Approaches to studying across culturally contrasting groups: Implications for security education

Abstract

Th e problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups diff er in their preferred learning style. Th is study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Th ai students in a Th ai university. Th e correlation between the learning approaches and individual diff erences (age, GPA and major) was assessed. Th en, the results of the study were compared with the results of similar studies carried out in diff erent cultures. Th e results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Th ai students did not diff er signifi cantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results diff ered from the students from China, who generally scored lower on all subscales of the ASSIST scores. Th us, the fi ndings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.

The role of social media in emergency management during the 2019 flood in Poland

“…Twitter is a microblogging site that allows users to send and receive 140-character tweets that can include hyperlinks. The ubiquity of social network platforms has an impact on the economy (Castells 2002, Dijk 2006, politics (Castells 2002, Domalewska 2016, Żakowska and Domalewska 2019, education (Świerszcz 2016, Domalewska 2017, Gawlik-Kobylińska and Maciejewski 2019, Urych 2019, and security (Górnikiewicz and Szczurek 2017, Bielawski and Grenda 2019, Soboń 2019.…”