Perspectives of a Sustainable Intercultural and Inclusive Education to Shape Life-Changers of Tomorrow

Authors

  • Olivera Presi Department of Foreign Languages, Faculty of Education, "Aleksandër Moisiu" University, Lagja Nr.1, Rr “Taulantia”, Durrës, P.Code 2001, Albania
  • Adriana Dervishaj Department of English Language, Faculty of Foreign Languages, University of Tirana, Rr. Elbasanit Tirana, P. Code 1001, Albania
  • Colomba La Ragione Language Center, Pegaso Telematic University, Villa Caramanico Vannucchi Corso Roma, 47, 80046 – San Giorgio a Cremano (Na), Italy

DOI:

https://doi.org/10.15503/jecs2024.2.153.168

Keywords:

sustainable education, intercultural competencies, inclusive pedagogies, curriculum development, educational innovation

Abstract

Aim. Reforming the HE Institutions in the context of integration requires new inputs in upgrading the curricula and adapting them to the needs of students for higher performance and productivity in all walks of life. The primary aim is to influence the policy agenda on sustainable education.

Methods. Reinventing creative ways of teaching and learning, focusing on interdisciplinary and plurilingual modalities empowers students to think critically and solve daily problems by exploring and experimenting with digital techniques, thus promoting quality in teaching for academic success.

Results. Plurilingual modalities and findings resulting thereof from the application of best practices will be carefully drafted through dedicated group projects to address the current problems for sustainable education. Challenges related to IT and education, whether the digital skills gap or the future of digital education, will also be at the forefront of the critical reflection. At the same time, it very much focuses on its mission to transform curricula and teaching methods towards sustainable education in the region and at large by organising dedicated workshops on sustainable development for students and teachers to better serve the respective communities and have a greater impact on our societies.

Conclusions. Sustainable education means redefining the aim and impact of the interdisciplinary knowledge and results of teaching and learning by taking into account the needs of the job market and geopolitics.

Downloads

Download data is not yet available.

Author Biographies

  • Olivera Presi, Department of Foreign Languages, Faculty of Education, "Aleksandër Moisiu" University, Lagja Nr.1, Rr “Taulantia”, Durrës, P.Code 2001, Albania

    A full-time assistant lecturer in the Department of Foreign Languages, at "Aleksandër Moisiu" University, Durrës. She holds a Bachelor's degree in "British and American Studies" from the University of Tirana, as well as a "Master of Science" degree in "Management and Supervision of Educational Institutions" from "Aleksandër Moisiu" University in Durres. From June 2023 she is a student in Doctoral Studies, at the Faculty of Foreign Languages, University of Tirana. She started her academic career working as a part-time assistant lecturer at "Aleksandër Moisiu". University. Olivera Presi has participated in several national and international conferences. She has also published several scientific articles and has participated in international and national scientific conferences.

     

  • Adriana Dervishaj, Department of English Language, Faculty of Foreign Languages, University of Tirana, Rr. Elbasanit Tirana, P. Code 1001, Albania

    Associate Professor of Linguistics with a demonstrated history of working in Research and Lecturing. Research interests focus mainly on Computational Linguistics, Drama and Literature, Intercultural Communication, Critical Discourse Analysis, E-Learning, Translation, Interpretation, Corpus and Historical Linguistics, psycholinguistics, research methods, etc. 

    Author of a Book titled: Interdisciplinary Studies in Applied Linguistics

    Strong education professional with a Master of Arts in "Drama in Education" in the UK and, a PhD in Linguistics and Translation, Interpretation, and Intercultural Relations focused on Language Interpretation and Translation from The University of Bologna (JoinSEE ERASMUS exchange), Forli. 

    International Teaching experience in the context of Erasmus + Staff Exchange Projects. Experienced in teaching Linguistics, Culture and Identity,  Translation and Interpretation, Business English, Critical Discourse, and Semantics in Berlin at Humboldt University, in June 2019, Teaching Vocabulary and Methodology in Valladolid, in March 2019, Teaching Literature and Methodology in Portugal at The University of Algarve, October 2018, Teaching Translation and Drama in Spain at The University of Huelva, October 2017, teaching Critical Discourse at the University of Applied Sciences in Poland, June 2021. 

    Research experience in corpus linguistics, semantics, drama, media and critical discourse, Literature, and Methodology. Writer and Editor of academic papers in the English language.

  • Colomba La Ragione, Language Center, Pegaso Telematic University, Villa Caramanico Vannucchi Corso Roma, 47, 80046 – San Giorgio a Cremano (Na), Italy

    Professor of English Literature, specialising in the scientific-disciplinary sector L-LIN/10. She has served as a professor and director in various academic roles, including positions at the University of Naples "Parthenope" and UniPegaso Telematic University in Naples. Her research interests span humanistic and Renaissance culture, Shakespearean theatre, contemporary trans codifications of Shakespeare, and the intersections between economics and literature during the 19th century. La Ragione has also been involved in pioneering interdisciplinary approaches to language teaching, with a focus on the CLIL methodology and multimedia resources in language education. Her academic contributions include numerous publications and leadership roles in various international research projects, as well as collaborations with academic institutions in China and other countries. La Ragione has actively contributed to the development of language certifications and has been a key figure in promoting intercultural dialogue through education.

References

Ainscow, M. (1999). Understanding the Development of Inclusive Schools. Routledge.

Al-Adwan, A. S., Al Masaeed, S., Yaseen, H., Balhareth, H., Al-Mu'ani, L., & Pavlíková, M. (2024). Navigating the roadmap to meta-governance adoption. Global Knowledge, Memory and Communication. https://doi.org/10.1108/GKMC-02-2024-0105

Alam, S., Hameed, A., Madej, M., & Kobylarek, A. (2024). Perception and practice of using artificial intelligence in education: An opinion-based study. XLinguae, 17(1), 216-233. http://dx.doi.org/10.18355/XL.2024.17.01.15

Alam, S., Madej, M., Warda, W., & Kobylarek, A. (2024). Utilising process drama in education: A study of pedagogical perceptions. XLinguae, 17(2), 132-149. https://doi.org/10.18355/XL.2024.17.02.09

Alférez-Pastor, M., Collado-Soler, R., Lérida-Ayala, V., Manzano-León, A., Aguilar-Parra, J. M., & Trigueros, R. (2023). Training digital competencies in future primary school teachers: A systematic review. Education Sciences, 13(5), Article 461.

Banks, J. A. (2008). Diversity and citizenship education: Global perspectives. Jossey-Bass.

Banks, J. A. (2009). Teaching strategies for ethnic studies (7th ed.). Pearson.

Binetti, M. J., Králik, R., Tkáčová, H., & Roubalova, M. (2021). Same and other: From Plato to Kierkegaard. A reading of a metaphysical thesis in an existential key. Journal of Education Culture and Society, 12(1), 15-31. https://doi.org/10.15503/jecs2021.1.15.31

Booth, T. (2000). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education (CSIE).

Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 1-15). Cambridge University Press.

Cobo Ortiz, M., Jeri Levano, R. I., & García Martín, J. (2023). Technologies in migration processes: Mediation in communication and social capital. Journal of Education Culture and Society, 14(2), 188-210. https://doi.org/10.15503/jecs2023.2.188.210

Cobo Ortiz, M., Jeri Levano, R. I., & García Martín, J. (2024). New digital paradigm and motherhood in migratory contexts. Journal of Education Culture and Society, 15(1), 141-159. https://doi.org/10.15503/jecs2024.1.141.159

Crystal, D. (2003). English as a global language. Cambridge University Press.

Duka, A., Leka, K., Vampa, M., Bursová, J., & Jenisová, Z. (2024). The impact of climate in inclusive classrooms: Influencing the motivation of students with special needs. Journal of Education Culture and Society, 15(1), 303-314. https://doi.org/10.15503/jecs2024.1.303.314

García Martín, J., Morales Rojas, A., & Králik, R. (2021). The Kantian ethical perspective seen from the existential philosophy of Søren Kierkegaard’s Victor Eremita. Ethics & Bioethics, 11(1-2), 48-57. https://doi.org/10.2478/ebce-2021-0003

Graddol, D. (2001). English in the future. In A. Burns (Ed.), Analysing English in a global context: A reader (pp. 26-37). Routledge.

Hašková, A., Šafranko, C., Pavlíková, M., & Petrikovičová, L. (2020). Application of online teaching tools and aids during corona pandemics. Ad Alta, 1(10), 106-112.

Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, Article 104149.

Jarmoch, E. Z., Pavlíková, M., Gažiová, M., Paľa, G., & Ďatelinka, A. (2022). Social work and socio-pathological phenomena in the school environment. Acta Missiologica, 16(2), 130-145.

Jones, R. H. (2014). Digital literacies for language teachers: Beyond competencies. In H. Puji Widodo & N. T. Zacharias (Eds.), Recent issues in English language education: Challenges and directions (pp. 13-17).

Kondrla, P. (2023). Sustainability values in religious education. Journal of Education Culture and Society, 14(1), 19–32. https://doi.org/10.15503/jecs2023.1.19.32

Kondrla, P., & Pavlikova, M. (2016). From formal ethics to existential ethics. European Journal of Science and Theology, 12(3), 101-111.

Kondrla, P., Lojan, R., Maturkanič, P., Nickolaeva Biryukova, Y., & González Mastrapa, E. (2023). The philosophical context of curriculum innovations with a focus on competence development. Journal of Education Culture and Society, 14(2), 78-92. https://doi.org/10.15503/jecs2023.2.78.92

Králik, R. (2015). Key philosophical-theological concepts of Søren Kierkegaard in the work of Paul Tillich. European Journal of Science and Theology, 11(4), 179-188.

Králik, R., & Máhrik, T. (2019). Interpersonal relationships as the basis of student moral formation. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2019 Proceedings: 12th annual International Conference of Education, Research and Innovation (pp. 8896-8900). IATED.

Králik, R., Zimny, J., Haringa, I., Roubalova, M., & Akimjakova, B. (2023). The relevance of therapeutic approaches in accompaniment for social work students with post-Covid-19 syndrome. Acta Missiologica, 17(1), 97-106.

Lameras, P., & Moumoutzis, N. (2021). Towards the development of a digital competency framework for digital teaching and learning. In T. Klinger, C. Kollmitzer, & A. Pester (Eds.), 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1226-1232). IEEE.

Leka, K., & Roseni, E. (2022). Students challenges in online learning engagement. Journal of Educational and Social Research, 12(6), 298-313. http://dx.doi.org/10.36941/jesr-2022-0164

Merriam-Webster. (n.d.). Education. In Merriam-Webster.com dictionary. Retrieved January 4, 2024, from https://www.merriam-webster.com/dictionary/education

Pavlíková, M. (2018). The power of modern technologies in the fiction of Don DeLillo. Communications — Scientific Letters of the University of Žilina, 20(1A), 57-60. http://dx.doi.org/10.26552/com.C.2018.1A.57-60

Petrovič, F., Murgas, F., & Králik, R. (2023). Food, exercise and lifestyle as predictors of a hedonic or eudaimonic quality of life in university students. Acta Missiologica, 17(2), 99-114.

Roubalová, M., Králik, R., & Kondrla, P. (2021). Importance and method of teaching biblical Hebrew and Aramaic in religious education of children and adults. Journal of Education Culture and Society, 12(1), 59-67. https://doi.org/10.15503/jecs2021.1.59.67

Roubalová, M., Králik, R., Maturkanič, P., Hlad, Ľ., & Ďatelinka, A. (2022). Basic aspects of sleep from the perspective of Tanakh and Rabbinic Judaism. Acta Missiologica, 16(1), 169-184. https://www.actamissiologica.com/sub/am-1,-2022.pdf

Rushdie, S. (1991). Imaginary homelands: Essays and criticism 1981–1991. Viking.

Sterling, S. R., & Orr, D. (2001). Sustainable education: Re-visioning learning and change (Vol. 6). Green Books for the Schumacher Society.

Svoboda, M., Medzihorský, S., Gruber, J., Janackova, L., Surab., M., & Králik, R. (2024). Manipulation as a risk factor for psycho-social health. Acta Missiologica, 18(1), 43-54.

Tkáčová, H., Pavlíková, M., Azizi, M., & Sotirofski, K. (2023). Oversharing of content online by children during the holidays and parental control. Acta Missiologica, 17(2), 75-84.

Xhaferri, M., & Tase, M. (2024). The influence of Ottoman culture on the way of life of Albanian society. Journal of Education Culture and Society, 15(1), 557-566. https://doi.org/10.15503/jecs2024.1.557.566

Downloads

Published

2024-09-25

Issue

Vol. 15 No. 2 (2024): Journal of Education Culture and Society

Section

TRANSGRESSION

License

Copyright (c) 2024 Olivera Presi, Adriana Dervishaj, Colomba La Ragione

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

How to Cite

Presi, O. ., Dervishaj, A., & La Ragione, C. (2024). Perspectives of a Sustainable Intercultural and Inclusive Education to Shape Life-Changers of Tomorrow. Journal of Education Culture and Society, 15(2), 153-168. https://doi.org/10.15503/jecs2024.2.153.168