This paper focuses on mediation, which is one of the concepts developed by Vygotsky under the umbrella of sociocultural theory. It also draws on activity theory as a theoretical framework to understand the learning experiences undertaken by an international student engaged in a 12-month programme in the UK for one year. This study adopted a qualitative approach; which involved conducting a semi-structured interview with the participant to provide an in-depth understanding of how tools and artefacts in culture and in wider society mediated the process of learning and development. Activity theory helped elucidate how this process was facilitated by socialising with others and through mediational tools. This paper identified three areas where dynamic and complex social activities took place: speaking English, attending class on time, and critical thinking.
The main aim of this paper is to explore the impact of globalization processes on higher education institutions, with a particular focus on Colleges of Technology (CsoT) in Oman. To achieve this aim, this paper first defines and illustrates the concept of globalization and then draws upon the World Systems Theory and Dependency Theory to contextualize Oman in terms of its global position. Through the lens of these theories, the paper explores the consequences of implementing English as a medium of instruction (EMI) policy at CsoT. The findings reveal that English language is still considered a foreign language, yet EMI is implemented at higher education. Moreover, despite the challenges faced by students, some exhibited a positive attitude towards the implementation of the EMI policy. For instance, many students perceived learning and using English as a means of endowing them with high international status, referencing its utility in relation to global communication, development, and employment. Such an impact is arguably linked to semi-colonialization. A link is then made to the concept of memorization, which is historically associated with the Islamic culture of Oman. The paper explains how the memorization strategy could be misunderstood. The paper contends that memorization is the first step in learning and understanding, not a substitute. A link is also made to the EMI policy, in which the low levels of achievement among students at these colleges have driven them to memorize and does not reflect a lack of critical thinking skills.
Several factors contribute to the effectiveness of educational organizations. This chapter focuses on the role of internationalization as a key factor contributing to the success of higher education (HE) and higher education institutions (HEIs) in Oman. The aim of this chapter is to discuss two elements that are vital for successful internationalization in universities: affiliation and accreditation. This chapter also critiques different tools that assess the quality of internationalization in HE worldwide and considers how these can be utilized to support HE internationalization in Oman. Finally, the chapter recommends the NVAO evaluation tool as the most appropriate choice for the internationalization practices at HEIs in Oman.
This paper critiques an article, which sheds light on the internationalisation of the curriculum. When classified within the main Western paradigms: positivism, interpretivism, critical theory and postmodernism, her article can be within the interpretivism. These paradigms are highlighted in this paper to engage the reader in critical reflection and to emphasise the differences between these paradigms. Big-tent markers, which are applied to evaluate the quality of qualitative research, are then critically implemented to highlight the strengths and weaknesses of that article in line with providing relevant suggestions.
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