<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Margaret Kit Yok Chan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TREND OF EDUCATION RESEARCH IN PRE AND POST COVID19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational tendencies</style></keyword><keyword><style  face="normal" font="default" size="100%">preventive measures</style></keyword><keyword><style  face="normal" font="default" size="100%">school subjects</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651337912.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education research trends are related to the style of types or their directions conditioned by social demand or the specificity of cultural changes at a given time and place (Potyrala, 2020).  Accordingly, educational tendencies are of certain regularities with outlines in the development of ideas related to education and upbringing showing perspectives that can be predicted by describing models, planning research on future processes, as well as taking preventive measures.  Before the turn of the century, the education research was delving on the evolution of traditional face-to-face education towards digital education with the advancement of the technologies in developing 21st century students coming from the alpha, Y and Z generations. Trilling and Fadel (2009) foresaw the 21st century student need learning traditionally school subjects with contemporary content themes to be combined with the 21st century skills. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">238-241</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarzyna Potyrała</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A FEW REFLECTIONS ON CONTEMPORARY SCIENCE EDUCATION AND EDUCATIONAL RESEARCH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational research</style></keyword><keyword><style  face="normal" font="default" size="100%">educational tendencies</style></keyword><keyword><style  face="normal" font="default" size="100%">natural environment</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1581494566.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Educational tendencies are certain regularities outlined in the development of ideas related to education and upbringing. They show some perspectives that can be predicted by describing models, planning research on future processes as well as taking preventive actions. Trends are more, than tendencies, related to the style of some types of research or their directions conditioned by social demand or the specificity of cultural changes at a given time and place.
	Contemporary science education tendencies are largely due to the globalization process, technology development, multiculturalism and human impact on the natural environment. The old slogans such as &quot;Live globally, act locally&quot;, &quot;Sustainable development in practice&quot; or &quot;Multicultural path to success&quot; still seem to be a big challenge. We see a number of problems that remain unsolved, and even grow, in the situation of rapid development of knowledge, social change and global climate issues.
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-8</style></section></record></records></xml>