@article {1262,
	title = {IMPLEMENTATION OF MOBILE LEARNING USING A SOCIAL NETWORK PLATFORM: FACEBOOK},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {24-47},
	abstract = {This research set out to determine the use of a social networking platform, Facebook, as a medium for learning and teaching. Using a combination of the unified theory of acceptance and use of technology (UTAUT) model, Information Systems (IS) success model and the educational use of Facebook theory, a conceptual framework was developed for implementation of mobile learning and teaching. Structural equation modelling (SEM) was used to determine a model for the implementation of mobile learning and teaching. A sample of 330 respondents was used in this research. The data were analysed using structural equation modelling. The aim was to determine to what extent mobile learning is acceptable to colleges of education in Nigeria. Lecturers from a federal college of education in Nigeria were used to test the implementation of mobile learning using Facebook as a medium of communication. Four courses were selected as part of the intervention programme. The research revealed that m-learning significantly improves the teaching and learning conditions in colleges of education, specifically by reducing the inadequacies of physical facilities, and by improving the reading culture and performance of students. The results further indicate that most of the stakeholders are satisfied with the benefits of m-learning and wish to continue using the Facebook and their mobile phones.},
	keywords = {educational system, Facebook, mobile learning, quantitative approach, SEM},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.24},
	url = {http://oaji.net/articles/2020/457-1581494711.pdf},
	author = {John G. Chaka and Irene Govender}
}
@article {1173,
	title = {TEACHING HOW TO LEARN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {760-761},
	abstract = {The problem that teachers meet in every educational system is how to teach efficiently, while at the same time students are facing the problem how to learn efficiently. These two problems are closely related and if they are not treated well, they result in poor students{\textquoteright} performance. Teachers should find the way to help students to learn better and that should result in better students{\textquoteright} performance. Moreover, if the learning process is efficient, students would need less time for learning, and their mental effort would decrease, while their motivation for learning would increase. },
	keywords = {educational system, Learning Strategies, metacognitive knowledge, teaching practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.760 },
	url = {http://oaji.net/articles/2017/457-1544951803.pdf},
	author = {Ivana Z. Bogdanovi{\'c}}
}
@article {879,
	title = {EDUCATION, EMPLOYABILITY AND LABOUR FORCE COMPETITIVENESS IN CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {13-26},
	abstract = {Employability and labour force competitiveness are important parts of an economy{\textquoteright}s overall competitiveness. The key role of knowledge as a structural part of the competence in stimulating economic growth has been widely recognised by economists and other scientists. In modern societies, the acceptance and development of knowledge, skills and ideas have a crucial role in the creation of wealth. The key determinant of a knowledge-based economy is human capital, or more precisely its knowledge, competence and ability. In many modern employment strategies there has been great emphasis on worker employability. The general idea of employability is not new, although only in recent times efforts have been made to define it clearly as policy has shifted emphatically towards supply side issues. Employability can be defined as the extent to which employees have skills, which the market and employers regard as attractive and is of increasing importance for the economic sector. The aim of this research is to provide an overview of the relationship between education, employability and labour force competitiveness in Croatia. },
	keywords = {educational system, knowledge-based society, labour force},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.13},
	url = {http://oaji.net/articles/2014/457-1420361157.pdf},
	author = {Predrag Bejakovi{\'c}}
}
@article {684,
	title = {THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {129-144},
	abstract = {The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt{\textquoteright}s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith.},
	keywords = {educational system, schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.129},
	url = {http://oaji.net/articles/2014/457-1408532315.pdf},
	author = {Malgorzata Stopikowska and Yasser  Mohamed  El-Deabes}
}
@article {738,
	title = {MAJOR TRENDS OF EDUCATIONAL PROCESS IN SCHOOL OF POSTINDUSTRIAL SOCIETY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {101-112},
	abstract = {The present paper is a theoretical study of the educational system in the coming postindustrial society. The authors propose a conceptual model of that modern educational system. The model represents the approaching new school as a culturological space defined by three planes corresponding to three new phenomena closely related to the modern information technologies. These phenomena affecting the new school are: a) Social Media as a new way of forming social consciousness; b) Personal Identity Online as a new way of forming personality, and c) Data Intensive Science as a new scientific and methodological paradigm. It is shown that each of these phenomena is a result of evolution in three fields: knowledge acquiring, learning process, and science methodology. Development of the educational system/process is considered to benefit from а conflict between two tendencies: socialization and individualization. The paper also discusses digital curation as a novel educational activity which can be born in the new school based on a combined contribution of the above three phenomena. No doubt that education in the social media, within the abundance of various content, and with stimulating the students{\textquoteright} personal identity online - such education should drastically change roles of both the teacher and the students in the new school.},
	keywords = {educational system, methodological paradigm, postindustrial society},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.101},
	url = {http://oaji.net/articles/2014/457-1413727023.pdf},
	author = {Ilya   Levin}
}
@article {350,
	title = {THE PECULARITIES OF THE EXTRACURRICULAR ACTIVITIES OF PRIMARY NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The extracurricular activities of natural science education (EANSE) is one of the most significant fields of natural science education. The field hides inside numerous opportunities of choice. Whatever advanced natural science education is {\textendash} it omits the functions and do not provide the opportunities that could be offered by the EANSE. Teaching is not and cannot be limited only by classes at any stage of the educational system. Pupils gain new experience in the extracurricular activities that is very important to broadening of creativity and other properties relevant to modern life. The usage of the latest information technologies, communication and cooperation, group work, the change of ideas and a critical approach towards social reality are the greatest abilities of human being in a new century. School has to devote an exceptional attitude towards its development. Hence, the system of extracurricular activities should exhaustively be used as this is a place where schoolchildren can acquire knowledge and experience that cannot be obtained at school, i.e. different methods can be applied and the attitude that they are the users of nature as well as responsible for its evolution and protection can be fostered. It should be remembered that an affective value-based aspect is very important to the correlation with nature. It includes a need to feel concern about the environment, to communicate with nature and to feel being an integral part of it (Makarskaite, 1995).�
 The extracurricular activities of natural science education can be defined as a part of permanent education that should guarantee the complete development of pupils{\textquoteright} physical, psychical and emotional power. It is an excellent opportunity for pupils to improve their natural science education with a help of different coteries, arranged camps, actions, projects, etc. 
Thus, obviously, the extracurricular activities of natural science education in primary school are an influential field of pupils{\textquoteright} training that is extremely useful to fostering affective value-based relations with nature, to cherishing love for nature and respect for life. In general, the majority of children of this age realize the importance and significance of activities related to nature and this is the main point of the extracurricular activities of natural science education training. Also, there are a variety of ways to create extracurricular activities in science education area at a primary school. In every moment teachers should be ready to implement extracurricular activities in real school life. },
	keywords = {educational system, extracurricular activities, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916909.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {313,
	title = {APPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE{\textendash}ACADEMIC LEARNING SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {10-15},
	abstract = {The interactive didactic assessment (self-assessment / inter-assessment) is an extremely actual issue in which many teachers and specialists in education are interested. The interactive didactic assessment is defined as being that kind of control and examination activity in which the pupil/student has the possibility to appreciate both his/her knowledge and the knowledge of his colleagues, while the teacher{\textquoteright}s intervention is more like a prompt and systematic support given to the students in order to impose a formative character to the process. The most important strategies, which can be used in the didactic assessment, are: self-grading, self-correction, the method of the objective appreciation of the personality, and so on.
The hypothesis of this research is that the use of some interactive strategies of the above mentioned types in the process of didactic assessment would lead to an obvious improvement /optimization of both school and personal performance of students. The lot of students belong to the secondary schools and high-schools from Bihor county and the work technique consisted of the three basic stages of the traditional experiment: the pre-testing ( didactic tests were given to the experimental and control lots), the experimental intervention (some strategies of self-assessment/ inter-assessment are used for the experimental lot) and the post-test stage (a new didactic test is given to both lots). The results obtained in this experiment show that the classes in which the interactive didactic assessment was used, the students{\textquoteright} grades at the disciplines included in this experiment significantly improved, fact that confirms the general hypothesis.
},
	keywords = {didactic interactive evaluation, educational system, self-evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914030.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {268,
	title = {CONCEPTUAL LEARNING OF PHYSICS IN SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {65-69},
	abstract = {Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used {\quotedblbase}fizlets{\textquotedblleft}as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil.
 The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics {\textquotedblleft}Pressure and lifting power{\textquotedblright} in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials. },
	keywords = {computers in education, educational system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668620.pdf},
	author = {Ivan Gerli{\v c} and Robert Repnik}
}
