Differences in the Self-Assessments of Positive Mental Health of Students of the Teacher Study Programme regarding University Teachers' Support
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Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference |
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| Section - Education for personal and professional development | Paper number: |
Category: Original scientific paper |
Abstract |
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Key words: |
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Introduction
DueResearch indicates that the academic success of university students is closely related to their mental or psychological state and that the absence of psychological disorders such as anxiety, stress and depression significantly improves the probability of students’ academic success (Akram et al., 2022; Cárdenas et al., 2022; Dodd et al., 2021). Students who have an appropriate psychological and mental state are more likely to succeed in an academic environment, which contributes to the increasingly rapid obsolescencewell-being of knowledge,their positive mental health (Wang, 2023).
Mental health well-being generally refers to one's degree of happiness and satisfaction with his/her personal, professional or social life (Fan & Wang, 2022; Garg & Rastogi, 2009; Wang et al., 2021). Emphasizing positive mental health as a priority, some studies (Bandura 1992; as cited in Mrazek & Haggerty, 1994) associate positive mental health with various constructs of competence, self-efficacy and individual empowerment, followed by (Kovess-Masfety et al., 2005) positive affect, i.e. emotions of happiness, a personality type that includes self-esteem and resilience. Because positive mental health affects how we think, feel, and act, as well as how we deal with stress, how we relate to others, and how we make decisions, students with optimal levels of mental health perform more effectively in the dynamicacademic laborenvironment marketthat provides support (Rodríguez-Fernández et al., 2018; Ventura-León et al., 2022).
However, the OECD (2022) states that 49 % of young people do not have access to mental health support and unfortunately, many students have mental health problems such as anxiety, depression and stress. They feel pressured by academic expectations, social interactions and personal challenges, and the developmentprotection of technology,young lifelongpeople's educationmental becomes an indispensable concept available to everyone, and modern societies in the modern era are becoming "knowledge societies" (Pastuović, 2006; Vizek Vidović & Vlahović Štetić, 2007; Lukenda, 2017; Mijalić Krešić, 2021; Dubovicki & Dilica, 2022; Dubovicki & Kostanjčar, 2023). The right to educationhealth is a fundamental right of every individual and implies the possibility of inclusion in educational programs at any age and stage of life. Opportunities for retraining, skill development, and further education are available after formal education in adulthood and enable adults to keep pace with contemporary changes and challenges. In developed countries, which have ensured the satisfactionone of the basic needspriorities of the population, the main development goals are considered to be the satisfaction of the so-called higher needs, primarily referring to all quality relationships with other peopleEU and self-actualizationits (Kulićmember &states. Despotović,University 2005;teachers Pastuović, 2006). For the successful implementation of lifelong education, intrinsic motivation, attractive education programs that meet labor market needs, accessibility in the terms of time, place, but also financial and other material resourcescan play a significant role.positive Additional motivation for educationrole in adulthoodthis willprocess. beBy created byrecognizing the contentsconnection between mental health and academic success, university teachers can have a major impact on the emotional, psychological and social well-being and welfare of students.
Research studies (Derakhshan, 2022; Derakhshan et al., 2022; Feng et al., 2019; Lavy & Naama-Ghanayim, 2020; Paloș et al., 2020; Wang & Derakhshan, 2023) which have been conducted worldwide on the interplay of care of university teachers, their support and students' emotions during their studies, which relate to behaviours during mutual communication and their pedagogical consequences, tried to investigate potential outcomes of the care and support of university teachers in the context of teaching methodsand forlearning, adultsand thatof takethe ways to more effectively prevent mental health problems among students, taking into account their culturalspecial habitsneeds. andThe life experience. Numerous international strategic documents, action plans and declarations emphasize the importance of lifelong education (Declarationresults of the UNESCOstudy Conference:showed Callthat caring for students can promote their well-being in an academic environment and that it promotes their mental health and leads them to Actiona Sofia,deeper 2002;engagement Lifelongwith Learninglearning.
In the research (Wang, 2023), the connection between the teacher's support in Europe,learning 2002;process Memorandumand the well-being of thestudents Europeanis Commissionelucidate. onNamely, Lifelongstudents' Learning,perceptions 2006;of Europeantheir Commission:teachers' Europeancaring Cooperationand supportive behaviours can largely influence their psychological and subjective well-being and this may be instructive for teachers who seek to bring about positive changes in their students’ well-being. The author emphasizes that teachers must continuously support them in the Fieldlearning ofprocess Education Policies, 2020) emphasizingso that adultsit willwould be motivated to invest in their further education if they achieve self-realization through professional development, financial benefit, personal satisfaction and recognition in society.
The communication and information revolution imposeshave a newpositive perspective on lifelong education of adults (Matijević, 2009). The teacher is no longer the only media from whom we can hear, learn and see something, but today we can talk about pluralism and multimedia, which have greatly affected the education of adults. Some results of earlier research show that informal learning increasingly relieseffect on the flexiblestudent's frameworkmental health.
When it comes to the support of university teachers, especially in times of stress and spacecrisis, providedyoung bypeople mobileobserve mediathe (Cloughbehaviours etand al.,emotions 2008;of Daviesadults, &including Ball,student 2008).university Such adult learningteachers, in aorder new (multi)media environment certainly has an impact not only on different learning styles but also on the quality of life (Matijević, 2009).
Characteristics of adult learning
The different ways weto learn arehow calledto learningmanage styles. There are several different learning styles and we cannot say that one is significantly more successful than the other. First of all, it will depend a lot on the individual, his prior knowledge, mental and material capabilities, cultural differences, motivation and (multi)media environment (Pashler et al., 2008; Mitchell et al, 2009; Matijević, 2009; Lethaby & Harries, 2016). Learning style represents the way in which an individual prepares and concentrates, processes, internalizes and retains new educational content. By recognizing our learning style, we have taken the first step towards ourtheir own success (Šprljan & Rosandić, 2008).
The human brain has always been the focus of research by numerous scientists.emotions. In this sense, studiesuniversity inteachers neuroscienceare thatexpected studyto be a good example and support, and to undertake activities to reduce student stress, to provide support for the brainwell-being includingof its leftstudents, and rightto hemispheresapply arepositive particularlycoping significant.strategies (UNICEF, 2022).
In the 19th century, neuroscientists hoped to identify the functions of each individual areacontext of the brain.prevalence Inof 1826,mental Spurzheimhealth createddifficulties among young people, there is a picturegrowing need in colleges for strategies that promote and maintain high levels of student mental health and well-being. Therefore, this work wants to stimulate issues related to the need to ensure student education that is inclusive, fair and high-quality for all students, regardless of their diversity. Today more than ever, this refers to the competencies of university teachers, pointing out, first of all, that what is necessary is a whole system of methodical and didactic differentiated approaches and support to those students who need it additionally, along with education and training of university teachers.
The researches on the influence of university teachers on the specific characteristics of positive mental health of students are rare. For this reason, in this research, the question is which aspects of positive mental health are influenced by university teachers. The goal of this research is to find differences in the self-assessments of positive mental health of students who have and do not have the support of university teachers during their studies and, if there are, what are the specific characteristics of mental health for the observed groups of participants. The purpose of the brainresearch is related to strategies that promote and maintain high levels of students' mental health and well-being, involving their university teachers with special emphasis on the competencies of university teachers, in whichorder heto showedincrease the locationsacademic achievements of university students.
In accordance with the above, the hypothesis (H1) was put forward that there are statistically significant differences in the self-assessment of certain personalitycharacteristics traits.of Hepositive dividedmental health of students who have and do not have the brainsupport intoof thirty-fiveuniversity organs,teachers. eachIn representingthis way, based on a set of items that describe the specificsself-assessment of certain characteristics of individualpositive personalitymental traits.health, (Figureit 1).
Figuresignificantly 1.
Athe Phrenological View of Brain Function and Organization: A Guidebelonging to the Mostgroup Importantof Areasstudents (Sawyer,who 2006,had 79and accordingthose towho Johanndid Kasparnot Spurzheim,have 1826)the support of university teachers.
Research Methodology
I. Organ of love, II. Organ of fertility, III. Organ of inhabitiveness, IV. Connecting organ, V. Organ of combativeness, VI. Organ of destructiveness, VII. Organ of secrecy, VIII. Organ of Greed, IX. Organ of Constructivism, X. Organ of self-esteem, XI. Organ of love approval, XII. Organ of cautiousness, XIII. Organ of benevolence, XIV. Organ of Worship, XV. Organ of firmness, XVI. Organ of conscientiousness, XVII. Organ of Hope, XVIII. Organ of magnificence, XIX. Organ of ideality, XX. Organ of Joy XXI. Organ of imitation, XXII. Organ of individuality, XXIII. Organ of configuration, XXIV. Organ size, XXV. Organ of weight and resistance, XXVI. Organ of coloring, XXVII. Organ of locality, XXVIII. Calculation organ, XXIX. Organ of order, XXX. Organ of possibilities, XXXI. Organ of time, XXXII. Organ of melody, XXXIII. Organ of language, XXXIV. Organ of comparison, XXXV. Organ of causality
Sample of participant
WeThe cansample certainlyof sayparticipants thatwas convenient, consisting of a total of 359 students of university integrated undergraduate and graduate teacher studies and university undergraduate and graduate early and preschool education at the brainFaculty isof anTeacher organ whose every part plays an unimaginable role when it comes to learning and teaching. Earlier research abounds in analysesEducation of the functioningUniversity of Zagreb and the Faculty of Educational Sciences of the leftJuraj Dobrila University of Pula. There were 95.5 % female students and right4.5 hemisphere% male students participating in the research. The majority of students were between the ages of 19 and 23 (82.7 %), 10.3 % of students were aged 24 to 29, and 7 % of students were over 30 years of age. Most of the brainparticipants were undergraduates (Rubenzer,57 1981; Hoppe, 1988; Restak, 1993; Dubovicki, 2013; 2016)%), whichfollowed areby oftenstudents criticallyattending questionedintegrated studies (Topolovčan,30.9 2023)%) and graduate studies (12 %). TheConsidering developmentthe method of brainstudy, 83.3 % were full-time students and 16.7 % part-time students.
In the total sample, 59 % of participants estimated that they had support from university teachers, and 41 % that they did not have support from teachers regarding the characteristics of positive mental health.
Measuring instrument, item sample and research method
The Mental health continuum-short form - MHC-SF questionnaire was used in the termsresearch. It was validated on the population of observingCroatian learning styles as important factors in adapting the educational process and enabling its maximum developmentstudents (Messick, 1976; Keefe, 1982; Holt, 1983; MarasVuletić et al., 2018), concludeand had good metric characteristics (α=0.92). The author's consent was obtained for its use. The original version of the questionnaire consists of 14 items that aim to measure positive mental health (Keyes 2006; Lamers et al., 2011). Confirmatory factor analysis confirmed the existence of three subscales in the Croatian version of the questionnaire: emotional well-being, psychological well-being and social well-being, which also correspond to the assumed structure of the original model (Lamers et al., 2011). The answers in the aforementioned questionnaire related to the frequency of students' feelings in the past three months related to their positive mental health and represents a predictor set of items. Assessments were made on a 6-point Likert-type scale (1= never, 2= once or twice, 3= once a week, 4= several times a week, 5= almost every day, 6= every day).
Another independent Environmental Support Scale related to individual features of environmental support was added to the questionnaire for the purposes of this research by the authors of the manuscript. It consists of 8 items, and for the purposes of this research, the criterion item - support of university teachers - was used. Answers on the connectionEnvironmental betweenSupport intellectualScale abilitiesreferred to the presence or absence of support from university teachers (yes/no). The variable of university teacher support is generally about the degree of assistance, attention, and cognitive,guidance affectivethat students receive within a particular learning environment such us university.
Method of data collection and physiologicalprocessing
Data styleswere (Sunko,collected 2008).through Takinga inGoogle considerationform during the different2022/2023 attitudes,academic behaviorsyear. The questionnaire was sent to every student of the Teacher Training Faculty of the University of Zagreb and the specificFaculty characteristicsof withEducational whichSciences each individual approaches learning,of the followingJuraj learningDobrila styles have been recognized: activist, reflector, theorist and pragmatist (Figure 2).
Figure 2.
Experiential learning cycle (Vizek Vidović & Vlahović Štetić, 2007, according to Kolb, 1984) and learning styles (Vizek Vidović & Vlahović Štetić, 2007, according to Kolb, AY and Kolb, DA, 2005; according to Honey and Mumford, 1992)
In Figure 2, we can see the separationUniversity of fourPula. typesStudents' of people with regard to their characteristics and learning method, which resulted from sociological, emotional and psychological characteristics and stimulating incentives, i.e. environmental conditions. In additionaccess to the differentquestionnaire needswas voluntary and characteristicsanonymous, ofand eachthey individual,could refuse to fill out the learningquestionnaire styleor isdecide alsonot influencedto answer a question or statement at any time. The research was previously approved by the individualCommittee processingfor the Evaluation of information,Ethics thatin is, the way a person acquires different content (Vizek Vidović & Vlahović Štetić, 2007; Hatami, 2013). An activist is a person who learns through experience without being burdened with theoretical assumptions and/or prejudices, but on the basis of his own perception and experience, he masters new knowledge. Personal experience and reflection is a featureResearch of the learningJurja styleDobrila that is characteristicUniversity of the reflector.Pula. The reflectordata collectswere information and draws conclusionscalculated based on thisbasic informationstatistical parameters, multivariate analysis of variance and acquiresdiscriminant newanalysis, knowledgewhich (Gazibara,are 2018).an The theorist applies a deductive style in a systematic approach to everything he does. First, he studies the general theory or principles, and then applies it (Vizek Vidović & Vlahović Štetić, 2007). Practical application, i.e. learning through practice, is characteristic of a pragmatist. This is the person who will first directly check whether a theory works and whether it can be usefully applied (Bubnys & Žydžiunaite, 2010). We believe that all of the above mentioned is extremely important for the learning and teaching process, because the recognition of students' varying learning styles can help the teacher in the preparation of the teaching process itself, and, accordingly, in the application of different teaching methods.
Creating a teaching process by applying different teaching methods from the field of education and teacher training respects the diversity of experience of adults who come with different prior knowledge (Bognar & Matijević, 2005). This kind of approach helps people understand their unique needs and creates a more engaging environment that encourages participants to be as much as possible involved in the learning process. Participants experience periods of interest and boredom throughout the training process, and using a variety of techniques will contribute to raising the level of motivation. In this way, the responsibility for the progress and adoption of the content outlined in the learning outcomes is evenly distributed between the participants and the teacher. Continuous media presence often allows students to return to aintegrated part of the lessonlicensed atSPSS anyprogram.
(if the lesson is recorded) or to learn (especially a foreign language) even while doing some other activity (e.g. a person runs and wears headphones and learns at the same time foreign language).
Results and Discussion
CreativeBased teachingon methodsdescriptive indicators, the self-assessments that are considered high, that refer to positive feelings in the last three months and proceduresthat are manifested on average "almost every day" (Table 1) are almost entirely related to psychological well-being.
Other items were mostly self-assessed in teachingthe adultsrange of "several times a week", which is a very good indicator because the items were set in the form of characteristics of students’ positive mental health. Also, the "never" category, which is very favourable, was not evaluated by any of the research participants for the first three items that describe emotional well-being.
The need to incorporate various interactive teaching methods that take into consideration adult learning styles and personality traits has been imposed by knowledge of contemporary adult education teaching and learning methods as well as the various learning styles of adults. In this way,Also, it is possibleimportant to morenote efficientlythat focus41 % of participants report that they did not have support from teachers regarding the attentioncharacteristics of positive mental health.
Table 1
Basic statistical parameters of the participantsmost onevaluated the content they need to learn. Learning will be more successful if the person is active during class, if he feels that he can participate in the formulationcharacteristics of learningpositive goals,mental if he is entrusted with the responsibility for learning outcomes and if he has the possibility of self-assessment of his own achievements.health
The above indicates that the andragogist who is the leader of the teaching activity should take care to recognize the goals and needs of those he teaches and show what meaning teaching can have for the student himself (Vizek Vidović & Vlahović Štetić, 2007). By combining and supplementing teaching methods and techniques, the most successful outcomes in adult education are achieved (Matijević, 2018 according to Andrilović et al., 1985). Although some authors overlap numerous approaches, there are no universal recommendations for the use of a particular approach as the most effective for teaching and learning adults.
Furthermore, there are different approaches to learning and teaching methods with regard to division and classification criteria. Throughout the historical development of didactic theory and practice, numerous authors advocated different divisions of methods and techniques in teaching (Komensky, 1871; Poljak, 1989; Jelavić, 1998; Peko & Pintarić, 1999; Bognar & Matijević, 2002; Cindrić et al., 2010). Some of the significant authors who wrote about teaching methods used in teaching, among other things in adult education, are presented in Table 1. Types of teaching methods. The paper does not present all the teaching methods that are mentioned in the literature, but only those that are most often mentioned in the pedagogical and didactic literature.
Table 1.
Types of teaching methods
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In the past 3 months, how often have you felt...
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Mean |
Std. Deviation |
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.98 |
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6 |
4.6
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1.29
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6 |
4.39 |
1.27 |
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3.87 |
1.31 |
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359 |
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6 |
4.39 |
1.36 |
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6 |
4.32
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1.34
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6 |
3.82 |
1.26 |
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6 |
3.70 |
1.36 |
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359 |
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4.37 |
1.25 |
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6 |
4.22 |
1.22 |
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6 |
4.77
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1.20
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1.19
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1 |
6 |
4.59
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1.30
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Although the importance and role of creativity and the use of creative teaching methodsDifferences in the moreself-assessment successfulof realizationcertain characteristics of positive mental health by students, considering whether students had or did not have the support of university teachers, were examined based on discriminant analysis in order to gain insight into the latent dimensions of these differences. Also, discriminant analysis was also used for the purpose of investigating the overall measure of the teachingintensity process,of asthe wellpositive asexperience achievingof desiredmental learninghealth outcomes,and its specificity between groups. Previously, multivariate analysis of variance was used to test the differences between groups of students who had or did not have beenthe emphasizedsupport forof manyuniversity years,teachers otherin sciencesrelation are increasingly enteringto the fieldscombination of pedagogyindividual characteristics of positive mental health. The analysis showed that there were statistically significant differences in certain characteristics of positive mental health between the observed groups of students (Λ= .811, p= .000.) Accordingly, in this paper, a discriminant analysis was performed on a set of items that describe certain characteristics of students’ positive mental health, namely students who had the university teachers' support and educationthose who did not have university teachers' support. Given that a discriminant analysis was performed on only two groups of participants - students who had university teachers' support and those who did not have university teachers' support, one discriminant function was obtained that is statistically significant at the p= .01 level (Table 2) and discriminates the observed groups of participants. Canonical correlation shows a relatively good discriminating power of this function in a broaderpractical sensesense.
Table 2
Characteristic root and Wilks Lambda
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Function |
% of Variance |
Cumulative % |
Canonical Correlation |
Wilks' Lambda Λ |
χ2 |
df |
p |
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1 |
100 |
100 |
.328 |
.892 |
40 |
14 |
.000 |
Table 3
Standardized canonical discriminant function coefficients (informatics,C) economics,and mathematics...)matrix structure (Dubovicki,S)
Topolovčan
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Items |
C |
S |
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1. …happy. |
.077 |
.422 |
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2. …interested in life/ that your life matters to you in general. |
.929 |
.611* |
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3. …satisfied with life. |
-.334 |
.379 |
|
4. …that you are contributing in any manner to the |
.319
|
.326 |
|
5. …you belong to the community and are accepted by the community. (it can be the wider community where you live or, for example, the community of students, sports, some association in which you are active, etc.). |
-.344
|
.293 |
|
6. …that the society you live in is good and acceptable to you and other people. |
.191
|
.259 |
|
7. …that people are basically good. |
-.808 |
-.023 |
|
8. …that the way society functions makes sense to you. |
.134 |
.120 |
|
9. …satisfied with most aspects of your character. |
-.120 |
.391 |
|
10. … you are coping well with your daily obligations. |
.047 |
.453 |
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11. …having a good relationship of understanding with close persons. |
1.097
|
.620* |
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12. …the experience of having developed into a better person. |
-.050 |
.369 |
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13. …free to express your opinion and ideas. |
-.612 |
.295 |
|
14. …that your life is meaningful and has a purpose (direction) |
-.041 |
.408 |
* variable's largest absolute correlation
From the data presented in Table 3, it follows that students who had the support of university teachers and those who did not have such support differ most from each other in their self-assessments in the following characteristics: ...having a good relationship of understanding with close persons and ...interested in life/ that your life matters to you in general.
Table 4
Centroids of groups
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f |
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yes |
.289 |
|
no |
-.416 |
Based on the insight into the positions of the laborcentroids market,(Table so4), it is evident that students differ in the field of adult education we are reaching for newer and redesigned teaching methods. Some of them are especially used in the field of economics, and are better known as: Design thinking, PAR and SCAMPER method. The mentioned methods are particularly well received by the younger population of adults due to their applicability in a real economic environment. Following a defined teaching structure according to the mentioned methods also empowers them for the open labor marketcharacteristics in such a way that bystudents applyingwho structuredhad stepsthe support of university teachers evaluated the mentioned positive characteristics of mental health. The results can be interpreted on the basis of the main concept of well-being (Keyes, 2002), given that the applied questionnaire can also be used as a diagnostic category (as flourishing, moderately mentally healthy or languishing classification) and it can be concluded that the support of university teachers had the greatest impact on the emotional and psychological well-being of students. This confirms the hypothesis that there are statistically significant differences in the self-assessment of certain methods,characteristics theyof increasepositive theirmental competitivenesshealth whenof seekingstudents jobswho have and do not have the support of university teachers, that is, on the basis of a set of items that describe the self-assessment of certain characteristics of positive mental health, it is possible to statistically significantly predict belonging to the group of students who had and those who did not have the support of university teachers.
In accordance with the above, some authors (Garg and Rastogi, 2009, Lei et al., 2018) find the reasons for the strong connection between teacher support and student well-being in the openfact laborthat market,supporting students to attain their desired learning goals makes students feel happy and satisfied. These two feelings, as pointed out by, are the main indicators of students' psychological well-being.
Conclusion
The goal of this research was to investigate the existence of differences in the self-assessment of positive mental health of students who have and do not have the support of university teachers during their studies, as well as inpossibly what specific characteristics of positive mental health are involved. Based on the economicresearch environment.results,
Design thinking (DT)
Design thinking (DT)it is a techniqueconcluded that isthere appliedare such differences I. e. groups differ most from each other in their self-assessments in the economiccharacteristics: environment...having a good relationship of understanding with close persons and ...interested in life/ that your life matters to you in general. From an insight into the purposelatent dimensions of findingthese solutionsdifferences in relation to the three subscales of the Croatian version of the questionnaire, it is concluded that the support of university teachers had the greatest impact on the emotional and psychological well-being of students. Regardless of the fact that the results show that the perception of these university students about their mental health is generally positive, regardless of the support of university teachers, the results show that a certain number of students feel that university teachers do not provide them with support when it comes to positive mental health.
The results of this research, in addition to the scientific insight into the influence of university teachers on the positive mental health of their students and contribution to the scarce literature in this sense, open up the possibility to consider and create guidelines for improvedstrategies results,that promote and maintain a high level of students’ mental health with special emphasis on the competencies of university teachers and strengthen protective factors at the universities themselves. In doing so, special emphasis should be placed on additional continuous education of university teachers related to the mental health of students in the educationalcontext context,of quality inclusive university practice, in terms of monitoring and supporting students with various difficulties during their studies, which is another way of strengthening the competences of university teachers so that they are better prepared for different ways of giving support to students. Based on the above, this research has certain practical implications for university teachers to use different support strategies to motivate students to learn. In addition, there is room for a redesignedfurther applicationresearch question related to why some students do not perceive the support of DTuniversity hasteachers, createdwhich indicates the need for further research.
Although the results obtained in this research are satisfactory, it is necessary to point to some limitations and suggestions for future research. The limitations of this research are related to the convenient sample of participants. In addition, the limitations also apply to the answers collected through the Google form, and it can be assumed that students who are more motivated and open to cooperation, and therefore students with a methodmore positive mental health, participated in filling out the questionnaire. Also, on this occasion, the assumptions for linear discriminant analysis as independence and non-multicollinearity were not examined, which, if violated, could affect the interpretation of the results.
Lastly, while inclusion in education was initially focused on groups that encouragestraditionally occupy a marginalized position in education, such as youth with disabilities, inclusive education is now conceptualized as the acquisitionneed ofto newtransform skillseducation andsystems knowledge inas a practicalwhole, andwhich creativeincludes waythe higher education level (PapVantieghem et al., 2019)2023).The teachingThis methodunderstanding basedof oninclusion designstarts thinkingfrom (hereinafterthe referredpoint toof view of social justice and equality and is known as DT)'Education arosefor dueAll' to(Ainscow & Miles, 2008). Social justice in education in general means that the evidentchild inadequacyand young person, not the subject curriculum, is at the centre of the learning and teaching methodsprocess. This presupposes that at all levels of education there is an emphasis on recognizing the responsibility of educational institutions with the real economic environment, which has raised concerns regarding employability (Charles, 2022). The authors emphasize (Martin, 2009; Starkey & Tempest, 2009; Glen et al., 2014; Matthews & Wrigley, 2017) that the application of DT in the educational context has developed thanksfields to thetake valuableinto contributionsaccount that DT has made in business and management. In an educational context, design reflection encourages students to develop their ideas and experience their own mistakes as part of the learning process (Rupčić, 2022). This process is a set of different methods, which are applieddifferences, in order to achievecreate thequality bestlearning possibleenvironments resultfor andall, therewhile ismaintaining noa standardizedclear modelunderstanding of applicationhow ofsystemic theinequalities designin thinkingeducation methoddisproportionately affect certain (Waidelichmarginalized) groups (Ponet et al., 2018). Design thinking uses divergent thinking2021, as acited wayin to ensure more possible solutions are explored at the initial level, and then convergent thinking to advance and realize the final solution (PapVantieghem et al., 2019)2023). CommonRegarding proceduresuniversity areteacher’s based on the processes of reflection, creation and reflection: 1. Compassion – observing the environment and active listening, researching possibilities for improvement, analysis of limitations, identification of the type of problem (eg. personal versus group challenge); 2. Defining – selection and interpretation of important data collectedcompetencies in thethis sympathysense, phase, review of the observed problem, transformation from the discovered need into a clear goal; 3. Forming a plan - thinking in order to find a solution to the problem, choosing the best idea, analysis of limitations, clear definition of the idea; 4. Prototype – prototype construction, feedback collection, prototype improvement analysis, assessment of available resources; 5. Evaluation – definition of criteria for success, monitoring of changes in the environment, planning and presentation of prototypes (Rupčić, 2022).
In the context of adult education, the application of the design thinking method encourages students to think and solve problems in a new and unproven way and represents a kind of preparation for navigating a rapidly changing and technologically increasingly complex society (PapBlömeke et al., 2019).(2015) Theand mentionedVantieghem benefitset wereal. also(2023) detectedemphasize that for teaching and performance, university teachers' situation-specific skills include processes such as perception and decision-making for students in specific situations. Since the competencies for inclusive education are defined as a resultcomplex combination of encouragingknowledge, creativityskills inand attitudes that enable teaching (Dubovicki, 2013; 2016). The advantages of the DT approach in acquiring knowledge are as follows: 1. understanding the content from a different perspective, 2. studying the problem in detailprofessionals to determinesuccessfully its root cause, 3. developing innovative thinking and creative problem solving, 4. ensuring that the final outcome meets the goals and requirements, 5. it results in a new experience, which is more efficient and useful for the students than the traditional approach and 6. it enables the continuous expansion of knowledge (Pap et al., 2019).
PAR method (Present – Apply – Review Method)
The name of the PAR method is an acronym consisting of the initial letters of the Anglosaxon name Present - Apply - Review. The application of the PAR method requires that the participants think about the answersrespond to the given questions, agree on them in pairs and then present the solution (Kunt, 2020). After presenting their work and considering the interpretationsdiversity of the other pairs, each pair discusses the solutionthose they haveteach chosen,(Crick, clarifies2008), any misconceptions, and ultimately comes up with the correct answer. In case of disagreement, each member of the couple should argue their solution or opinion. The PAR model is characterized by three phases of learning new teaching content, which is shown in Figure 3.
Figure 3.
Characteristics of the PAR technique
With this method, emphasis is placed on collaborative learning, which requires the participants to analyze the content, solve it together, and thereby indirectly develop the skills of teamwork and assertive communication.
SCAMPER method
Scamperthere is a techniquegreat need for research that emergedprovides frombetter insight into the worldcompetencies of entrepreneurship,university but it can be successfully applied for educational purposes,teachers, especially in the education ofpreserving the youngermental population of adults. According to authors Korkut & Kopal (2018), each letter of the SCAMPER method is an acronym (Figure 4) that represents separate questions that must be considered in order to achieve the desired result. It implies group work and encourages creativity in groups of participants in terms of finding solutions to certain problems. It suggests teamwork and fosters innovation among participants in terms of resolving certain issues. It is used in accordance with a set of guidelines, asking questions regarding the subject matter at all times, and adhering to all seven letters of the acronym that makes up the method's name.
Figure 4.
The meaning of the acronym SCAMPER
In Figure 4, we can see the acronym consisting of the letters SCAMPER. Below is an explanation of the mentioned terms:
S - substitute - thinking about what needs to be changed.C - combine - different knowledge is connected and integrated, i.e. old ideas from which new ones should be created.A - adapt - means adding new elements, adapting to the current situation.M - modify - encourages a change of perspective. Contemplating about what should be changed and what should be kept.P - put to the use (change of purpose or purpose of use) - encourages adaptation to new challenges, new knowledge, enabling new functionality.E - eliminate - represents simplification and facilitation, as well as contemplation about what could be eliminated to make what we want to keep maximally useful.R - reverse/ rearrange - stands for reconstruction, and in this step the most acceptable ideas are chosen.
By asking numerous questions that are guided by the initial letters of the names of the techniques, creativity and creative thinking are encouraged. Creativity significantly depends on the context. Individuals have it as a natural gift, but for many, creativity is very underdeveloped. Using the SCAMPER method, it is possible to develop and improve ideas that can help us solve problems. Answering the questions encourages a creative approach to the problem and the adoption of new content. The creativity of the participants plays a decisive role in the effectiveness of the application of this method. By applying a constructivist teaching strategy, the SCAMPER method in an educational context aims to help students develop metacognition, critical thinking and problem-solving skills (Solomon, 2003). By applying the SCAMPER method, an attempt is made to transform current knowledge and create a new perspective. Although creativity plays a decisive role in this technique, it is important to try to implement it regardless of the participant’s personality. Such a way of working emphasizes a strong orientation to the process of education, instead of exclusively to its result. The emphasis is on the method of acquiring new knowledge, not on the content itself. It is important to point out that the process of acquiring knowledge is not opposed to the result, but both are equally taken into account, not even as separate entities, but as a dialectical unity. In this sense, improvisation helps to put emphasis on methodology in the educational process instead of exclusively on content (Nikolić, 2019).
Active learning in the context of adult education
The concept of active learning is not at all a new pedagogical or didactic concept. The same is indirectly mentioned in the history of pedagogy during the period of school development - pedagogical school directions (Munjiza, 2009; Turk, 2009). Despite the many definitions of active learning, we can say that active learning represents learning in which a high degree of independence and self-regulation is achieved, various thinking strategies and specific cognitive skills are applied that enable essential learning, analysis and comparison of information, their connection with existing knowledge and critical judgment their meanings; learning that enables long-term memory (Turk, 2009; Dubovicki, 2016). The discourse on lifelong learning emphasizes, among other things, the importance of the active involvement of the individual and the need to take responsibility for his own learning and the end result. This is especially emphasized in the adult education, because active learning includes different perspectives of the participants. It is based on the constructivist theory of learning, where participants, with the support of an andragogist, research and develop knowledge on their own. Contemporary adult education involves an active and partnership-based relationship between participants and the andragogist leading the teaching process, using creative andragogical methods that include research-based, meaningful, and problem-based teaching.
Active involvement in the learning process is one of the key factors in increasing the attention of participants in the teaching process. Teaching focused on the teaching process or teaching focused on the participants in the teaching process is an approach to teaching that emphasizes planning based on activities and experience rather than on knowledge that is acquired and facts that need to be memorized. Such learning is based on individual discovery, immediate experience, and creative work (Nikčević-Milković, 2004). An active approach to learning provides participants with more frequent feedback on their progress, takes into account different learning styles, allows them to discuss the content they are learning, and encourages the development of collaborative, communication, negotiation, and other "soft" skills. It also increases students' self-confidence through conversation with other students, but also through increased interaction between the teacher and participants in the teaching process. In the active approach to adult learning, the andragogue, as the leader of the educational process, provides direct feedback on the level of acquisition, understanding, or misunderstanding, as well as on the misconceptions that need to be corrected.
Turk (2009) investigates how active learninghealth of students in university classes affects the development of creativity of future teachers and emphasizes active learning techniques, which he divides into three groups:
techniques that require shorter preparation and fewer resources – these include: the technique of teaching by questioning and brainstormingtechniques that require shorter written preparation and materials - these include: collaborative learning and the technique of mutual explanationtechniques that require longer written preparation and materials – these include: case study, peer learning, discussion, problem-based learning, and independent learning technique
The mentioned active learning techniques can be applied in various contexts, certainly in lifelong education and adult education. Knowing oneself, one's own goals, priorities, potential, relationship with time and process, insight into one's position in a group, team, collective, and contact with one's own thoughts and feelings become something that emerges beyond the usual frameworks of learning and teaching by the leader of the educational process (Urbanc & Kletečki Radović, 2007). The application of modern, creative methods in the educational context, by respecting the personal experiences and knowledge of the individual, lays the foundations for collaborative and experiential learning, which is the basis of active learning. Active participation of students in the teaching process (asking questions, research, solving problems, etc.) leads toduring their personalstudies.
of
Therefore,
time spent on achieving the goal is as valuable as the knowledge gained at the end (Peko & Varga, 2014). This is especially important to apply in adults education, because it contributes to individualizing teaching process in which they are involved, and the teaching is more dynamic and purposeful for adults, which includes practical learning, encourages divergent and convergent learning and learning through discovery.
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According to the conclusion
When organizing classes for adults, the use of various methods and techniques enables better insights into one's own interests, goals and priorities, i.e. the expression of the potential of the students, but also the general exploration of personal identity. When organizing classes for adults, the use of various methods and techniques allows for better insights into one's own interests, goals, and priorities, as well as the expression of the potential of the learners and, more generally, the exploration of personal identity. Andragogues believe that the use of various methods and techniques requires greater engagement in the design of activities, and more complex competencies in divergent thinking and creativity are needed. However, such an approach leads to greater involvement of participants in the educational process, positively impacting the quantity, quality, and durability of overall knowledge. Such an approach helps participants develop creative thinking, better understanding, and improved memory by connecting ideas, words, and concepts.
It is also necessary to develop knowledge and insights about the appropriate approach to teaching adults and the andragogical profession in general, as well as insights into the appropriate competencies, skills, and knowledge that andragogical workers should possess. Andragogy as a science is underdeveloped and relies on pedagogy, and as a result, methodological and didactic procedures are often improvised to suit the adult population of learners. This is precisely why this paper presents methods that were developed on the basis of economic sciences and are applied in a real economic environment. Applying proven steps and procedures of the mentioned methods in an educational context has proven to be an effective way of teaching adults. Particularly significant are the media that provide additional benefits for the participants themselves, but which need to be properly dosed so that the humanizing role that the educational system as a whole nurtures is not lost. The intention is not to diminish the value and importance of existing teaching methods, but to open new challenges through interdisciplinarity and multimedia, which significantly meet the needs of today's learners and continuously present new challenges for the andragogue. Given the increasing human lifespan, we can expect a rising trend in adult participation in educational programs in the future, and thus the significance of andragogy as a science will continue to grow, making it an important area to research and develop.
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