The main aim of this paper is to render how university level courses are taught in high school. In fact, we will focus on what styles are used to teach university level courses and illustrate the international contrasts that happen quite frequently. In addition, we will analyse the details of teaching styles that were implemented in the American and the Latvian educational systems. Furthermore, we will discuss what specific teaching styles and innovations work successfully, and what teaching styles and innovations had difficulties and need improvements. In particular, implementing the hands-on teaching and learning styles and repetitive type teaching and learning styles. Moreover, we will also discuss the risk involved with introducing and transforming university level courses and teaching styles with high school students and how to manage these risks.

The primary goal of this paper is to portray how the balance between leading and following can often guide us to new pedagogical innovations and leadership. First of all, we will examine how students’ feedback plays an essential role in devising new teaching styles that enhance the amiable learning atmosphere and directs us to new innovations and leadership. Second of all, we will focus on how feedback from colleagues can open new opportunities for new seminars, for new research projects, for writing new papers and textbooks and welcome us to new international and interdisciplinary teaching and learning atmosphere and new innovations. In addition, our aim is to address and understand the concerns and questions from students’ and colleagues’ feedback can be used to minimize the risk of failure and to steer us in designing new innovations and leadership. Furthermore, our intent is to portray that balance between leading and following is an essential technique in development of new ideas and innovations. Moreover, we will share examples of successful pedagogical innovations that were suggested by students and colleagues. Throughout this paper we will remit the following vital question: do creativity and innovations come directly from us?

The primary goal of this paper is to render academic tourism and how it welcomes and expands two directional international pedagogical innovations and prolongs the tourist season. First of all, we will portray how traveling opens doors to a new journey and to a new learning atmosphere. Second of all, we will convey how long term travels not only extend the tourism season but also unfold new horizons and incite new international innovations while participating at conferences, seminars, semester abroad programs and sabbaticals. In addition, we will describe the long-term academic tourism as a two directional learning process that we can experience; introducing and sharing new ideas with students and colleagues and developing new ideas from students' and colleagues' feedback while traveling, studying and teaching abroad. Furthermore, we will focus on how feedback during our lengthened journeys from colleagues can open advanced opportunities for new seminars, new research projects, writing new papers and textbooks and welcome us to new international and interdisciplinary teaching and learning atmosphere. Moreover, throughout our extensive travels we often encounter numerous possibilities to establish new international contacts and collaborations and gain valuable feedback that guides us to new horizons.

The article refers to the experience of introducing the Country Studies Course into University Baccalaureate curriculum for students majoring in studying English as a foreign language in Minin Nizhny Novgorod State Pedagogical University, Russia. The purpose of the present research is to describe the program of the academic discipline, its objectives, content modules and teaching methods. The course, viewed as a contribution to University curriculum development, proves its effectiveness, helping students understand the countries, people and traditional values, get rid of existing prejudices, and it can be one of the ways contributing to mutual understanding, tolerance, appreciation of history, and culture. Information and communications technology is used as an effective teaching tool, meeting the needs of the modern generation of students. The study is a source of guidance and practical advice for novice and experienced teachers as well as administration seeking to compare existing programs with the aim to introduce the best practice into University education.

No abstract