International Higher Education Teacher Award ^2024/25

This is a research-based innovation related to the incorporation of the service-learning (SL) concept at the English Department, Faculty of Philosophy (FP), in collaboration with UNICEF and NGO Indigo. SL combines formal instruction with the corresponding service activity in the community, where the students gain further understanding of the course content and an enhanced sense of civic responsibility, through direct application of what they study in appropriate social contexts. We started an innovative cross-curriculum collaboration and joint implementation of SL in several elective ECTS-based courses (Grammar in EFL Teaching, Testing in EFL Teaching, Elements of Culture in EFL Teaching in the 7th and Computer Assisted Language Learning, Phonology in EFL Teaching, Psychology in the 8th semester.) Students can select up to two of these per semester. The voluntary SL (same for all six courses) enables them to cover pre-exam and exam obligations through SL tasks. Also, the content covered by the trainings for SL includes the topics from all six courses, so the students gain more knowledge through this cross—curricular integration. The socially relevant SL component was possible when the FP was invited by UNICEF and Indigo to join their project (see 4.2a) and offer online English language courses for migrant children, for which UNICEF and Indigo provided local logistics and support in 3 migrant centres in Serbia. The main activities, resulting in main outputs are: the professors modified the six elective courses, delivered thematic online training sessions for the students, designed the syllabi for 3 EFL courses and initial tests for migrant children, continuously supervised students in lesson preparation, testing, class and course organization and team communication. Students prepared lesson plans and teaching materials, delivered online classes to children, did the initial and final testing, participated at weekly coordination meetings, wrote reflexive teaching reports. The main outcomes are: students gained professional competences for all pedagogic aspects of EFL teaching; digital competences to use google classroom, search for, evaluate and create teaching materials using online resources and courseware tools; interpersonal communication and team working skills in online, international and multicultural environment; raised sensitivity towards vulnerable groups and social issues. Migrant children benefited by gaining basic English and digital competence

Methodology

Following its strategic goals, first to give their students best possible education, and second, to contribute to the local and regional community, Faculty of Philosophy accepted the invitation of UNICEF and Indigo to join their project in the area of migrant children education. The aim was twofold: 1) include the service-learning element into the English curriculum (particularly the syllabi of the methodology/psychology-related courses), 2) offer children in migrant centres English language courses as support for inclusion in the official educational system. The motivation of English Department was to improve the quality of EFL students’ education and to increase their competences by introducing SL as a new form of teaching practice and social engagement. A special innovation was that SL was simultaneously included in six 4th-year elective courses as a joint project. The preparation stage included: research into the role of SL in HE with examples of good practice, identifying the courses where SL could be implemented and adapting the courses’ syllabi for theoretical and practical inclusion of SL. In the next preparation stage professors planned project activities, recruited volunteer students, designed 3 tailor-made EFL courses for migrant children (CEFR A1, A1.2 and A2 levels), templates for lesson plans and weekly reports/reflection journal, placement and final tests, testing protocols and testing material, prepared material for and gave several trainings for students aimed at focused development of their pedagogic and digital competences, created the network of student-teachers and on-site representatives of partner institutions. In the SL implementation stage, which was the major obligation at their elective courses, student-teachers taught online EFL courses to migrant children. They took on all the professional duties while the professors provided guidance, support and supervision. Students did the initial online placement testing of children, prepared lesson plans, designed teaching material, had online classes, wrote weekly reports on the T&L process, had weekly online coordination meetings with the professors and other students to discuss the experience, shared successful teaching techniques and exchanged ideas for dealing with challenges, kept reflection journals. Professors closely followed students’ work, analysed and reviewed prepared documents with students, provided comments and tips for correction, referred students to relevant literature. Additional benefit was students’ collaboration: they performed teaching duties in pairs, shared the workload for lesson planning and material design. At weekly online coordinating meetings they shared their experience, thus creating a supportive community of professionals-to-be. Students’ work also included coordination with representatives of partner organizations, which was an opportunity for further development of their social skills. The weekly reports/reflection journals, as important part of SL, provided evidence of students’ professional, social and emotional development and offered proof of whether they met the course objectives. Finally, students’ assessment was based on all products and activities. The complexity of our SL component in the UNICEF project can be evidenced through the number of people involved. Along with the professors and students, the network includes UNICEF and Indigo management and Commissariat for Refugees and Migration (SCRM) coordinators in 3 migrant centres. To achieve efficient communication, various small-group networks are devised, who communicate via messaging apps and email. In the internal evaluation, students expressed their satisfaction with the obtained trainings, this innovative form of teaching practice and social engagement, and their professional and personal progress in developing various competences. The results of the external evaluation revealed a high level of students’ professional and personal reflection, as they clearly identified the benefits for them and other participants and indicated weak areas with possible suggestions for improvement, thus proving that the SL component greatly contributed to their education and development of professional competences. (Appendix 2 in 7.1 for details from our Google Classroom and Appendix 5 for details on evaluation)

Tools, equipment, technology used

The integrated technology provided the students with a) access to materials and learning resources, b) methods of online collaboration with co-students, professors, learners, and UNICEF and Indigo project management team, and c) the skills to present and utilize newly acquired knowledge and work collaboratively on lesson plans and designs. The electronic assets employed in the project: 1. Google Classroom, covering a) the students’ activity sharing, communicating, creating assignments, and integration with other Google Apps; b) training students in creating a class, inviting other participants (learners, professors, coordinators), posting announcements and sharing content as text, image, file, video, etc., automatizing tasks, and working with documents, sheets, slides and forms in Google Drive. 2. Webcasts, produced by professors, archived and viewed at the students’ convenience. Worksheets and PowerPoint presentations were added to the webcasts. Webcast recordings provided. Webcasts were used to instruct the students in migrant cultural background, approaches to educating school-aged migrants and the techniques of language proficiency assessment. 3. Webinars, facilitating the interaction between the professors and the students, asking questions, quick assessments, and document exchanges. Webinars were used for tutoring sessions on curriculum design, lesson planning and virtual classroom management. 4. E-mentoring, conducted through email, messaging apps and online meetings. 5. Online whiteboard (Jamboard), for improving skills in digital teaching, e.g. making online lessons interactive, writing and drawing to visualize the content taught, creating interactive exercises, adding built-in images, demonstrating handwriting in classes, making a board for vocabularygrammar points by using sticky notes or images, and creating a sorting wall for vocabulary revision. The students were also trained and encouraged to search for and apply various courseware authoring tools for teaching materials creation and online resources for class use. The Faculty of Philosophy provided technical support for the courses (Google Workspace). UNICEF provided tablets and internet connection for migrant learners.

Outcomes and outputs, main results

OUTPUTS 1. Modified curricula of six 4th-year elective courses at the English Department, related to EFL teaching methodology/psychology to include voluntary service-learning aspect 2. Collaboration network established between the Faculty/English department and external participants to respond to a relevant social issue (education of migrant children) 3. Trainings/webinars for student-teachers on developing teaching competences (pedagogic/psychological specificities of learners, teaching young learners/ migrant children/ multicultural groups, creating lesson plans and teaching materials) 4. Trainings/webinars for student-teachers on developing digital competences in teaching (online teaching and testing, critical reviewing of online sources and using them to create teaching material) and using digital communication apps 5. Instruction manuals produced for student-teachers covering all the details of using Google Classroom and Google Meet sessions for online classes 6. Training for Akelius platform by international trainers 7. Sillabi designed for 3 tailor-made English language (EFL) courses for migrant children 8. Initial and final online tests, testing protocols, testing material created for migrant learners 9. Templates designed for lesson plans for EFL courses and weekly reports/reflection journal for student-teachers 10. Lesson plans and teaching material (3 courses x 20 one-hour online classes) created for EFL courses for young (migrant) learners 11. Student-teachers’ completed weekly reports and reflection journals 12. EFL online courses delivered by student-teachers to several small groups of migrant children (Appendix 3) 13. Three internal surveys done (students evaluated the trainings and their competences developed through SL teaching practice (Appendix 5) OUTCOMES 1. English Department improved quality of pre-service teachers’/EFL students’ education and increased their competences by a) including a strong practical and social components in form of SL into six elective courses simultaneously as a joint project and b) innovating courses to enhance EFL students’ teaching and digital competences, interpersonal and problem-solving skills 2. The project raised awareness at the institution unit level of social issues and collaboration with socially responsible external organizations in the field of education 3. Students developed professional teaching competences enabling them to prepare for and teach multicultural groups of migrant children, identify and respond to pedagogic/psychological specificities of learners 4. Students developed digital competences enabling them to conduct online testing and teaching, critically review, select and create online teaching material and use digital communication and apps 5. Students developed social skills enabling them to provide collaborative team teaching, work in different-sized networks and with representatives of different partner organizations 6. Students developed multicultural awareness, sensitivity towards vulnerable groups and relevant social issues 7. Students developed reflection and self-reflection skills, related to all the aspects of the teaching practice, shared through the teaching journal and in regular weekly online reporting and team coordination sessions 8. Migrant children developed English competence to CEFR A1, A1.2 and A2 levels, depending on the course attended, and basic digital skills to follow online classes

Lessons learnt

The implementation faced some conceptual and technical problems, exclusively related to service-learning. The conceptual ones deal with the level of activities (English courses) designed by the professors and student-teachers for migrant children, which was set too ambitiously, and then adapted several times, based on the input from student-teachers and on-site coordinators. Technical problems that arose at the migrant centres (internet, tablets for children) were quickly solved by UNICEF&Indigo monitors and SCRM coordinators. The best way to avoid possible mistakes and organizational problems is to establish reliable communication channels (Viber, sms, phone, email, Google Meet sessions), for quick alerts, discussions and coordination, and promote relations of trust and responsibility among all the participants (professors, students, UNICEF/Indigo management, on-site coordinators), and the willingness to be flexible and cooperative with time management and activities (re)allocation.

Adaptability and sustainability of the best practice (for other institutions)

Service-learning concept can be adapted in all HEIs, by collaboration with external participants from the community, and other participants&beneficiaries from the same institution, who need some practical service, related to a particular HE course. In particular, it can be easily adapted in other HEIs that educate future teachers, and who, as part of their methodology/psychology courses, could provide education services to some parts of the community (e.g. vulnerable children populations or any groups in need of additional education input). It can be done with the assistance of local schools, NGOs, humanitarian organizations, etc. This particular project has been done for two years now and might be continued throughout the migrant/refugee crisis. The new generations of our EFL students are motivated to participate.

Promotion of best practice

The promotion was in two ways. The part focused on external actors (UNICEF, Indigo, SCRM) and beneficiaries (migrant children) is promoted by them in national printed and online media, their websites and social media and the Ministry of Education website, which all mention the professors and students from the Faculty of Philosophy. At the institutional level, the project is promoted at the faculty website, as a very useful teaching/learning practice, which provides students with teaching experience and better opportunities at the job market. At the level of English department, it is promoted in social media and by promo mails to 4th year students at the beginning of each cycle, and by the professors and student-teachers at an info session in the 3rd year, to attract students for the next cycle. Promotions stress the innovative teaching practice and the useful practical component for the elective teaching methodology/psychology courses and also a chance to gain valuable experience in teaching skills and social engagement. The promo activities contributed to the continuation of the UNICEF program and recruiting more students for the 2021/22 cycle.(Appendix 3)

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• National level
• EU/EHEA/International level

It is early to assess the impact but the practice may serve as a model for similar initiatives in teacher education at institutional, national and international levels, to incorporate service-learning and collaboration with relevant social actors in the field of education, and use digital space for online activities, which is all in line with national and EHEA policies of improving education of pre-service teachers. At the department/faculty level the cross-curricular instruction is useful as providing more teaching practice and more supervised development of teaching skills. At the cross-section level (HEI, NGO, UNICEF) the impact is primarily felt in the SL component, whereby migrant children benefited from the additional aspect of English language training in friendly online setting. The students got senzitivized for such issues and may be willing to get involved in similar initiatives in the future in their professional capacity.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Novel digital solutions (tools, frameworks, devices, tasks to enhance efficiency and motivation)
• Data security and responsible digital presence embedded in learning outcomes

Reasoning: Digital competence developed through skills in collaborative learning, in using digital educational applications and in adapting EFL online resources. The Akelius platform was a digital support in connecting lesson objectives, visualizing vocabulary/grammar and following learners’ progress. Assignments assessed self-regulated learning, competency in digital content creation and in transferring technological knowledge creatively to new learning situations safely and responsibly (see 5.1 and 5.2).

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6.2 Internationalization

• Developing students' multicultural awareness
• Students engagement in international projects
• International projects/research results embedded into course development and T&L

Reasoning: The training included raising multicultural awareness in this service-learning context and in general, respecting learners’ cultures in creating teaching materials and class implementation. Students involved in an international project (see 4.2a) had training for Akelius language platform and insight in UNICEF field work. The courses are partly redesigned to implement the SL component on the basis of internationally published previous research on foreign language education.(Appendix 4 in 7.1)

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6.3 Inclusion and diversity, universal design

• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: In line with major UNICEF policies, the project offered teaching services to the vulnerable group of educationally-deprived children in migrant centers in Serbia. In the process EFL students raised their awareness of the specific needs of this multicultural/multilingual vulnerable group and how to meet such needs in this and other professional contexts through lesson planning, material selection/design, adapting teaching methodology and cooperation with representatives of partner institutions.

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6.4 Sustainability

• Teaching material contains profession related sustainability aspects
• Social entrepreneurship projects, service-learning in the topic

Reasoning: The six modified courses contain teaching material related to service-learning in teacher education. Including SL teaching practice directed at vulnerable groups can offer EFL students awareness-raising experience of how to address educational needs and promote inclusive quality education for all, while improving the T&L process in the (online) classroom as informed, well-trained, reflective practitioners. Creating networks of socially responsible partners can have far-reaching social effects

3.3 Public contact datas

Name	Email address	Website
Service learning for EFL teachers	servedu@filfak.ni.ac.rs