The Pigment Power of Aronia: Evaluating Chokeberry Extract for Optimal Color and Quality in Gummy and Jelly Sweets

Abstract

The purpose of this paper is to study the
predisposition of school culture to the introduction of
change in teaching practices, as this is dictated by the
conditions of the 21st century. The conceptual areas
discussed include the introduction and implementation of
change and innovation in education, 21st century skills and
school culture. Since the research primary data was
collected in the Greek educational system, the
characteristics of the specific context are also analysed. The
research methodology developed on a pragmatic basis,
combining quantitative and qualitative research methods,
namely semi-structured interviews, a survey, and document
analysis, within a sequential three-stage design. The
development of the research tools and the data analysis were
conducted with reference to an originally designed model of
four school culture types. The results point to an actual
school culture that combines both change negative and
change positive characteristics. Specific aspects are
evaluated as more change negative school culture
characteristics, such as the families’ role and the approach
to the development of the personal, social and civic skills,
while others as more change positive ones, such as school
management