Problems of Education in the 21st Century

391

Authors: Editorial Board

Contents, Vol. 80, No. 3, 2022, PEC

395-407

Authors: Badr Alharbi

Saudi teachers are unsure how to include critical thinking into their classrooms.This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students’ critical thinking skills. To identify if there are statistically significant differences at the level of significance (0.05) between the response averages of the study sample members about the degree of assessment of Saudi teachers about their knowledge of self-critical thinking skills due to the variables (specialization, experience, and gender), the quantitative approach was used employing a three-part questionnaire as the study’s instrument to achieve objectives. The first part gathered the demographic information of the participants focusing on three variables: “specialization,” “years of experience,” and “gender. The second part was designed to assess the participants' critical thinking abilities. The third part was to determine the participants’ attitudes about improving students’ critical thinking skills. The sample of the study consisted of (408) teachers (male and female) who were teaching at secondary school level in Hail City, Saudi Arabia during the academic year 2020-2021. The results revealed that the level of Saudi Teachers’ knowledge of critical thinking skills was high and that their attitudes towards improving students’ critical thinking skills were positive. Statistically, there were significant differences in favor of the “sciences specialization” versus the “humanities specialization” in the questionnaire’s two objectives. On the other hand, there were no statistically significant differences in the “gender” and “years of experience” variables. For future research, there is still a need to further examine Saudi teachers’ critical thinking skills and their attitudes towards improving Saudi students’ critical thinking skills. Its relevance to e-learning and adaptable settings is also discussed. Future research could look into the many interactions between different learning methods and strategies utilized in the development of camel thinking.

426-437

Authors: Ingrid Dorea-Bandeira, Vanessa Gusmão de Oliveira, Mariana Araújo-Pereira, Bruno Bezerril Andrade, André Nogueira Nazar, Luiz Fernando Quintanilha, Katia de Miranda Avena

Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students' code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3%) and the majority claimed to know the student code of ethics (89.2%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9%), "cheating on tests" (67.9%) and " improperly sign attendance lists" (65.0%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.

456-473

Authors: Yurii Pelekh, Oleh Rudiuk, Viktor Demianiuk

The main purpose of this research is to examine the employment crisis among the unemployed youth with higher education. In particular, the research investigates the subjective experience of the youth representatives (n = 188) in the situation of job loss or inability to find it. For this purpose, the research uses the method of ranking social and psychological spheres of the youth by the criterion of frustration in the situation of job loss or inability to find it, as well as the method of multidimensional scaling to determine cognitive constructs used by the youth in interpreting individual situations of professional exclusion or unclaimed labor. According to the results of ranking social and psychological spheres of life of the unemployed youth with higher education, such social spheres of life as “inability to use the profession” and “difficult financial situation” are most frustrated in the situation of job loss or inability to find it. The research also found that such psychological spheres of the youth as “uncertainty in the future” and “feelings of dependence on external circumstances” are most frustrated in the situation of professional exclusion or unclaimed labor. The scaling of social and psychological spheres of life of the unemployed youth with higher education allowed empirical explanation of cognitive constructs as a system of latent categories of the subjective experience, which determines the character of experiencing a personal employment crisis. These categories include “social assessment”, “professional identification”, “self-doubt – dependence on others “lack of perspective – feeling of inferiority ". The results of the research allowed reconstructing the latent categories of the subjective experience of the unemployed youth with higher education who are experiencing a personal employment crisis in a situation of professional exclusion or unclaimed labor, which provides more favorable conditions for optimizing the process of psychological support and assistance to the unemployed youth taking into account the specifics of the subjective and psychological profile of their personality.

487-490

Authors: Editorial Board

End page, Vol. 80, No. 3, 2022, PEC