Globalization, Education, Information and Communication Technologies: What Relationships and Reciprocal Influences?

Cornali, Federica; Tirocchi, Simona

doi:10.1016/j.sbspro.2012.06.949

Cited by 19 publications

(13 citation statements)

References 9 publications

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“…Disasters critically affect social communications (Varda et al 2009 ; Reid 2013 ; Zhao 2013 ), catastrophes break stable social links, change patterns of group behavior, and affect the structure of collective decision-making (Kostyuchenko et al 2020 ). Because education is based on the complex institutionalized social communications (Cornali and Tirocchi 2012 ), it is critically vulnerable to disasters, especially to pandemics, the minimization of which includes lockdowns, distancing, etc. Epidemic-induced educational risks are heterogeneously spatially, temporally and socially distributed, and can therefore cause further growth in different types of inequality.…”

Section: Discussionmentioning

confidence: 99%

Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary

Abioui

Dades

Kostyuchenko

et al. 2020

International Journal of Ethics Education

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The key problems and challenges connected with the Covid-19 pandemic in the field of education in sub-Saharan Africa are described in this paper. The study is based on the information collected from teachers and parents during the lockdown. The main problems connected with the organization of distance learning, such as the availability and accessibility of electricity and stable communications, were described. The main questions connected with the support of e-learning such as unequal access to distance education platforms and tools and readiness of teachers of public and private schools were described. Key social and demographic challenges and threats to sustainable e-learning, such as critical overload of teachers, child mobilization for domestic tasks, age, ethnic and gender-based harassment and violence were analyzed. It was found that the main risks are the rapid and uncontrolled commercialization of education and the decline of public schools, which leads to a decrease in the quality of education and increasing inequality. It was concluded that pandemic-induced risks in education are non-linear and heterogeneously spatially, temporally, and socially distributed. The successful strategy of these risks reduction aimed at sustainable education should be based on transition plans, which must include not only the development of sustainable education but also the fighting against inequality.

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Section: Discussionmentioning

confidence: 99%

Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary

Abioui

Dades

Kostyuchenko

et al. 2020

International Journal of Ethics Education

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“…The issues of improving the economic education content through expanding adaptability to the economic life of society are studied by economists, educators, psychologists and philosophers, namely by E. J. Dolan [ [7], D. R. Shaffer [8], Stuart H. Brody [9], D. Hirsch [10] and F. Cornali, S. Tirocchi [11].…”

Section: Literature Reviewmentioning

confidence: 99%

Economic Culture of Students’ Communication in Market Conditions

Маманазаров

2021

SHS Web Conf.

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The article substantiates the pedagogical need to develop economic culture among students as Uzbekistan is entering the developed market economy; develops classification and functions of economic culture in student’s personality; determines parameters of economic culture development among youth; reveals components and criteria of economic culture among students of higher education institutions; presents methods of economic knowledge expansion; determines culture indicators of entry into economic relations; specifies the content, means, forms, methods and technologies of economic culture development among students; facilitates mechanisms of pedagogical correction based on assessment and diagnostics of the economic culture level formed among students; presents statistically derived methodology of organizing experimental work and its efficiency aimed at developing economic culture among students; designs the research and methodological guidance for improving the training process aimed at developing economic culture among students.

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“…Potential impacts of this on science curricula include the rapid sharing of scientific information and ideas across borders by universities and educational institutions, as well as multinational corporations who provide educational services and curriculum resources to schools and education ministries across the world. Information and communications technology (ICT) has already transformed science education and curriculum in a number of different ways, for example by "expanding the spaces, methods and times for its spread" (Cornali and Tirocchi 2012). Science teaching materials have been enhanced by ICT, with added functionalities including animations and multimedia content.…”

Section: Information Technology and Multinational Corporationsmentioning

confidence: 99%

“…ICT has also allowed instantaneous sharing of information and content and permitted interactions between learners over larger geographic distances. In future, the impact of ICT on science education and curricula is likely to increase further, as traditional science curricula based on factual knowledge are replaced with more open science curricula centered on the acquisition of specific skills (Cornali and Tirocchi 2012).…”

Section: Information Technology and Multinational Corporationsmentioning

confidence: 99%

A Review of the Existing Literature on Globalization of Science Curricula

Stacey

Lazzari

Grayson

et al. 2018

IEA Research for Education

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Given the extensive nature of globalization and its wide-ranging impact, the review of the literature on the effect of globalization on science education and science curricula was restricted to three particular aspects. Firstly, identifying the factors that potentially contribute to the globalization of science education; secondly, exploring research evidence for the globalization of science curricula over time; and thirdly, analyzing the approaches and methods that have been used in previous research studies to empirically investigate the globalization of curricula. A wide range of factors were identified as promoting the globalization of science education and curricula, including the growing use of information technologies and the increasing influence of intergovernmental organizations in education. However, regional and local cultural factors may counteract globalization to some extent. The literature review identified some evidence for globalization of science curricula over time; the impacts of international large-scale assessments, such as the Trends in International Mathematics and Science Study (TIMSS), may have driven changes and reforms in the science curricula of many participating countries. The literature revealed that a number of both qualitative and quantitative methods had been used to investigate globalization of curricula over time, and the advantages and drawbacks of each of the approaches were considered.

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Globalization, Education, Information and Communication Technologies: What Relationships and Reciprocal Influences?

Cited by 19 publications

References 9 publications

Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary

Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary

Economic Culture of Students’ Communication in Market Conditions

A Review of the Existing Literature on Globalization of Science Curricula

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