DEVELOPMENT AND EVALUATION OF AN ONLINE TRAINING MODULE ON RACE, ETHNICITY AND CULTURE FOR HIGHER EDUCATION INSTRUCTORS

نویسندگان

  • Vana Chiou Department of Geography, University of the Aegean, Greece orcid.org/0000-0003-1594-4496
  • Maria Aleksandrovich Department of Psychology, Pomeranian University in Slupsk, Poland orcid.org/0000-0003-2374-4195

DOI:

https://doi.org/10.46827/ejoe.v10i2.6022

کلمات کلیدی:

instructional design, evaluation, training module, race, ethnicity, culture, cultural awareness, culturally responsive teaching, higher education

چکیده

This paper presents the development and evaluation of an online training module titled “Race, Ethnicity, and Culture”, designed as part of the Erasmus+ project “JoinMe2 – Promoting Inclusive Education at Tertiary Level” (2020–2023). The module aims to enhance higher education instructors' cultural awareness and to support the implementation of culturally responsive teaching (CRT) practices in university classrooms. Using the ADDIE instructional design model, the module was developed through a structured, evidence-based process involving needs assessment, module design, content development, pilot testing with instructors from six European countries, and evaluation. Evaluation data from 30 participants indicated overall satisfaction with the module’s structure and content, while some technical and content-related issues were also noted. Based on participants’ feedback and suggestions, the module was revised, and refinements were made to improve it. The findings highlight the potential of the online training module to support professional development in diversity issues at a tertiary level.

 

بیوگرافی نویسندگان

  • Vana Chiou، Department of Geography, University of the Aegean, Greece orcid.org/0000-0003-1594-4496

    Dr. Vana Chiou, is Faculty member (Laboratory Teaching Staff) at the Department of Geography, University of the Aegean (Greece). Her research interests include contemporary methods of teaching, assessment, teacher training, and inclusion in education. She is a co-editor of the book series “Voices from the Classroom” (Waxman Publications). Her published work includes editing books, chapters in books and articles in Greek and international journals. She has been a participant in and co-coordinator of different European projects.

    Email: b.xiou@aegean.gr

  • Maria Aleksandrovich، Department of Psychology, Pomeranian University in Slupsk, Poland orcid.org/0000-0003-2374-4195

    Maria Aleksandrovic is a Deputy Director of the Institute of Pedagogy and Psychology for Education and Student Affairs and Head of the Department of Psychology at Pomeranian University in Słupsk, Poland. With over 15 years of leadership and 25 years of teaching experience, she specializes in courses such as Developmental Psychology, Psychology of Gifted and Talented, Psychology of Individual Differences, and Psychology of Dance. Her research focuses on Developmental Psychology, particularly supporting children's growth through creativity and movement. She is a level III trainer of Veronica Sherborne Developmental Movement and has authored numerous scholarly works, including a monograph, textbooks, and peer-reviewed articles. She has also actively participated in and co-coordinated various European projects. She is a member of multiple professional organizations, including APA, ISSBD, ISSID, CORD, SDR, ATEE, IPIE, WCGTC, and ECHA. Her mission is to foster psychological knowledge and practice through education, research, and service.

    Email: maria.aleksandrovich@upsl.edu.pl

مراجع

Aleksadrovich, M., & Gierczynska-Kolas, M. (2023). Higher education Institutions in Poland. Overview of the Issues of Gender, Sexual Preferences, Ethnic Background, Cultural Differences, and Disability. In N. Oruç Ertürk, & A. Yürekli (Eds.), Inclusive Education: Definition and Conceptual Framework (pp. 71-91). Waxmann. Retrieved from https://books.google.ro/books/about/Inclusive_Education.html?id=p3DFEAAAQBAJ&redir_esc=y

Anselme, M. L., & Hands, C. (2012). Access to secondary and tertiary education for all refugees: steps and challenges to overcome. Refuge Canada’s Journal on Refuge, 27(2), 89–96. https://doi.org/10.25071/1920-7336.34725

Branch, R. M. (2009). Instructional Design: the ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Brumen, M., Chiou, V., Schüssler, R., & Holz, O. (Eds.). (2023). Welcoming international teachers at school – A guide for mentors, principals and the school community. Bielefeld: Bielefeld School of Education (BiSEd), Projekt "International Teachers for Tomorrow’s School" (ITTS). https://doi.org/10.4119/unibi/2978118

Bustamante, R. M., Nelson, J. A., & Onwuegbuzie, A. J. (2009). Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation. Educational Administration Quarterly, 45(5), 793–827. https://doi.org/10.1177/0013161x09347277

Byram, M., Lloyd, K., & Schneider, R. (1995). Defining and describing ‘cultural awareness.’ Language Learning Journal, 12(1), 5–8. https://doi.org/10.1080/09571739585200321

Chiou, V., & Holz O. (2023). International Teachers for Tomorrow’s School: basic needs, opportunities and challenges. In M., Brumen, V. Chiou, R. Schüssler, & O. Holz (Eds.), Welcoming international teachers at school – A guide for mentors, principals and the school community. Bielefeld: Bielefeld School of Education (BiSEd), Projekt "International Teachers for Tomorrow’s School" (ITTS). https://doi.org/10.4119/unibi/2978118

Chiou, V., Petracou, E., & Skourtou E. (2023). How inclusive is Greek Higher Education? Attitudes and Practices of Faculty Staff and Students’ Experiences on Inclusive Education at Tertiary Level. In N. Oruç Ertürk, & A. Yürekli (Eds.), Inclusive Education: Definition and Conceptual Framework (pp. 119-148). Waxmann. Retrieved from https://books.google.ro/books/about/Inclusive_Education.html?id=p3DFEAAAQBAJ&redir_esc=y

Crea, T. M. (2015). Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment. International Journal of Educational Development, 46, 12–22. https://doi.org/10.1016/j.ijedudev.2015.11.005

Constantin, E. C., Cohen-Vida, M., & Popescu, A. V. (2015). Developing cultural awareness. Procedia - Social and Behavioral Sciences, 191, 696–699. https://doi.org/10.1016/j.sbspro.2015.04.228

Derman-Sparks, L. (1993). Empowering children to create a caring culture in a world of differences. Childhood Education, 70(2), 66–71. https://doi.org/10.1080/00094056.1993.10520994

Gay, G., & Banks, J.A. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Grosfoguel, R. (2016). What is Racism? Journal of World-Systems Research, 22(1), 9–15. https://doi.org/10.5195/jwsr.2016.609

Hamza, M. (2012). Developing Training Material Guide. Swedish Civil Contingencies Agency (MSB).

Hutchison, L., & McAlister-Shields, L. (2020). Culturally Responsive Teaching: Its application in higher education environments. Education Sciences, 10(5), 124. https://doi.org/10.3390/educsci10050124

JoinMe2. https://joinme2.org/

Kasaboğlu, T., & Berti Baran, M. (2023). A Scale Development Study. Scale of the Instructors’ and Students’ Equity and Diversity Competencies. In N. Oruç Ertürk, & A. Yürekli (Eds.), Inclusive Education: Definition and Conceptual Framework (pp. 7-17). Waxmann. Retrieved from https://books.google.ro/books/about/Inclusive_Education.html?id=p3DFEAAAQBAJ&redir_esc=y

Lang, E. H., Munsey, B., Murray, F., Manning, L., & Wigington, T. (2023). Culturally responsive learning environments within higher education. Learning Environments Research, 27(2), 315–330. https://doi.org/10.1007/s10984-023-09481-x

Oruç Ertürk, N., & Yürekli, A. (2023). Inclusion and Diversity Literacy in Higher Education in Turkiye. In N. Oruç Ertürk, & A. Yürekli (Eds.), Inclusive Education: Definition and Conceptual Framework (pp. 20-21). Waxmann. Retrieved from https://books.google.ro/books/about/Inclusive_Education.html?id=p3DFEAAAQBAJ&redir_esc=y

Pereira, A. (2020). “Race” vs. “Ethnicity”: Why These Terms Are So Complex. In Dictionary.com. https://www.dictionary.com/e/race-vs-ethnicity/

Peterson, M., De Witte, K, & Holz, O. (2023). State of Inclusive Education in Flanders. In N. Oruc-Erturk, & A. Yürekli (Eds.), Inclusive Education: Definition and Conceptual Framework (pp. 93-118). Waxmann. Retrieved from https://books.google.ro/books/about/Inclusive_Education.html?id=p3DFEAAAQBAJ&redir_esc=y

PeQueen, C. (2016). Cultural Competence in Higher Education Faculty: A Case Study. Ph.D. Thesis. Keiser University, FL, USA.

Taylor, S., & Sidhu, R. K. (2011). Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. https://doi.org/10.1080/13603110903560085

Tsiaousi, P. & Chiou, V. (2024). Teacher voices on teaching students with a refugee background in Greece. International Journal of Educational Research, 127, 102432. https://doi.org/10.1016/j.ijer.2024.102432

Woodley, X. M., & Parra, L. (2019). (Re)Framing and (Re)designing Instruction: Transformed Teaching in Traditional and Online Classrooms. Transformative Dialogues: Teaching & Learning Journal, 12(1), 1-11. Retrieved from https://scholar.google.com/citations?view_op=view_citation&hl=en&user=tG3dTDQAAAAJ&citation_for_view=tG3dTDQAAAAJ:aqlVkmm33-oC

دانلودها

چاپ شده

2025-05-16

شماره

دوره 10 شماره 2 (2025)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

 

  1. 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.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).