Application of the Integration Model in the System of Inclusive Education

Järvis, Marina; Ivanenko, Liudmyla; Antonenko, Iryna; Semenenko, Tetiana; Virovere, Anu; Barantsova, Tetyana

doi:10.5430/jct.v11n1p35

Cited by 6 publications

(1 citation statement)

References 19 publications

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“…Although previous works (Aubakirova, 2018;Hastings & Oakford, 2003;Järvis et al, 2022;Movkebaieva et al, 2013;Oralkanova, 2014;Shkutina et al, 2017) had considered the theme of training educators for inclusive education, they had not studied preservice social educators' professional development in the context of inclusive education.…”

Section: образование и саморазвитие том 17 № 2 2022mentioning

confidence: 99%

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Makhambetova¹,

Magauova²

2022

E&SD

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The quality of education is increasingly a priority area for state development. In the context of globalisation, the mission of the education system has become to create conditions for the achievement of greater stability in society, by ensuring equal rights and opportunities for all citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the professional competences of specialists addressing the needs of those with learning disabilities are crucial. High-quality training is required for qualified educator –particularly for social educators – in this field. It aimed the research at identifying the necessary professional competences and personal qualities of pre-service social educators to work in an inclusive education, as well as to identify the difficulties university lecturers face in the training of social educators. A qualitative research design was applied in the study. Fifty-one respondents-university lecturers participated in it. Its results showed that, alongside central competences, emotional-volitional qualities have played a significant role in the social educators’ engagement in inclusive education. The research enabled to identify that the professional difficulties have the highest indicator among the difficulties that lecturers face when training pre-service social educators. It can be assumed that these findings will advance improvements in the development of social educators’ professional competences and solutions to obstacles during their university-level studies.

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Section: образование и саморазвитие том 17 № 2 2022mentioning

confidence: 99%

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Makhambetova¹,

Magauova²

2022

E&SD

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Use of artificial intelligence in smart tourism: bibliometric analysis

Dziurakh,

Kulyniak,

Halanets

et al. 2024

E3S Web Conf.

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The investigation of artificial intelligence utilization in smart tourism is a pertinent and dynamically evolving direction that combines innovative technologies with practical applications in the tourism industry. The search for the most relevant publications was conducted using the search terms “artificial intelligence,” “AI,” and “smart tourism” in titles, abstracts, and keywords within the Scopus bibliographic database for the period from 2013 to July 2023. Utilizing the Scopus database tool “Analyze results,” the growth dynamics of indexed publications were identified; the industry structure of indexed publications in Scopus was determined; and the most cited publications and journals were ascertained. Employing VOSviewer software, network maps of shared words were constructed based on bibliographic data. Six main thematic directions and trends in the study of artificial intelligence utilization in smart tourism were identified.

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Professional Competences in the Context of Inclusive Education: A Model Design

Makhambetova¹,

Magauova²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).</p>

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Application of the Integration Model in the System of Inclusive Education

Cited by 6 publications

References 19 publications

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Use of artificial intelligence in smart tourism: bibliometric analysis

Professional Competences in the Context of Inclusive Education: A Model Design

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