Reflections and Practices
Edited By Monica Tilea, Oana-Adriana Duţă and Alina Stela Reşceanu
This volume of thematic studies offers multifaceted interpretations of education for sustainable and solidary development (ESSD). It is a joint work of academics, teachers and researchers covering the domain of education from the perspective of economy, social sciences, language studies, communication and pedagogy. The authors propose a range of reflections and empirical studies which refer to: various means and methods for an effective teaching/learning process; transversal skills related to ESSD; and the importance of financial resources and quality assurance in education. The unitary and original endeavour of this volume establishes a common meeting point for devising up-to-date methods and practices across disciplines, with a view to supporting sustainable and solidary education.
Assessing the Intercultural Competence of Students in the Romanian Higher-Education Environment (Claudiu Marian Bunăiașu / Aida Cornelia Stoian)
Claudiu Marian Bunăiașu, Aida Cornelia Stoian
Assessing the Intercultural Competence of Students in the Romanian Higher-Education Environment
Abstract: The assessment of students’ intercultural competence is a contemporary issue of higher education, included in the paradigm of a competence-centered curriculum. It is determined by factors such as the comprehensive approach of intercultural education, intercultural curriculum, the role, features and specificities of developing transversal skills in initial professionalisation, and a holistic approach of competence assessment. The article is structured along two related dimensions which configure the epistemological and conceptual core of the topic and outline a methodological research framework. The first part of the article is devoted to the theoretical foundations of assessing students’ intercultural competence and approaches several perspectives: the integrative paradigm of education for and through cultural diversity; the development of an intercultural curriculum through the introduction of the elements which comprise education for sustainable development and international solidarity; a multidimensional approach towards intercultural competence; the transversal implications of intercultural competence in selecting and applying assessment strategies and methodologies; indicators and descriptors for the students’ intercultural competence. The second part of the article anticipates empirical and experimental research aiming at: 1) validating and applying a test for assessing intercultural competence in students majoring in primary and preschool education; 2) developing the curriculum offer, pursuant to the assessment of students’ intercultural competence, as well as their educational and training needs. Our research results refer to: a) the training-oriented effects of the investigated assessment process in...
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