Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience
Problem-based learning and technology support for students in higher education investigates the new perspectives of education in connection with the change of life paradigm. The present research seeks to find out what study methods and technology support can be used for developing students' creative experience in the context of education for sustainable development. The research provides an analysis of the main concepts revealing the essence of the study process. The opportunities of using information technology in the study process to meet the needs of students' research activities in the form of cooperative learning are described. The research is based on Dewey and Brunner's theory as a basis of the educational process in the modern world of technologies. Developing creative experiences is a basic concept for sustainable development of education in today's information society.
Previous studies have analysed the need to measure learners’ readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners’ readiness to study online in Latvia. The aim of the study was to assess Latvian teachers’ readiness to study online with focus on the differences of respondents’ socio-demographic or professional characteristics. 1092 teachers from 100 schools filled in the self-evaluation survey form online. Statistically significant differences were found in all subscales of the survey. Differences in digital skills and in readiness to study online were found at all education levels by respondents’ gender, age group or place of living. Younger respondents, males or city inhabitants showed higher rates. E-learning course should be customized, taking into account learners’ socio-demographic parameters and online learning readiness rate.
Globalization has led to an increased anthropological impact on the climate, and transport is one of the most greenhouse gas (GHG) intensive sectors that is facilitating it. Transport generated around 14 percent of global GHG emissions in 2010. Transport decarbonization is vital for limiting climate change, and electric vehicle (EV) is one of the solutions. EV prevalence in Latvia after Climate Financial Instrument (CCFI) funding has steadily increased and the average yearly EV growth has remained at 0.09 percent among newly registered light-duty passenger vehicles. The aim of this research is to model the impact of different direct and indirect support mechanisms on EV growth in Latvia taking into account the costs of the given support mechanisms. Accordingly, theoretical literature and research on vehicle decarbonization, EV support mechanisms, and barriers were analyzed. In order to obtain the data related to individual attitude towards EVs and their support policies a survey of different age groups was conducted. Based on the theoretical literature, a model was devised using STELLA software. The model was verified and validated. The results of the model indicate that until 2030 direct subsidies of at least 45 percent will have the largest impact on EV registration, while decreasing VAT by at least 9 percent is the most cost-effective option. The results regarding indirect support mechanisms show that free charging and development of charging infrastructure, as well as improvements to EV related technologies would increase EV registration. However, to ensure sustainable support to EVs it is advisable to combine direct incentives with indirect support mechanisms. Combining different policies lowers incentive costs and increases their efficiency.