Multidisciplinary Journal for Education, Social and Technological Sciences <p style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 6.0pt; margin-left: 0cm; text-align: justify; text-justify: inter-ideograph;">This journal publishes high quality manuscripts that engage theoretical and empirical issues including education, social and technological sciences. They are tackled from a multidisciplinary perspective. The journal also features case studies focusing on practical implications, or papers related to learning and teaching in social and science disciplines, and finally, reviews on recent books. Articles published in the MUSE journal are of importance to academics, policy makers, practitioners and analysts in government and organizations, seeking to understand the diverse and complex characteristics of international environments. Though preferences are given to manuscripts that are international in scope, papers focused on domestic contexts and issues are also welcome, in order to facilitate the sharing of knowledge and potential generalizability of findings worldwide.</p> Universitat Politècnica de València en-US Multidisciplinary Journal for Education, Social and Technological Sciences 2341-2593 <p><a href="" rel="license"><img src="" alt="Creative Commons License" /></a></p> <p>This journal is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a></p> Technical university students’ feedback on studying English online under the COVID-19 <p>The paper reveals the results of the survey, carried out by non-linguistic students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. Special attention is devoted to comparative analysis of feedback of respondents studying English online at the Institute of Physics and Technology (IPT) and Instrumentation Engineering Faculty (IEF) under the COVID-19. The actuality of the study is determined by the necessity of learning about students` experience studying English online during the 2020-2021 academic year for educators to design effective online courses and strategies, adjust teaching practices according to students’ needs. To achieve the aim, the following tasks were completed: first of all, to establish technical aspects of students’ learning experience, their attitudes to grouping, interactive activities, tests, English lessons online in general, and then to use descriptive statistics for processing the obtained data. The results of the survey are analyzed, described, and presented. Overall, the respondents positively assessed their experience of studying English online under the COVID-19.</p> Oksana Chugai Larysa Svyrydova Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 1 13 10.4995/muse.2022.16142 Playing, Constructionism, and Music in Early-Stage Software Engineering Education <p>Understanding that design involves trade-offs, thinking at multiple levels of abstraction, and considering the cohesion and coupling between sub-components of a larger whole is an important part of software (and other) engineering. It can be challenging to convey such abstract design concepts to novice engineers, especially for materials that are themselves abstract (e.g. software). Such challenges are compounded when teaching at the secondary school stage where students have limited experience of large-scale design problems that motivate the need for abstraction at all. In this paper, we describe a method for introducing these concepts to secondary school students using LEGO<sup>®</sup> and Raspberry Pi computers, asking them to build musical instruments as an entertaining way of motivating engagement with learning about design through play. The method has been successfully piloted in a series of three classroom sessions and key observations and experiences of using the method are presented.</p> Nicolas E. Gold Ross Purves Evangelos Himonides Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 14 38 10.4995/muse.2022.16453 An Analysis of the Link between Metacognitive Beliefs and Academic Health-oriented Lifestyle Preventive Behaviours Mediated by Self-efficacy during the COVID-19 Pandemic <p>The outbreak of the coronavirus and its ramifications, including lockdown and shutting down of many learning centers magnified the necessity of turning to virtual learning, has given rise to concerns about students’ learning and their reaction to the new teaching methods and the challenges they entail. The present study attempts to examine the link between metacognitive beliefs and behaviors that prevent health-oriented lifestyles through academic self-efficacy during the COVID-19 pandemic. The statistical sample consisted of 239 randomly selected undergraduate students of engineering at Azad University of Shahre-e Rey in the second semester of 1399-1400. The data were gathered using academic health-oriented life style test Salehzadeh et al. (2018) Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), and Wells’ Metacognition Questionnaire-30 (MCQ-30). Findings of the study indicated that metacognitive beliefs are related to behaviors preventing academic health-oriented life style factors, such as learned helplessness and effort withdrawal, through self-efficacy. It is suggested that, According to the positive relationship that exists between metacognitive strategies and academic achievement. As well as these strategies are scalability learners need to be trained in skills such as self-regulation self- monitoring planning and goal setting. Until they dominate decided cognitive strategies and professors can also encourage students to use orientation by designing assignments, teaching study strategies, and using new teaching methods</p> Fatemeh Moradi Sara Aghaei Sabet Sahar Soufi Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 39 58 10.4995/muse.2022.16879 The Sustainable Development Goals (SDGs) applied to Mechanical Engineering <p>In 2015, the United Nations approved the 2030 Agenda on Sustainable Development, an opportunity for countries and their societies to face the challenge of successfully addressing the transition to a more sustainable future for people and the planet, leaving no one behind. The agenda defines a total of 17 Sustainable Development Goals (SDGs) of universal application to promote economic growth, a commitment to social needs and the protection of the environment. For the successful achievement the ambitious and demanding SDGs, individuals, businesses, governments, and higher education institutions should work collaboratively.</p> <p>This paper aims to contribute to the implementation of the SDGs in the mechanical engineering subjects, and to define appropriate indicators and validation processes to assess their level of fulfillment as established in the 2030 Agenda. As a result, better decisions can be made regarding the efforts that universities - including students, academics and researchers and professional services staff - must invest to incorporate the SDGs into their initiatives, structures, and policies.</p> Carlos Llopis-Albert Francisco Rubio Shouzhen Zeng Juan Grima-Olmedo Carlos Grima-Olmedo Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 59 70 10.4995/muse.2022.17269 English Language Proficiency of Senior High School Students <p>This paper aimed to determine the English language proficiency of senior high school students as input for the language extension program at Gammad National High School. Specifically, it determined the students’ proficiency level on the eight (8) parts of speech; the reading comprehension level along literal, interpretative, evaluative, and integrative; and the reading comprehension level on different genres such as a poem, essay, and short story. A descriptive research design was employed in the study. The fifty-one (51) respondents of Grade 11 senior high school students at Gammad National High School were chosen using the total enumeration technique. An 82-item proficiency test was used as an instrument in gathering the data. Weighted mean was used in analyzing the data. Results of the study show that among the eight parts of speech, the senior high school students performed well in using adverbs, prepositions, and interjections but found it problematic of using verbs. On reading comprehension, the respondents excelled under literal level across all genres but not on integration and evaluation levels. The study concluded that the respondents are “Proficient User of English” or “High” level in using grammar and reading comprehension. They have mastered the basics of using the English language; however, they need to be exposed more to meaningful activities and varied texts to attain a high level of proficiency.</p> Jomel Balinuyus Manuel Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 71 86 10.4995/muse.2022.16638 Doctoral Education in Ukraine: the Application of Digital Tools and Services by Doctoral Students under COVID-19 Pandemic <p>The paper aims to explore the peculiarities of doctoral education under COVID-19 in Ukraine. The application of digital instruments and services by doctoral students has become a priority during distance training. However, this approach is mainly a new experience and, accordingly, undergoes theoretical substantiation and piloting. The focus of the study is two-fold. It theoretically discusses the digital support of dissertation research at various stages. Secondly, based on the findings of the survey on the doctoral students’ application of digital tools and services the challenges have been identified. We conclude that the priority of digital education in the EU countries, especially under COVID-19 pandemic highlights the task of restructuring the doctoral education in Ukraine towards its dynamic digitalization. The digitization should be comprehensive and systematic. Systematization should include technical, organizational, motivational and developmental components aimed at synergy of institutions, doctoral students and supervisors. The complexity should include both the digitization of the training component and independent work of the doctoral students while writing a dissertation. The groups of DT&amp;S for application by doctoral students are recommended for the inclusion into the doctoral students’ training curriculum both in the format of a separate course and by integration into the syllabi of other disciplines. Based on the research findings the targeted scientific/methodical events (seminars, master classes, doctoral schools, etc.) providing knowledge and skills on DT&amp;S application are recommended.</p> Lyudmyla Khoruzha Olena Lokshyna Nataliia Mazur Volodymyr Proshkin Copyright (c) 2022 Multidisciplinary Journal for Education, Social and Technological Sciences 2022-04-05 2022-04-05 9 1 87 112 10.4995/muse.2022.16768