Articles

Workplace Learning and Collaborative Learning: Insights and Applications in Azerbaijan’s Education System

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This article explores the significance of workplace learning and collaborative learning, focusing on their applications within Azerbaijan’s education system. By analyzing global best practices and local contexts, the article identifies key strategies to enhance the professional development of educators and students. Workplace learning is examined as a mechanism for continuous professional growth through structured and unstructured experiences in educational settings. Collaborative learning is discussed as a dynamic process that enhances critical thinking, teamwork, and adaptability among students and educators alike. Findings emphasize the integration of collaborative methodologies into workplace environments, fostering innovation and adaptability in educational practices. The article also highlights the challenges that hinder the full implementation of these methods, including cultural barriers, resource limitations, and policy gaps. Actionable solutions, such as infrastructure development, targeted training programs, and cultural shifts toward teamwork, are proposed. These insights aim to contribute to the ongoing educational reforms in Azerbaijan, providing a roadmap for fostering a more inclusive and effective learning ecosystem.

Situation of Professional Development via Self-Directed Learning of Social Work Students in Hanoi National University of Education

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This article focuses on the current situation of professional development (PD) capacity through self-directed learning (including knowledge, awareness, intervention skills, professional attitudes) of social work students in Hanoi National University of Education (HNUE). To achieve this goal, we conducted a random survey of 135 students by observation methods, and questionnaires. Self-directed learning (SDL) is one effective tool to enhance professional learning (which is a key component of professional development, in addition to professional identity and professional practice) because it oriented a process for students to achieve the desired results. Research results show that students’ awareness, attitudes, and skills of professional development via self-directed learning are weak. Students are not aware of and understand how to develop their profession. The activities they did are just according to their intuition and do not have the necessary skills for PD. This leads to the recommendation for an educational group social work. This suggested group work aims to enhance awareness, attitudes, and skills of professional development through SDL of Social Work students in HNUE by providing knowledge, skills, and the way how to apply them to actual activities, promoting the capacity of the individual.