https://mail.ej-edu.org/index.php/ejedu/issue/feedEuropean Journal of Education and Pedagogy2024-10-31T20:42:10+01:00Editor-in-Chiefeditor@ej-edu.orgOpen Journal SystemsEuropean Journal of Education and Pedagogyhttps://mail.ej-edu.org/index.php/ejedu/article/view/887Providing Accessibility of Quality Education in War-Affected Areas: Case of the Georgian Village Avlevi2024-09-13T05:46:26+02:00Maka Kordzadzemaka.kordzadze@iliauni.edu.geEkaterine Kalandadzeekaterine.kalandadze.1@iliauni.edu.geIrina Dvaliirinadvali07@gmail.comEka Kordzadzeekakordzadze12@gmail.comNino Kikodzen.kikodze@tsmu.edu<p>Armed conflicts hurt children and youth’s access to quality education worldwide. Russian invasion and occupation of Georgian entities in 2008 resulted in thousands of internally displaced people and refugees and ruined schools and infrastructure. Georgian schools near the occupation dividing lines with Russia face unique hardships. The authors examined these schools’ educational needs and challenges using the Avlevi community schools as a case study. The findings indicate that a specialized strategy is required to guarantee continuous and quality education for the population living in these armed conflict-affected settlements. Based on an analysis of the research findings in conjunction with various academic sources, a set of recommendations has been formulated to address the critical components of such a strategy.</p>2024-11-05T00:00:00+01:00Copyright (c) 2024 Maka Kordzadze, Ekaterine Kalandadze, Irina Dvali, Eka Kordzadze, Nino Kikodzehttps://mail.ej-edu.org/index.php/ejedu/article/view/882Burnout Syndrome Dimensions as Perceived by Kindergarten Teachers and Elementary School Teachers in Greece2024-08-29T11:07:30+02:00Martha Gkamarigamarimartha@gmail.comVasiliki Fotopoulouvfotopoulou@upatras.gr<p>The present article seeks to explore the dimensions of occupational exhaustion of primary education teachers (kindergarten and elementary school teachers), making use of the Maslach Burnout Inventory (MBI) as its research tool. The data on which the article is based were drawn from a study carried out in an urban area in Greece investigating the following three issues: (1) Are there variations in the dimensions of occupational exhaustion detected? (2) Are there any differences in the dimensions of occupational exhaustion detected between kindergarten and elementary school teachers? (3) Are there any differences in the dimensions of burnout in regard to demographic characteristics? The data was collected through an anonymous self-administered questionnaire. The analysis of the findings shows moderate and high differences in the dimensions of the burnout syndrome. In particular, the scale of emotional burnout appears to be on moderate-high levels, the depersonalization scale shows moderate levels, and the personal accomplishment scale indicates high levels. Elementary school teachers seem to experience occupational exhaustion syndrome more intensely, while kindergarten teachers demonstrate higher levels on the personal accomplishment scale. Furthermore, certain demographic characteristics, such as gender, the teaching experience of teachers, and their overall satisfaction with their earned income, seem to be related to occupational burnout syndrome.</p>2024-10-18T00:00:00+02:00Copyright (c) 2024 Martha Gkamari, Vasiliki Fotopoulouhttps://mail.ej-edu.org/index.php/ejedu/article/view/873Developing Skills and Attitudes for Preparation Future Workforce: STEM Education Strategies2024-08-09T17:08:32+02:00Panagiota Argyripanargiry@eds.uoa.grZacharoula Smyrnaiouzsmyrnaiou@eds.uoa.gr<p>This paper investigates the methodologies teachers could integrate into the STEM lessons of general secondary education to develop the skills and attitudes required in the workplace as a fundamental component of career readiness development. The conclusions about good practices in teaching STEM are provided by: a) participatory observation for six months in a sample of 27 students aged 16 years old of Evangeliki Model High School of Smyrna in Greece and b) simultaneous integrated design of the mixed methodological approach based on (i) descriptive statistical analysis of students’ skills scores and (ii) qualitative analysis of the data justifying how the learning activities implemented contributed to these scores.</p>2024-09-16T00:00:00+02:00Copyright (c) 2024 Panagiota Argyri, Zacharoula Smyrnaiouhttps://mail.ej-edu.org/index.php/ejedu/article/view/865Bridging Learning and International Practice for Enhancing Physics Education2024-07-10T07:44:56+02:00César González-Pavóncsagonpa@fis.upv.esDaniel Tarrazó-Serranodtarrazo@fis.upv.esConstanza Rubiocrubiom@fis.upv.esIstván Seresseres.istvan@uni-mate.huPiroska Vígvig.piroska@uni-mate.huMaria Gasquemgasque@fis.upv.es<p>This paper discusses the implementation and outcomes of an Erasmus+ Blended Intensive Program (BIP) focused on physics education. The program aimed to address the challenges faced by first-year engineering students in mastering physics through a combination of online and face-to-face phases. Participants included students and faculty from three European universities: the Hungarian University of Agriculture and Life Sciences (MATE), the Universitat Politècnica de València (UPV), and the Slovak University of Agriculture in Nitra (SUA). A survey was proposed to students to obtain information that would benefit future programs. Survey results revealed significant improvements in students’ social skills and a high level of satisfaction with the program’s organization and methodology. However, areas for improvement were identified, particularly in administrative processes. The study highlights the importance of international cooperation and collaboration frameworks to ensure the program’s effectiveness across diverse educational systems. Overall, the BIP provided a valuable educational experience that enhanced students’ theoretical knowledge, practical skills, and interpersonal abilities, demonstrating the benefits of integrating innovative teaching methods in higher education.</p>2024-08-30T00:00:00+02:00Copyright (c) 2024 César González-Pavón, Daniel Tarrazó-Serrano, Constanza Rubio, István Seres, Piroska Víg, Maria Gasquehttps://mail.ej-edu.org/index.php/ejedu/article/view/861Pedagogical Approach of Students with Intellectual Disability and Gender Dysphoria2024-07-08T05:35:04+02:00Nikolaos Panopoulosnikospano@windowslive.comMaria Drossinou-Koreadrossinou@hotmail.com<p>Gender dysphoria (GD) in adolescents refers to the discomfort expressed due to the incongruence between social and biological gender identity. Scientific research primarily focuses on individuals with Autism Spectrum Disorder (ASD), while studies regarding Intellectual Disability (ID) are limited. The methodology in this research pertains to a case study of a female student with ID and GD. The results highlight deficits in emotional organization skills related to the neurodevelopmental domain. The conclusions emphasize the need for personalized educational programs to help students with ID and GD express their emotions, display interest in learning, and cooperate with school personnel.</p>2024-09-06T00:00:00+02:00Copyright (c) 2024 Nikolaos Panopoulos, Maria Drossinou-Korea