Journal of Culture and Values in Education <p><strong><em>Journal of Culture and Values in Education</em></strong><strong><em>&nbsp;(JCVE) (E-ISSN:</em></strong><em> <strong>2590-342X)</strong></em> is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June &amp; December) in online versions. The journal accepts article submissions online through the website of the journal which can be reached at <a href=""></a> &nbsp;&nbsp;</p> <p>The overarching goal of the journal is to disseminate original research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img style="float: right;" src="/public/site/images/btarman/JCVE1.jpg" width="374" height="485"></p> <ul> <li class="show"><em>General Education </em></li> <li class="show"><em>Cognition, Culture and Values</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Cross-cultural Learning in Education</em></li> <li class="show"><em>Cultural Studies in Education</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Language and Culture</em></li> <li class="show"><em>Popular Culture and Education</em></li> <li class="show"><em>Identity Politics &amp; Minorities</em></li> <li class="show"><em>Race &amp; Ethnicity in Education</em></li> <li class="show"><em>Immigration/Migration</em></li> <li class="show"><em>Multicultural Education</em></li> <li class="show"><em>Popular Culture &amp; Cultural Studies</em></li> <li class="show"><em>Transnationalism in Education</em></li> <li class="show"><em>Citizenship and Policies of Integration</em></li> </ul> Journal of Culture and Values in Education en-US Journal of Culture and Values in Education 2590-342X Culture, cognition, and college: How do cultural values and theories of intelligence predict students’ intrinsic value for learning? <p><span style="font-weight: 400;">This research explored the cultural and cognitive factors that promoted college students’ intrinsic value for academic learning, which has been shown to be an important correlate of college students’ GPA. Cultural values and theories of intelligence were both hypothesized to predict students’ intrinsic value, but only cultural values were shown to be an important predictor in these relationships. Explanations and implications for these findings are explored.</span></p> Dana Donohue ##submission.copyrightStatement## 2020-07-01 2020-07-01 4 1 1 14 10.46303/jcve.2020.3 Intercultural Experiences Prior to the Educational Program: Occupational Therapy and Social Work Students <p>In the health and social professions, including occupational therapy and social work, interactions and exchanges with people are essential. Populations encountered by professionals in these fields are becoming increasingly diverse in terms of age, origin, language, health status, and socio-economic background. Sometimes, professionals can have potential misinterpretations regarding intentions and actions, health beliefs and practices, or verbal and non-verbal communication. To overcome obstacles related to practice in a context of diversity, universities must develop students’ intercultural competence. Scientific literature stresses the importance of encountering diversity to improve awareness and sensitivity and to bring attention to biases and prejudices. Considering students’ intercultural experiences before their formation could be a basis to achieve this educational goal. The present study aims to document this topic. Semi-structured interviews with 51 first-year students from two educational institutions in French-speaking Switzerland were conducted to capture the participants’ descriptions of these experiences in private or professional contexts. The interviews were transcribed and submitted to a thematic analysis approach. A thematic map was generated and three main themes emerged: (1) perception of diversity; (2) communication challenges; and (3) transformation of attitudes toward the “Other.” They are described and discussed in terms of developing intercultural competence. Recommendations regarding intercultural education emerge from these findings.</p> Sylvie Tétreault Carine Bétrisey Camille Brisset Alida Gulfi Martine Schaer Yvan Leanza Nicolas Kühne ##submission.copyrightStatement## 2020-07-01 2020-07-01 4 1 15 33 10.46303/jcve.2020.6 From Brain Drain to Brain Gain: The Battle Against Talent Drain <p>Building an enabling scientific community of educated or professional people is a growing focus for many American cities. The retention of home-grown graduates increases the intellectual capacity in a region. Arising from technology-driven accelerated growth, the geographical mobility of young skilled workers has become a key issue in recent studies, attracting the attention of both academics and policymakers. The purpose of this paper is to investigate the factors that influence the retention or draining of graduates from a mid-sized higher education instruction’s Child and Youth Studies (CYS), an innovative transformational educational program. The program is focused on developing a socially entrepreneurial mindset on the part of the learner. The study is also aimed at identifying how urban areas in southwest Florida would work toward retaining a large pool of young innovative graduates and enjoy the benefits of smart growth. The data for the study was collected by sending out a survey to 115 current students or those who are about to graduate. The selected 50 (43.5%) participated in the study by completing the survey. The data was analyzed using several descriptive statistics. Several retention factors were identified. They included socio-economic and recreational factors. The research found that the majority of the graduates left not just because it was not easy to find competitive-paying jobs in the region but rather because of lack of awareness of the availability. Other significant factors included inadequate housing, lack of support for their entrepreneurial incubators, and poor public transport.&nbsp;It was also evident that a large number of potential local employers were not aware of the benefits of hiring the CYS graduates. Greater involvement of college students and recent graduates in the community projects would increase retention. It is proposed that each of the SW Florida cities should develop policies that will make them more attractive to the graduates. They should also identify ways of increasing awareness of opportunities available for the graduates in the region.</p> Peter Ndiangui ##submission.copyrightStatement## 2020-07-01 2020-07-01 4 1 34 48 10.46303/jcve.2020.5 Students’ and Teachers’ Factors Hindering Effective Teaching and Learning of Economics in Secondary Schools in the Nsukka Local Government Area of Enugu State <p>Students’ and teachers’ factors that affect effective teaching and learning of economics in secondary schools in the Nsukka Local Government Area of Enugu State, Nigeria, was investigated using 10 out of 31 public schools in the study area. Data was collected using a questionnaire titled “Teachers’ &amp; students’ factors hindering effective teaching and learning of Economics in Secondary Schools (TSFETLE),” developed by the researchers and rated on a four-point scale. The instrument had 26 items arranged in three clusters. Cluster A elicited information on teacher-related factors hindering effective teaching and learning of economics, Cluster B sought information on student-related factors that hinder effective teaching and learning of economics, and Cluster C sought information on strategies for effective teaching and learning of economics. The 52 teachers in the 31 government-owned secondary schools and 349 SS2 students of economics in 10 randomly selected secondary schools in the Nsukka Local Government Area of Enugu State were included in the study. Data elicited from three research questions were analyzed descriptively using mean and standard deviation, while t-test was used to compare the teachers’ and students’ responses. The results of the study showed that teachers’ qualifications, teaching methods, and students’ attitudes and disposition toward economics are the key factors affecting effective teaching and learning of economics.</p> Ezinne Orie Idika ##submission.copyrightStatement## 2020-07-01 2020-07-01 4 1 49 63 10.46303/jcve.2020.4 Increasing Civic Engagement Through Civic Education: A Critical Consciousness Theory Perspective <p>There is a growing need for increased civic engagement in developing countries. We argue that civic education has not met this need in Nigeria because it is uncritical, but it can be reformed through critical consciousness theory emphasizing knowledge and critical thinking. However, for civic education reforms, we need to understand the relationship between sociodemographic factors and civic engagement. Therefore, we investigated the influence of six sociodemographic factors (gender, location, age, income, education, and ethnicity) on two civic engagement constructs—environmental civility and community volunteering—using the responses of 372 respondents on the Civic Engagement Scale. Results revealed that community volunteerism is mainly influenced by age, gender, and location, while environmental civility is mainly influenced by location and education, and there is a generally low level of civic engagement. The implications of these findings for a critical civic education aimed at increasing critical consciousness and civic action are discussed.</p> Sandra Ogechi Ajaps Adaobiagu Nnemdi Obiagu ##submission.copyrightStatement## 2020-07-01 2020-07-01 4 1 64 87 10.46303/jcve.2020.2 Obstacles facing rural women development in the Palestinian society: Nablus Governorate as a Case Study <p>Women constitute 49 percent of the Palestinian population, but the participation of Palestinian women in economic and social development in Palestinian society is low. The low participation of women is due to many obstacles and constraints preventing them from contributing to the economic and social development of Palestinian society. This study aims to address the most important obstacles facing Palestinian women in achieving development, focusing on the problems and constraints facing rural women in Nablus Governorate. The study used the descriptive, analytical, inductive, and historical approach based on references, books, periodicals, and field work. The data were collected through personal interviews and questionnaires. One hundred questionnaires were distributed to obtain scientific results in an objective manner. The study found that there are a number of factors preventing Palestinian women from contributing to the development process, most importantly social, economic, political, security, media, and personal factors. The study concluded with a number of important recommendations and proposals necessary to increase the role of rural women as well as the economic and social development of Palestinian society.</p> <p>&nbsp;</p> Loai Mahmoud Aburaida ##submission.copyrightStatement## 2020-07-02 2020-07-02 4 1 88 99 10.46303/jcve.2020.1 A Value and Character Educational Model: Repercussions for Students, Teachers, and Families <p>The aim of this article is to provide some insight on the implementation of a series of values in the educational system. The approach sought is holistic, considering that we weigh the effects of those values not only related to students and teachers, but also to families, government, and school administrators. This approach is new since many values and character education studies are centered on either students or teachers, or both. Also, this article tackles the concept of values and character education, adding the review of several related studies, providing valuable information about the benefits and advantages that this educational model offers based on the expectation that those values must be present in all factors of the learning process. Finally, this article delivers a reflection on those same elements with the goal to use it as a thought-provoking tool to consider more solutions to help students face academic challenges and those related to life.</p> Jorge Gabriel Berges Puyo ##submission.copyrightStatement## 2020-08-02 2020-08-02 4 1 100 115 10.46303/jcve.2020.7 The cultural dimensions of information use: A focus on the experience of Emirati students in higher education <p>Upon transitioning to higher education, Emirati students bring their cultural values and sentiments into the teaching and learning environment. Using the Explanatory Sequential component of the mixed methods approach, this research focused on Emirati students enrolled in higher education. The exploration of national culture revealed insights into how information use is experienced. This research provides empirical data contributing to the discussion of how culture intersects with information use in higher education. New contributions underpin the relationship between culture and information use. They also support the design and implementation of pedagogical approaches that recognize the cultural diversity of learners.</p> Helen Weston ##submission.copyrightStatement## 2020-11-07 2020-11-07 4 1 116 134 10.46303/jcve.2020.8