Fuzzy group decision support system is an approach developed to assess the performance of engineering education students. This approach provides multiple perspectives of different people and prevents subjectivity in the evaluation process. It also enables students to take active roles in the assessment. Hence, unbiased evaluation is aimed to be promoted. The developed software for the specific purpose of this study is user-friendly and has multi-criteria decision dimension. The pedagogical implication and aspect of the study have also been displayed in the case study part. The results of the study reveal that fuzzy logic has been influential in increasing the quality of education facilities, motivation, reliability, consistency, and objectivity of the assessment. ß
This research looks aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser's three dimensional justice approachdistribution, recognition and participation-to frame these challenges and to argue that rural challenges goes beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages, 9 interviews with community members and two focus group interviews, one with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources, insufficient understanding of social, cultural and economic contexts that constrain educational attempts, lack of collaboration between teacher and communities, and irrelevant education. The study concludes by scrutinising how these interact with one another marginalising or casting out rural lives.
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefullydesigning modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.
This paper aims to explore and understand how refugee students construct pathways of access to higher education and how they experience this education by drawing on interviews with fifteen Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students' access to university and the ways in which higher education expands the opportunities of students to lead better lives (capabilities) and the achievements (functionings) that they have reason to value. The refugees' narratives show that the pathways to access are intersectionally shaped by personal ambition and agency, family encouragement, support from those around them, gender, the government policy of lifting fees for refugees, and the availability of several scholarships. Student voices also show that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others, and how it has an impact towards gender equality in their personal lives. The discussions indicate that higher education can be inclusive to the extent that it offers a space of equity for refugees and encourages them to work and act with others in order to expand the comprehensive capabilities of others.
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