Quality of Teaching Political Theory to Non-specialized Students at the Academy of Journalism and Communication: Reality and Recommendation
Surveying and evaluating the quality of teaching political theory in non-specialized majors is the task assigned by the Ministry of Education and Training to education institutions, which are specialized and not specialized in political theory. As the key university in the national education system, the Academy of Journalism and Communication (AJC) was selected by the Ministry of Education and Training for the pilot program of teaching political theory. With the view to evaluate preliminary achievements of pilot program of teaching political theory in non-specialized majors at AJC, the article identifies the reality of teaching political theory in non-specialized majors based on the survey in 2018-2019. Based on the findings, the authors propose some recommendations to innovate the improve the curriculum of political theory at higher education institutions in general and at AJC in particular.
Source: Journal of Political Theory and Communications, no 11 (2019).
Related Posts
- The Meaning of the Manuscript “Correcting the Working Habits” to the Enhancement of Ethical Quality of the Party Members and Cadres
- Reality of Accessing 10 Rules of Moral Conduct among Media Students and Recommendations
- A Discussion on the Experiences of Teaching Vietnamese Language to Foreign Students at the Academy of Journalism and Communication
An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media
Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.
llcttt1994dientu@gmail.com
02438348033
Comment