & Education, 173, 104289. doi:10.1016/j.compedu.2021.104289.
Cui, Y. (2019). Second Classroom model for cultivating intercultural communication competence of practicality-oriented talents considering state Ttransition matrix. 2019 International Conference on Robots & Intelligent System (ICRIS), Haikou, China, 376-381. doi: 10.1109/ICRIS.2019.00101
Greenwood, P.E. & Nikulin, M.S. (1996). A guide to chi-squared testing. John Wiley & Sons, 256.
Guillén-Yparrea, N., Hernández-Rodríguez, F. & Ramírez-Montoya, M. S. (2023). Intercultural engineering mindsets for sustainable development alliance. 2023 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), Monterrey, Mexico, 1-6. doi: 10.1109/WEEF-GEDC59520.2023.10343665.
Dotsenko, N. (2023). Interactive posters as a learning tool for practical tasks in the context of electrical engineering education. 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES), Kremenchuk, Ukraine, 1-5. doi: 10.1109/MEES61502.2023.10402463.
Ionescu, M. C. & Stan, A. (2019). Psychology students' perceptions on their professional competences. 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI), Pitesti, Romania, 1-4. doi: 10.1109/ECAI46879.2019.9042154.
Jalali, Y., Müller, R. & Lohani, V. K. (2019). Development and contribution to students’ intercultural skills: a case study of an international collaborative site. 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 1-5. doi: 10.1109/FIE43999.2019.9028675.
Jiang, D., Dahl, B., Chen, J. & Du, X. (2023). Engineering students’ perception of learner agency development in an intercultural PBL (Problem- and Project-Based) team setting. IEEE Transactions on Education, 66, 6, 591-601. doi: 10.1109/TE.2023.3273177.
Landberg, M. & Partsch, M. (2023). Perceptions on and attitudes towards lifelong learning in the educational system. Social Sciences Humanities Open, 8, 100534.
Li, H., Majumdar, R., Chen, M.-R., & Ogata, H. (2021). Goal-oriented active learning (goal) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading. Computers Education, 171, 104239.
Liu, J. (2022). A Study of Intercultural Competence under CLIL with the Assistance of E-learning - A Case Study of English Education of Chinese Culture. 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM), Harbin, China, 892-896. doi: 10.1109/ICEKIM55072.2022.00196.
Lopez-Belmonte, J., Carmona-Serrano, N., Moreno-Guerrero, A.-J. & Pozo-Sanchez, S. (2020). Digital teaching competence in the development of the Blended Learning method. The case of Vocational Training. 2020 X International Conference on Virtual Campus (JICV), Tetouan, Morocco, 1-3. doi: 10.1109/JICV51605.2020.9375696.
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. doi:10.1016/j.iheduc.2019.100707
Margulieux, L.E., McCracken, W. M. & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104-118. doi:10.1016/j.edurev.2016.07.001
Mebert, L., Barnes, R., Dalley, J., Gawarecki, L., Ghazi-Nezami, F., Shafer, G., Slater, J. & Yezbick, E. (2020). Fostering student engagement through a real-world, collaborative project across disciplines and institutions. Higher Education Pedagogies, 5, 30-51. doi: 10.1080/23752696.2020.1750306
Menezes, F., Rodrigues, R. & Kanchan, D. (2021). Impact of Collaborative Learning in Electrical Engineering Education. Journal of Engineering Education Transformations, 34, 116-117
Plackett, R. L. (1983). Karl Pearson and the Chi-Squared Test. International Statistical Review, 51 (1), 59–72. doi:10.2307/1402731. JSTOR 1402731.
Post, L. S., Guo, P., Saab, N. & Admiraal, W. (2019). Effects of remote labs on cognitive, behavioral, and affective learning outcomes in higher education. Computers & Education, 140, 103596
Thongsonkleeb, K., Roungtheera, W. & Tantip, C. (2022). Japanese Language Students’ Perception towards Intercultural Language Activity: A Case of TAFE Southport in Australia. 2022 7th International Conference on Business and Industrial Research (ICBIR), Bangkok, Thailand, 592-595. doi: 10.1109/ICBIR54589.2022.9786479.
Wang, J., Tigelaar, D. E. H. & Admiraal, W. (2021). Rural teachers’ sharing of digital educational resources: From motivation to behavior. Computers & Education, 161, 104055
Yi, X. (2020). A study on the cultivation model of intercultural communicative competence in foreign language teaching. 2020 International Conference on Information Science and Education (ICISE-IE), Sanya, China, 9-1. doi: 10.1109/ICISE51755.2020.00010.
Yugdar Tófalo, G. E. (2020). A student-centered and multi-competence approach to English as a foreign language learning in engineering education. 2020 IEEE Congreso Bienal de Argentina (ARGENCON), Resistencia, Argentina, 1-7. doi: 10.1109/ARGENCON49523.2020.9505453.
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Svitlana Shekhavtsova, Olena Iaburova, Ruslana Zhovtani, Galyna Ryabukha, Olga Kotenko, Hanna Pyvovarova
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.