{"id":1527,"date":"2023-11-09T12:33:50","date_gmt":"2023-11-09T12:33:50","guid":{"rendered":"https:\/\/www.jcetr.gr\/?page_id=1527"},"modified":"2026-02-13T11:24:28","modified_gmt":"2026-02-13T11:24:28","slug":"volume-8-issue-1-2024","status":"publish","type":"page","link":"https:\/\/www.jcetr.gr\/index.php\/volume-8-issue-1-2024\/","title":{"rendered":"Volume 8, issue 1\/2, 2024"},"content":{"rendered":"\n

Editorial<\/mark><\/strong><\/strong><\/p>\n\n\n\n

\"\"<\/a> Georgia Stavraki<\/strong><\/strong>, International Hellenic University, Greece<\/em>
\"\"<\/a> Ioanna Anninou<\/strong><\/strong>, University of Surrey, UK<\/em>
Published online: 05 August 2024, JCETR, 8(1), pp. 1-2.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.16744017<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

The teaching and learning environment is constantly evolving, driven by both new possibilities and ongoing difficulties, which together envision the direction of future changes. Elements such as technology and Artificial Intelligence, increased student numbers, student well-being and career mobility, teaching innovation and student critical engagement to develop a holistic set of skills, create such challenges and opportunities. This issue of the Journal of Contemporary Education Theory and Research delves into such challenges and opportunities; it hosts papers embracing the concepts of transformative learning, facilitated through gamified engagement practices, and exploring ways of tackling issues of employability, skills and competences through mobility programmes (e.g., Erasmus). By doing so, this issue unpacks ideas of how we can design opportunities for supporting students, acknowledging at the same time the socially situated and complex nature of student support extending beyond student\u2013 faculty interactions.<\/p>\n\n\n\n

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Stavraki, G., & Anninou, I. (2024). Editorial. Journal of Contemporary Education Theory & Research, 8(1), 1\u20132. https:\/\/doi.org\/10.5281\/zenodo.16744017<\/p>\n\n\n\n

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Transformative learning as a term of self-transformation: Towards a revolution of meaning<\/mark><\/strong><\/p>\n\n\n\n

Published online: AUGUST 2025<\/em><\/p>\n\n\n\n

Konstantinos D. Mantzanaris<\/strong>, Hellenic Open University, Greece<\/p>\n\n\n\n

DOI: https:\/\/doi.org\/10.5281\/zenodo.16744133<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

In the present study, we attempted to establish a new dimension in the perspective of Mezirow’s transformative learning. We referred to an emergent field that is given meaning by the learner the moment they achieve the adoption of a new condition for approaching knowledge and themselves. This field constitutes the common component of transformation and internal transformation by forming new existential searches in the new field that is being composed. Under this view, transformative learning can give the bibliographic discussion a new perspective, that of the existential revolution towards the old self. Yet, it is not about psychological hermeneutics but about an opening of the self towards freedom<\/em>.<\/p>\n\n\n\n

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Mantzanaris, K. D. (2024). Transformative learning as a term of self-transformation: Towards a revolution of meaning. Journal of Contemporary Education Theory & Research, 8(1), 3\u20137. https:\/\/doi.org\/10.5281\/zenodo.16744133<\/p>\n\n\n\n

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Incorporating gamification principles into adult education for teaching 3D printing: A pedagogical framework<\/mark><\/strong><\/p>\n\n\n\n

Published online: AUGUST 2025<\/em><\/p>\n\n\n\n

\"\"<\/a>Maria Chatzikyrkou<\/strong>, International Hellenic University, Greece, \"\"<\/a>Athanasios Manavis<\/strong>, University of Western Macedonia, Greece, \"\"<\/a>Ioanna Simeli<\/strong>, International Hellenic University, Greece, \"\"<\/a>Apostolos Tsagkaris<\/strong>, International Hellenic University, Greece<\/p>\n\n\n\n

DOI: https:\/\/doi.org\/10.5281\/zenodo.16744221 <\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

A successful pedagogical training program aimed at a diverse educational audience should include several key elements: (a) the identities of the participants, (b) their motivations for enrolling, (c) their prior knowledge of the topic, (d) the types of applications they use, and (e) their understanding of both the theoretical and practical aspects of the thematic modules involved. Incorporating this information significantly enhances the curriculum by broadening the range of educational tools available, such as hands-on activities, reports, examples, questions, and customized training experiences. These factors are essential for effectively integrating new technologies into the course.Furthermore, a strategic effort has been made to incorporate gamification techniques to boost engagement and improve comprehension. Gamification refers to the application of game elements and principles in non-game contexts. A notable example in product design is the use of \u201ccomposition bricks,\u201d a popular tool that designers use to create object geometries. The implementation of gamification through various game mechanics and strategies offers several advantages that can lead to improved practical outcomes in product design.This study emphasizes the intersection of education and the adoption of emerging technologies, such as 3D printing. The education sector is increasingly demonstrating examples of how cutting-edge 3D technologies are being utilized. Traditionally, higher education has taken the lead in adopting 3D design technologies for research and practical applications. In recent years, however, these subjects have also begun to appear in lower levels of education.The current paper aims to develop an educational framework for teaching rapid prototyping technologies using gamification techniques. Initially, data was collected from higher education students to identify their learning needs and preferences. The participants were students from the Department of Product and Systems Design Engineering at the University of Western Macedonia. To gather data, three distinct questionnaires were employed: (a) a GEFT-type questionnaire to determine learners\u2019 cognitive styles, (b) a questionnaire assessing learners\u2019 self-evaluation and knowledge of the reverse engineering module, and (c) a feedback questionnaire administered at the end of the course.Following the data collection, an analysis was performed, and a specialized 3-hour rapid prototyping course was developed to address the needs of both independent and dependent learners (Field-Independent \u2013 FI & Field-Dependent \u2013 FD). The proposed methodology was subsequently evaluated in terms of effectiveness, efficiency, user satisfaction, and ease of use.The paper is organized into four sections. The first section introduces the core concepts, including the problem statement, research objectives, and overall structure. The second section presents a comprehensive literature review, covering educational methodologies and rapid prototyping technologies. The third section delves into various rapid prototyping techniques, along with 3D design methods and tools. Finally, the fourth section outlines the proposed training scenario for a 3-hour 3D printing course utilizing gamification tools and strategies<\/em>.<\/p>\n\n\n\n

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Chatzikyrkou, M., Manavis, A., Simeli, I., & Tsagaris, A. (2024). Incorporating gamification principles into adult education for teaching 3D printing: A pedagogical framework. Journal of Contemporary Education Theory & Research, 8(1), 8\u201313. https:\/\/doi.org\/10.5281\/zenodo.16744221<\/p>\n\n\n\n

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Services management for educational tourism destinations in European educational programme<\/mark><\/strong>s<\/p>\n\n\n\n

Published online: AUGUST 2025<\/em><\/p>\n\n\n\n

\"\"<\/a>Ourania Gkouna<\/strong>, International Hellenic University, Greece, Martha Kougioumtzoglou<\/strong>, Ministry of Education, Religious Affairs and Sports, Greece, Stavroula Kouvela<\/strong>, Ministry of Education, Religious Affairs and Sports, Greece, Zoi Pliari<\/strong>, Ministry of Education, Religious Affairs and Sports, Greece<\/p>\n\n\n\n

DOI: https:\/\/doi.org\/10.5281\/zenodo.16744289<\/a> <\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Services management and administration services, terms that can be used alternately, are applied in various sectors, such as education, where the students are considered to be the users of educational services and the teachers can be considered to be both the users and the providers of those services. The European education policy, through the European Educational Programmes, aims at changes that can improve the functioning of schools, so that the European schools, through services management, could create and manage knowledge and offer services to the educational community. The teachers can make use of the services offered by the European Educational Programmes, which combine educational tourism destinations within the framework of European mobility programmes, so as to gain professional-educational experience and develop professionally. However, low participation of teachers is observed, especially from Primary Education teachers from Greece in those programmes. The present research tries to investigate the causes of this low participation in educational tourism programmes. The theoretical framework of the research consists of Herzberg\u2019s motivation theory and the push-pull theory in order to determine whether Primary Education teachers from the prefectures of Imathia and Larissa are motivated either by themselves or by the school management to participate in all the procedures that a European Educational Programme such as Erasmus+ entails. The findings of the research highlight similarities and differences between the two prefectures in terms of the teachers\u2019 motivation to participate in European Educational Programmes. The present research may help in the creation of a policy tool to facilitate the role of the administration of the educational services of the European Union and its member states for the better professional development of its teachers.<\/em><\/p>\n\n\n\n

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Gkouna, O., Kougioumtzoglou, M., Kouvela, S., & Pliari, Z. (2024). Services management for educational tourism destinations in European educational programmes. Journal of Contemporary Education Theory & Research, 8(1), 14\u201319. https:\/\/doi.org\/10.5281\/zenodo.16744289<\/p>\n\n\n\n

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Destination branding, university’s brand and the Erasmus programme: A case study of Greek students’ influences on decision-making<\/mark><\/strong><\/p>\n\n\n\n

Published online: AUGUST 2025<\/em><\/p>\n\n\n\n

\"\"<\/a>Panagiota Tzouvaleki<\/strong>, International Hellenic University, Greece, \"\"<\/a>Evangelos Christou<\/strong>, International Hellenic University, Greece, \"\"<\/a>Chryssoula Chatzigeorgiou<\/strong>, International Hellenic University, Greece<\/p>\n\n\n\n

DOI: https:\/\/doi.org\/10.5281\/zenodo.16744455<\/a><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

Studies and vacations? Can these two experiences be combined? The well-known European education programme Erasmus is gaining even more popularity in recent years among Greek students. It is of interest to investigate how the brand of a destination, a university and the exchange programme itself influence students\u2019 decision-making. The methodological approach was built on secondary data, namely scientific theories and studies, while the primary data were conducted through quantitative analysis, i.e. questionnaire.<\/em><\/p>\n\n\n\n

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Tzouvaleki, P., Christou, E., & Chatzigeorgiou, C. (2024). Destination branding, university’s brand and the Erasmus programme: A case study of Greek students’ influences on decision-making. Journal of Contemporary Education Theory & Research, 8(1), 20\u201325. https:\/\/doi.org\/10.5281\/zenodo.16744455<\/p>\n\n\n\n

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Book review: Roadmap to a successful PhD completion in business & management and the social sciences \u2013 the definitive guide for postgraduate researchers, Glauco De Vita, Jason Begley and David Bowen, Peter Lang Publishing, Oxford, 2021, ISBN 978-1-80079-568-6, pp. 332<\/mark><\/strong><\/p>\n\n\n\n

Published online: AUGUST 2025<\/em><\/p>\n\n\n\n

\"\"<\/a>Georgia Stavraki<\/strong><\/strong>, International Hellenic University, Greece<\/em><\/p>\n\n\n\n

DOI: https:\/\/doi.org\/10.5281\/zenodo.16744521<\/a><\/p>\n\n\n\n

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Stavraki, G. (2024). Book review: Roadmap to a successful PhD completion in business & management and the social sciences \u2013 the definitive guide for postgraduate researchers, Glauco De Vita, Jason Begley and David Bowen, Peter Lang Publishing, Oxford, 2021, ISBN 978-1-80079-568-6, pp. 332. Journal of Contemporary Education Theory & Research, 8(1), 26\u201328. https:\/\/doi.org\/10.5281\/zenodo.16744521<\/p>\n\n\n\n

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Editorial Georgia Stavraki, International Hellenic University, Greece Ioanna Anninou, University of Surrey, UKPublished online:\u00a005 August 2024, JCETR, 8(1), pp. 1-2. DOI: 10.5281\/zenodo.16744017 Abstract The teaching and learning environment is constantly evolving, driven by both new possibilities and ongoing difficulties, which together envision the direction of future changes. Elements such as technology and Artificial Intelligence, increased [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1527"}],"collection":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/comments?post=1527"}],"version-history":[{"count":17,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1527\/revisions"}],"predecessor-version":[{"id":1628,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1527\/revisions\/1628"}],"wp:attachment":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/media?parent=1527"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}