Multidisciplinary Journal for Education, Social and Technological Sciences

Perspectives of Experts in the Selection of Contents for a Course of Differential Equations in Engineering

José Luis Díaz Palencia — Tue, 08 Oct 2024 00:00:00 +0200

This study investigates the teaching of Differential Equations in engineering education, focusing on expert opinions from diverse institutional backgrounds. The primary objectives were to understand expert perspectives on essential course content, justify their content choices, measure institutional gaps, and highlight the range of professional profiles. Through qualitative interviews with nine experts from academia and industry, we explored their views on the integration of Differential Equations in engineering curricula. The findings reveal a consensus on the importance of basic concepts to support physical models. Notably, experts highlighted variational calculus and energy representations as critical yet underrepresented areas in Differential Equations courses, essential for modeling complex, nonlinear problems. The study also states on the growing importance of computational methods and software in engineering education, advocating for an integrated approach aligning theoretical concepts with real-world applications. The expert opinions revealed a significant institutional influence on content perception, demonstrating a gap between traditional theoretical focus and modern, application-oriented approaches. The study suggests a need for curricular innovation in differential equations education, emphasizing practical applications and computational methods to bridge this gap between the two institutions considered in which the experts are adhered to.

A Bibliometric Analysis of Publications on University-Industry Collaboration Using VOSviewer and R-biblioshiny

Zhan Guofang, Mohamad Sattar Rasul, Marlissa Omar — Tue, 08 Oct 2024 00:00:00 +0200

This bibliometric analysis studied the development trends, publication and citation counts, research themes and trends, and international cooperation models related to university-industry collaboration from 1970 to 2023. Firstly, using a broader set of search terms related to university-industry collaboration, we conducted a comprehensive search of the global literature from 1970 to 2023 in the Web of Science (WoS) database. Secondly, based on inclusion and exclusion criteria, we ultimately selected 592 articles for analysis. Subsequently, we used VOSviewer and R-biblioshiny as analytical tools to extract and analyze relevant data from the selected articles. The study identified the most influential institutions, journals, authors, and countries in this field. Additionally, based on keyword co-occurrence analysis, research related to university-industry collaboration is distributed across five clusters: (1) innovation and technology transfer, (2) internships and work experience, (3) cooperative education and learning outcomes, (4) collaboration models and partnerships, and (5) collaboration barriers, challenges, and sustainability. Recent research has focused on themes such as technology transfer, barriers, benefits, and the motivations driving collaboration.

The Effect of Emotional Intelligence on Higher Education: A Pilot Study on the interplay Between Artificial Intelligence, Emotional Intelligence, and E-Learning

Abdullah Alenezi — Tue, 08 Oct 2024 00:00:00 +0200

Integrating Artificial Intelligence (AI) and E-learning platforms has become increasingly prevalent in the rapidly evolving landscape of higher Education. However, amidst this technological advancement, the role of Emotional Intelligence (EI) and its impact on the efficacy of AI-driven educational tools still needs to be explored. This pilot study seeks to elucidate the intricate relationship between Emotional Intelligence, Artificial Intelligence, and E-Learning in Higher Education. Drawing upon a multidisciplinary approach, this study investigates the correlation between students' Emotional Intelligence competencies and their engagement with AI-driven E-Learning platforms. The findings of this pilot study are expected to shed light on several critical aspects. Firstly, it aims to uncover how Emotional Intelligence influences students' receptivity to AI-infused E-Learning environments, potentially elucidating strategies for optimizing user experience and learning outcomes. Moreover, by exploring the reciprocal influence between Emotional Intelligence and AI algorithms, this research endeavors to contribute to the refinement of AI technologies, fostering greater personalization and adaptability in educational settings. Furthermore, this study endeavors to address the ethical implications inherent in the intersection of Emotional Intelligence, Artificial Intelligence, and E-Learning. By elucidating the potential risks and benefits associated with integrating these technologies, it seeks to inform policymakers, educators, and AI developers alike, facilitating the responsible deployment of AI-driven educational tools. Therefore, its innovative methodology and comprehensive approach aspire to pave the way for future research endeavors, ultimately enriching the educational landscape with insights prioritizing technological advancement and human well-being.

Navigating the Evolving Landscape of Higher Education: A Critical Examination of Governance and Policy

Tue, 08 Oct 2024 00:00:00 +0200

The contemporary university has evolved into a multifaceted institution, serving not only as a hub for research, professional training, and knowledge dissemination, but also as a pivotal component of economic machinery and societal advancement, especially within the context of globalization and intense competition. These institutions are now expected to significantly contribute to the socio-economic development of their surroundings, striving for excellence and competing within an increasingly interconnected global framework. To meet these heightened expectations, universities have undergone profound transformations over recent decades. This period of change is particularly notable within the Spanish context, mirroring the broader societal shifts since the onset of the democratic transition in 1975 through to the present day in 2024. This era has necessitated substantial reforms in university governance, equipping these institutions with the requisite tools to navigate and address emerging challenges effectively. A pivotal moment in this transformative journey was the enactment of the University Reform Law of 1983. Grounded in constitutional principles, this law marked a significant milestone in updating and revitalizing university education in Spain. After this, the Organic Law on Universities of 2001 further aligned the Spanish university framework with the broader European educational landscape, reinforcing the integration and competitiveness of Spanish institutions on a continental scale. However, to comprehensively grasp the magnitude and implications of these changes, it is essential to extend our analysis beyond the immediate past and explore the historical trajectory of Spanish universities over previous centuries. By examining this extensive historical context, we can better understand the foundational elements that have shaped the current state of higher education. This article aims to meticulously analyze the evolution of the Spanish university system, delineating the chronological progress, identifying persistent challenges, and engaging in a critical discourse on potential solutions. Through this examination, the article seeks to provide a nuanced understanding of the interplay between historical legacies and contemporary reforms, offering insights that are essential for shaping the future trajectory of higher education in Spain.

Studying University-Industry Collaboration in Latin America: A Systematic Review of the period 1993-2022

Malena Méndez-Isla, Mariana Versino, Sebastián Varela — Tue, 08 Oct 2024 00:00:00 +0200

This article offers a comprehensive examination of perspectives on university-industry interactions in Latin America. Distinguishing itself from international reviews, the study employs a systematic review of 274 articles across Scopus, Scielo, and Dialnet databases. The research addresses the temporal evolution, disciplinary fields, conceptual approaches, methods, and prevailing topics in the region. Findings reveal a focus on management, economics, business, social sciences, and engineering disciplines. Qualitative methods dominate, while theoretical-conceptual approaches encompass meso-institutional and micro-interactional levels. Key research themes include collaboration results, knowledge transfer, innovation, technological transfer, and collaboration barriers.

Crisis – Challenge – Coherence: Combining Universal Design for Learning and Sense of Coherence

Yuliana Lavrysh, Daniel Ruhlow — Tue, 08 Oct 2024 00:00:00 +0200

The study investigates the effectiveness of using the Universal Design for Learning (UDL) approach as a trauma-sensitive pedagogy strategy in higher education. By integrating the concepts of UDL and Salutogenesis, we aimed to develop a tool that promotes healthy learning, problem-solving, and motivation among students. Salutogenesis emphasizes the development of a Sense of Coherence (SoC), which serves as a tool for stress resilience and restoration. To assess the impact of UDL practices on SoC levels, we administered a Sense of Coherence-13 questionnaire before and after implementing UDL practices in English language classes at a polytechnic university. All the students in the study had experienced traumatic events caused by the current crisis in Ukraine. The study focused on demonstrating that UDL practices can serve as a restorative and inclusive tool. The results indicate that the application of UDL practices led to an increase in SoC levels, demonstrating their potential for promoting restoration. Additionally, teacher interviews were conducted to identify the challenges and benefits of implementing UDL practices.