Various forms of social media (SM) appear to be very popular among young people because they provide information and entertainment, including a wide range of web technologies such as blogs, wikis, online social networks, and virtual networks. SM plays a huge role in the lives of children and teenagers, especially during the COVID-19 pandemic, when the computer becomes not only a means of entertainment or leisure, but also a necessary and everyday means of education and communication with other people. Thus, COVID-19 has brought a radical change, not only in the daily schedule and leisure time of pupils and students, but also in the perception of the procedures used by this specific group in the online space. Through our own research, using structured interviews and a questionnaire, we examine the use of SM as a tool to promote sustainable well-being in a group of high school students from various schools in central Slovak Republic (formerly Czechoslovakia). The research confirms that during the pandemic, the use of SM by the young respondents contributes significantly to well-being. This is the case when SM is used by high school students as a tool in promoting: (1) personal interests; (2) motivation; (3) communication and interpersonal connectivity; (4) preferred forms of online education; and (5) online games. The article presents a set of recommendations regarding the use of SM as a tool for sustaining the well-being of young people during the pandemic.
In the context of considerations on the potential attenuation of the negative consequences of the COVID-19 pandemic with the use of credible social media in online education during a pandemic, the subject of our own research was the fulfillment of two goals. The main research goals were to identify, categorize, and evaluate the possibilities of using social media in online education during the pandemic from the perspective of selected teachers and students from secondary schools in Slovakia. The research methods of the first phase (qualitative) of the research involved brainstorming among nine secondary school teachers. The second research phase (quantitative) used a questionnaire, which was completed by 102 high school students from all over Slovakia. The collection of both quantitative and qualitative data was used in this research. The research results revealed the most representative opinions of teachers on the current and real possibilities of engaging credible social media in online education and the views of high school students on their desired use and involvement of social media in online education. The intersection of the two findings presents a picture of the possibilities of using credible social media in online education, which can help maintain students’ interest in online education during a pandemic. Based on these findings, it can be stated that the opinions identified in the research group of teachers correspond to a large extent with the desired use of social media in education from the perspective of students. In addition, however, students would welcome more opportunities to use and engage social media in today’s online education. The result of this research is an analysis of social media patterns applied to online education, which are of greater interest to students and could act as elements for reducing the negative consequences of the COVID-19 pandemic, i.e., six forms of online education and 24 educational activities that could contribute, inter alia, to mitigating the different negative effects of the pandemic among youth generation. The findings also benefit from the presentation of many specific options and recommendations for the use of social media in online education during a pandemic.
Man is born into a tangle of standard processes and behaviour patterns created and modified over time. Through gradual socialization, he acquires the attributes of his own culture and gets acquainted with the admissible modus operandi for the social group he is a member of; he also deepens these principles and confronts them with the experiences of others. Stereotyping is a process that represents the initial classification of phenomena and people, which it categorizes into groups and assigns them positive or negative characteristics. Stereotypes form the ideas that people have about themselves and ,their' group with which they identify and are aimed at members of other groups with which they do not identify. Negative stereotypes about other people arise from pursuing one's own positive social identity and positive self-presentation. Stereotyping of believers occurs precisely because of perceived differences between ,we' and ,them' (for example, in attitudes and values, possibly in ,religious' practice). Stereotypes are often the unconscious ,beginning' of a range of known intolerant attitudes; they can lead to racism, anti-Semitism, ethnic discrimination, and other forms of intolerance. According to the experts, no nation has innate attitudes to hate, as they cannot be inherited in a biological--psychological sense. Intolerance is acquired, often to justify negative attitudes and behaviours. Using the qualitative method of guided group interviews (the so-called focus group), we examine the existence of stereotypes in university students towards their religious classmates. We consider the potential of social exclusion of young believers due to stereotypes and present current measures in prevention.
Emphasis on the balance between human needs and the carrying capacity of these needs in the context of sustainable development (SD) is present in interdisciplinary study programs and the content of higher education in Slovakia. In the theoretical part of this paper, we present the media as a tool that expands the possibilities of schools in the field of education about SD. It is proven to help school activities draw attention to the situation and problems of SD and to spread the reported problems outside the school space. We examine the practical dimension of the issue of individual responsibility for the world and SD through our own research. The aim is to analyze the individual tasks of sustainable human behavior from the perspective of university students. The research findings provide the current view of young respondents on the roles and individual responsibilities that exist for SD. They also answered in which of the four dimensions defined by the “National strategy for SD of the Slovak republic” the researched students see the greatest need for individual responsibility.
Aim. In his Kierkegaardian studies Jean Wahl states that there is a fundamental convergence between Plato and Søren Kierkegaard focused on the notions of identity and difference. Wahl suggests a sort of transposition of platonic metaphysics into the sphere of personal subjectivity. This paper intends to explain this passage from the same to the other from Plato to Kierkegaard. Concept. The article explains the passage from the same to the other from Plato to Kierkegaard. In both authors, the categories of being or not being, identity and difference, unity and multiplicity, becoming and rest explain the dynamic nature of the real. Results and conclusion. In both authors, the categories mensioned above explain the dynamic nature of the real. But while Plato applies these categories to the inteligibile word, Kierkegaard applies them to individual freedom, which supports reality as a whole. Cognitive value. Both searches lead to a single speculative answer and culminate in the same metaphysical categorisation, which applies analogously to everything real. Indeed, being and non-being, identity and difference, oneness and otherness, rest and becoming, explain the dialectic, intensive and relational dynamism of entia. At the same time, they essentially determine the power of human existence, infinitely possible and forever depending on the absolute.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.