Search Results (2)

This study advances the conceptual and practical scope of social education by integrating Security and Safety Education (SSE) categories into its theoretical foundation. We demonstrate that SSE encompasses multidimensional areas highly relevant to social education and offer a structured competence model to guide curriculum design. Using a mixed-methods approach, 2926 Web of Science publications were analysed through an NVivo Word Frequency Query to identify key domains associated with security and safety. The temporal scope of the corpus (2019–2021) provides a coherent analytical baseline, capturing intensified security and health-related discourse during the COVID-19 period while preceding geopolitical disruptions that could otherwise distort thematic patterns. The results show that security is associated with broad social and geopolitical issues, including food, political, economic, public, national, and international affairs, as well as health and information. In contrast, safety is mainly linked to transport-related concerns, although both domains converge in areas such as health, social, public, national, and information matters. These findings indicate that SSE encompasses multidimensional areas relevant to social education. To support curricular integration, we propose an eMEDIATOR-derived competence model that structures SSE content into measurable, outcomes-based components. Ultimately, this research provides actionable tools to elevate social education and promote active, informed citizenship in times of global uncertainty. Full article

The European Union’s Erasmus+ program strongly supports mobility for finding training or work opportunities. However, in the era of pandemics, there is a need to find remedies for restricted movement. One solution is to create a platform for collaboration in the spheres of work and training. This article aims to identify the crucial factors for the development of a novel ecosystem for the European education mobility. This mixed-method study employed interviews with 140 respondents. The authors utilized the NVivo software, specifically its Word Frequency Query functionality, to identify relevant features in the four main categories: competence acquisition, pedagogy, organization, and technology. Findings suggest that the acquisition of competencies should be oriented towards the future labor market, students prefer gamified activities, the platform should be organized to allow for easy job and training searches, and 2D and 3D solutions should be combined for versatility. Overall, future-oriented content, motivation, and technologically diverse activities are positively perceived by students and can be seen as a major trend in creating similar tools. This type of user experience research could also be extended to a group of teachers and administrative personnel engaged in education mobility as service activities. This research was conducted as part of the ERASMUS+ project eMediator. Full article