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16 pages, 2900 KiB

Open AccessArticle

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

by Eeva-Maria Hooli, Silvia Corral-Robles, José Luis Ortega-Martín, Antonio Baena-Extremera and Pedro Jesús Ruiz-Montero

Int. J. Environ. Res. Public Health 2023, 20(6), 4852; https://doi.org/10.3390/ijerph20064852 - 9 Mar 2023

Cited by 4 | Viewed by 2148

Abstract

In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition [...] Read more.

In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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15 pages, 2177 KiB

Open AccessArticle

Education for Sustainable Development: Challenges for Postgraduate Programmes

by Ángel Acevedo-Duque, Carmen Jiménez-Bucarey, Tohtli Prado-Sabido, Mirtha Mercedes Fernández-Mantilla, Irene Merino-Flores, Sandra Sofía Izquierdo-Marín and Nicolás Valle-Palomino

Int. J. Environ. Res. Public Health 2023, 20(3), 1759; https://doi.org/10.3390/ijerph20031759 - 18 Jan 2023

Cited by 10 | Viewed by 3465

Abstract

As the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, [...] Read more.

As the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, humanitarian, and refugee crises, all against the backdrop of an unfolding climate emergency. The aim of this research is to analyse the challenges faced by postgraduate programmes in training human talent for sustainable development on the basis of Grounded Theory. To do so, we have used a dialogical intervention through the complementary experiences of authorities of higher-education institutions that live day by day for a fair, quality, and sustainable education. With a naturalistic qualitative method, where the hermeneutic analysis procedure is structured in five phases, and with data from key informants from 9 countries, 20 interviews are obtained with key informants in Latin American and Spanish universities during 2021, according to inclusion criteria such as: belonging to a higher-education institution, with a doctorate degree, with more than 10 years of experience in management, and training in postgraduate programmes. The data are processed through ATLAS.ti9, which allows for the analysis of the key informants’ discourses. The findings show that the university institutions that currently offer postgraduate programmes are considering improving the quality of education; the first challenge is to redesign the curricula according to the demands of the current and future world, incorporating technological resources and knowledge of the environment; inter- and transdisciplinary curricula that form enterprising postgraduates with a solid ethical life project; critical, complex, and systemic thinking. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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15 pages, 1972 KiB

Open AccessArticle

Readiness and Challenges of E-Learning during the COVID-19 Pandemic Era: A Space Analysis in Peninsular Malaysia

by Adi Jafar, Ramli Dollah, Prabhat Mittal, Asmady Idris, Jong Eop Kim, Mohd Syariefudin Abdullah, Eko Prayitno Joko, Dayangku Norasyikin Awang Tejuddin, Nordin Sakke, Noor Syakirah Zakaria, Mohammad Tahir Mapa and Chong Vun Hung

Int. J. Environ. Res. Public Health 2023, 20(2), 905; https://doi.org/10.3390/ijerph20020905 - 4 Jan 2023

Cited by 6 | Viewed by 3569

Abstract

During the COVID-19 era, most countries, including Malaysia, have shifted from face-to-face teaching systems to online teaching programs. The aim of this study is to identify the main challenges that higher education students face during e-learning based on their residential location throughout Peninsular [...] Read more.

During the COVID-19 era, most countries, including Malaysia, have shifted from face-to-face teaching systems to online teaching programs. The aim of this study is to identify the main challenges that higher education students face during e-learning based on their residential location throughout Peninsular Malaysia. This study further examines the readiness of higher education students to apply e-learning. Therefore, a cross-sectional survey approach is used to fulfil the outlined objectives. Accordingly, 761 public (95.3%) and private (4.7%) higher education students residing in Peninsular Malaysia are sampled in this study. The survey was administered online for 37 days, from 21 October 21 to 6 December 2021, using either WhatsApp or Facebook. The raw data is inferentially (Principal Component Analysis, K-Means Clustering, Kruskal Wallis, and spatial analysis) and descriptively (mean, standard deviation & percentage) analyzed. It has been revealed that six clusters of students in Peninsular Malaysia face various challenges while following the e-learning program. Most states in Peninsular Malaysia are dominated by students in Cluster D (Terengganu, Perlis, Penang, Selangor, WP Kuala Lumpur, and WP Putrajaya) and Cluster B categories (Melaka, Johor, Kelantan, and Kedah). Students in the Cluster D category tend to suffer from physical health disorders and social isolation, while students in the Cluster B category face problems with decreased focus in learning, mental health disorders, and social isolation. The outcomes further indicate that the more challenges students face during e-learning programs, the lower their willingness to continue with the program. The results of this study are significant in addressing the challenges of e-learning, which will help stakeholders address and strengthen student abilities. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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35 pages, 3258 KiB

Open AccessArticle

Remote Learning in Higher Education: Evidence from Poland

by Józef Ober and Anna Kochmańska

Int. J. Environ. Res. Public Health 2022, 19(21), 14479; https://doi.org/10.3390/ijerph192114479 - 4 Nov 2022

Cited by 20 | Viewed by 3731

Abstract

The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and [...] Read more.

The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students’ point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students’ evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1–2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents’ education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents’ evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students’ education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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16 pages, 870 KiB

Open AccessArticle

The Moderating Role of Teamwork Engagement and Teambuilding on the Effect of Teamwork Competence as a Predictor of Innovation Behaviors among University Students

by Pilar Martín-Hernández, Marta Gil-Lacruz, Ana Cristina Tesán-Tesán, Amalia Raquel Pérez-Nebra, Juan Luis Azkue-Beteta and María Luz Rodrigo-Estevan

Int. J. Environ. Res. Public Health 2022, 19(19), 12047; https://doi.org/10.3390/ijerph191912047 - 23 Sep 2022

Cited by 4 | Viewed by 3318

Abstract

Sustainable innovation is the cornerstone of economic growth and development of regions and nations, as well as of organizational competitiveness and success. Innovation is a complex process that relies on individuals and often implies social activities based on interaction with others. Higher Education [...] Read more.

Sustainable innovation is the cornerstone of economic growth and development of regions and nations, as well as of organizational competitiveness and success. Innovation is a complex process that relies on individuals and often implies social activities based on interaction with others. Higher Education (HE) is expected to prepare innovative and teamwork-competent individuals. However, it has been noted that, so far, HE has not really addressed the question of how to train innovative college students capable of working in teams. To face such challenges, incorporating active teaching and learning methodologies, such as game-based learning (GBL), could be of great utility, as well as conducting much more research about the effect of teamwork-related factors on IWB, such as teamwork engagement (TWE) and teambuilding (TB). Under this background, our aim was to test the predictor effect of teamwork competence (TWE) on IWB, exploring the moderating role of TWE and TB in a sample comprising 142 college students of Health Sciences and Social Work. Our obtained results, through a multiple additive moderation analysis, showed that TWC positively predicted IWB. Moreover, this effect was moderated by TWE and TB. Therefore, these findings set light around how to foster IWB in HE. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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21 pages, 914 KiB

Open AccessArticle

Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

by Zengzhao Chen and Rong Chen

Int. J. Environ. Res. Public Health 2022, 19(18), 11630; https://doi.org/10.3390/ijerph191811630 - 15 Sep 2022

Cited by 7 | Viewed by 4046

Abstract

In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety [...] Read more.

In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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10 pages, 359 KiB

Open AccessArticle

Effects of a Personalised Physical Exercise Program on University Workers Overall Well-Being: “UAL-Activa” Program

by Antonio Jesús Casimiro-Andújar, Ricardo Martín-Moya, María Maravé-Vivas and Pedro Jesús Ruiz-Montero

Int. J. Environ. Res. Public Health 2022, 19(18), 11331; https://doi.org/10.3390/ijerph191811331 - 9 Sep 2022

Viewed by 2528

Abstract

Background and objectives: Regular individualised physical exercise (PE) is a habit that not only has consequences for overall health (physical, emotional, social and mental) but can also have positive effects on organisations and institutions, as it helps workers to improve their personal [...] Read more.

Background and objectives: Regular individualised physical exercise (PE) is a habit that not only has consequences for overall health (physical, emotional, social and mental) but can also have positive effects on organisations and institutions, as it helps workers to improve their personal balance and recover from the effort of their working day, showing higher levels of energy, commitment and productivity. The aim of this study was to understand the relationship between the practice of PE and well-being in personal life and at work, as well as job satisfaction, overall health and the assessment of the personal training service provided by final-year students studying for a degree in Physical Activity and Sport Sciences. Methods: This study used a qualitative research methodology. There were 25 employees of the University of Almeria (UAL) (M = 52.16 ± 9.55 years), divided into two focus groups and participating in the physical exercise program “UAL Activa”. Results: The following three main themes, based on the results, emerged: (a) social well-being during PE practice, (b) assessment of the personal training service and (c) physical exercise as an emotional benefit at work. Conclusion. The workers’ interventions have shown that participating in a personalised PE program led by a personal trainer can improve overall health and mood, with a very positive influence on the working environment. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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16 pages, 2601 KiB

Open AccessArticle

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

by Adi Jafar, Ramli Dollah, Ramzah Dambul, Prabhat Mittal, Syahruddin Awang Ahmad, Nordin Sakke, Mohammad Tahir Mapa, Eko Prayitno Joko, Oliver Valentine Eboy, Lindah Roziani Jamru and Andika Ab. Wahab

Int. J. Environ. Res. Public Health 2022, 19(17), 11108; https://doi.org/10.3390/ijerph191711108 - 5 Sep 2022

Cited by 6 | Viewed by 2921

Abstract

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual [...] Read more.

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4). Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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13 pages, 348 KiB

Open AccessArticle

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

by Mostafa Aboulnour Salem, Wafaa Hassanien Alsyed and Ibrahim A. Elshaer

Int. J. Environ. Res. Public Health 2022, 19(16), 9886; https://doi.org/10.3390/ijerph19169886 - 11 Aug 2022

Cited by 9 | Viewed by 2711

Abstract

Compatible with global sustainable development report, 2016 edition, and vision 2030, Saudi Arabia recognized the importance of technology in achieving the Sustainable Development Goals (SDGs). This paper aims to measure the self-perception of digital skills among students in Saudi Arabia’s higher education system [...] Read more.

Compatible with global sustainable development report, 2016 edition, and vision 2030, Saudi Arabia recognized the importance of technology in achieving the Sustainable Development Goals (SDGs). This paper aims to measure the self-perception of digital skills among students in Saudi Arabia’s higher education system to understand how they were influenced before and amid the COVID-19 pandemic. In 2019 before the COVID-19 pandemic, we started a project to study the self-perception of digital skills among Saudi Arabia university students (group A). A total of 469 students participated in this research. The validity and reliability of the employed scale were tested with first-order confirmatory factor analysis (CFA). The differences between the two groups (before and amid the pandemic) were tested through the Mann–Whitney U test. The results for group A (N = 232 students) showed a higher self-perception of their digital skills. In March 2020, amid the pandemic, Saudi Arabia closed and shifted to technology-based teaching like many other countries worldwide. After students’ return to universities in 2021, an evaluation of how the students perceived their own digital skills was again conducted (group B). The results for group B (N = 237 students) demonstrated a lower level of confidence in their own digital abilities. Comparing two groups (A and B), after the educational course was administered, group A (prior to COVID-19) had greater self-perceptions of digital skills than group B (amid COVID-19). Students’ perceptions of their own digital skills have been negatively impacted as a result of the pandemic situation caused by COVID-19. The collected evidence suggests that there is a difference, and that this difference is statistically significant. As a result of the substantial relationship between self-perception of digital skills and how students deal with reality based on their own self-perception, Saudi Arabia higher education ministry shifted teaching methods to be based on technology. Other significant findings and their implications for practice and theory were reported in this study. Finally, limitations and prospects for future research were also elaborated. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

13 pages, 692 KiB

Open AccessArticle

How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education

by María Maravé-Vivas, Celina Salvador-Garcia, Jesús Gil-Gómez, Teresa Valverde-Esteve and Ricardo Martín-Moya

Int. J. Environ. Res. Public Health 2022, 19(15), 9175; https://doi.org/10.3390/ijerph19159175 - 27 Jul 2022

Cited by 3 | Viewed by 1627

Abstract

Active and democratic citizenship promotion has become a critical challenge for higher education, and civic engagement is a fundamental axis not only in education but also in fostering democratic systems. Consequently, teacher educators held a prominent role through their own teaching practices to [...] Read more.

Active and democratic citizenship promotion has become a critical challenge for higher education, and civic engagement is a fundamental axis not only in education but also in fostering democratic systems. Consequently, teacher educators held a prominent role through their own teaching practices to generate contexts promoting critical thinking, skills and attitudes. The aim of this study was to analyze the learning related to the political dimension developed by pre-service teachers (n = 123) after participating in a Service-Learning program through physical education with children at risk or/and student with educational needs. This research followed a qualitative research approach and we based the analysis of reflective diaries on Gorham’s (2005) categories regarding political learning: Critical political thinking, Interest in politics, Deliberation and Political judgment. The findings show a development in learning such as civic attitudes, critical political thinking, awareness of social justice problems, increased civic compromise and responsibility. The Service-Learning program, therefore, may have been an adequate option to develop pre-service teachers’ learning related to a political perspective. Therefore, these findings let us understand how Service-Learning may foster equity and social justice among future teachers. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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20 pages, 888 KiB

Open AccessArticle

Methodological Proposal for the Accompaniment and Development of Service+Learning Methodology in Universidad de Las Americas in Chile

by Mario Fuentes-Rubio and Antonio Castillo-Paredes

Int. J. Environ. Res. Public Health 2022, 19(14), 8626; https://doi.org/10.3390/ijerph19148626 - 15 Jul 2022

Viewed by 2012

Abstract

Service+Learning (S+L) is an active teaching methodology that enables students to participate in their teaching and learning process, being guided by the teacher. This methodology allows the student to show all the skills, abilities, tools and theoretical-practical knowledge since they are placed at [...] Read more.

Service+Learning (S+L) is an active teaching methodology that enables students to participate in their teaching and learning process, being guided by the teacher. This methodology allows the student to show all the skills, abilities, tools and theoretical-practical knowledge since they are placed at the service of the community partner, which in the case of pedagogies translates into pedagogical practice centers. This transfer must be guided and mediated by the teacher, allowing to provide a response to the requirements of the practice center through the “S+L Booklet”, developed as a methodological proposal for the intermediate practice subject of the Universidad de Las Américas Physical Education Pedagogy career. This instrument takes 15 weeks of weekly development with the proposal, adjustment, development-implementation, monitoring, evaluation and feedback by the students and the teacher of the subject. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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9 pages, 363 KiB

Open AccessArticle

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

by Natalia Triviño-Amigo, Sabina Barrios-Fernandez, Carlos Mañanas-Iglesias, Jorge Carlos-Vivas, José Carmelo Adsuar, Ángel Acevedo-Duque and Jorge Rojo-Ramos

Int. J. Environ. Res. Public Health 2022, 19(6), 3647; https://doi.org/10.3390/ijerph19063647 - 18 Mar 2022

Cited by 7 | Viewed by 2487

Abstract

Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary [...] Read more.

Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

14 pages, 3424 KiB

Open AccessArticle

Research on the Mixed Education Mode for the Safety Engineering Major during the Coronavirus (COVID-19) Epidemic

by Kai Yu, Lirong Wu and Lujie Zhou

Int. J. Environ. Res. Public Health 2022, 19(4), 1967; https://doi.org/10.3390/ijerph19041967 - 10 Feb 2022

Cited by 6 | Viewed by 2204

Abstract

During the COVID-19 epidemic, many countries faced a critical situation in terms of the global economy and human social activities, including education. In China, the coronavirus is better controlled. Chinese university students have returned to school to study. Despite previous research on online [...] Read more.

During the COVID-19 epidemic, many countries faced a critical situation in terms of the global economy and human social activities, including education. In China, the coronavirus is better controlled. Chinese university students have returned to school to study. Despite previous research on online education and learning, the readiness of students for the online and offline learning models implemented at this particular time is not well understood. This paper discusses a hybrid education model for undergraduate students in the safety engineering major. Questionnaires are administered to faculty and students from different colleges and universities in the same major to statistically summarize the influencing factors of mixed or hybrid education. The system dynamics (SD) model is constructed and simulated to determine that using online in the tenth to fifteenth, twenty-fifth to thirtieth, and fortieth to forty-fifth min of classroom teaching (50 min in total) can effectively increase students’ interest and engagement in learning. More hands-on activities should also be considered to enhance students’ motivation to acquire knowledge, and consideration could be given to encourage interaction among students. This study will be continuously improved by a follow-up study of undergraduate student performance. This study has important implications for educators implementing online and offline blended instruction. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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10 pages, 322 KiB

Open AccessArticle

Creativity: The Effectiveness of Teacher–Student Conflict

by Ruoying Xie and Jinzhang Jiang

Int. J. Environ. Res. Public Health 2022, 19(3), 1628; https://doi.org/10.3390/ijerph19031628 - 31 Jan 2022

Cited by 3 | Viewed by 3467

Abstract

This study examines the effectiveness of different types of teacher–student conflict in promoting students’ creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher–student conflict in university classes can take many forms; however, there [...] Read more.

This study examines the effectiveness of different types of teacher–student conflict in promoting students’ creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher–student conflict in university classes can take many forms; however, there are no clear definitions of the various types of such conflict. This study classified teacher–student conflict as understanding conflict, process conflict, and relationship conflict, and we used this classification to extend prior research by revealing the beneficial impacts of teacher–student conflict on students’ creativity. We empirically examined the relationship between teacher–student conflict and students’ creativity. The hypotheses were supported by using data from questionnaires completed by 2009 students at 17 American universities. We then conducted a hierarchical regression analysis of the data using structural equation modeling. The findings indicate that understanding conflict and process conflict had significant positive effects on students’ creativity, whereas relationship conflict had a significant negative effect on students’ creativity. This study thus revealed the positive effect of teacher–student conflict in university classes and suggests encouraging conflict (understanding conflict and process conflict) as a unique teaching method to stimulate students’ creativity. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

20 pages, 916 KiB

Open AccessArticle

The Impact of ERASMUS Exchanges on the Professional and Personal Development of Medical Students

by Paweł Żebryk, Piotr Przymuszała, Jan Krzysztof Nowak, Magdalena Cerbin-Koczorowska, Ryszard Marciniak and Helen Cameron

Int. J. Environ. Res. Public Health 2021, 18(24), 13312; https://doi.org/10.3390/ijerph182413312 - 17 Dec 2021

Cited by 7 | Viewed by 2964

Abstract

The ERASMUS program is one of the most popular student exchange projects, particularly among the students of Central and Eastern European countries. However, limited research is available with regard to its influence on the professional and personal development of its participants. The study [...] Read more.

The ERASMUS program is one of the most popular student exchange projects, particularly among the students of Central and Eastern European countries. However, limited research is available with regard to its influence on the professional and personal development of its participants. The study aimed at investigating the experiences and impact of the ERASMUS program on different domains of the personal and professional life of medical students. A questionnaire containing closed and open-ended questions was distributed among 269 former participants of the ERASMUS program from the Poznan University of Medical Sciences to collect qualitative and quantitative data regarding the topic. The response rate was 41%. Mastering professional foreign language skills was the most frequently reported benefit of ERASMUS (94%), followed by a change of approach towards learning by exposure to innovative teaching techniques, character, professionalism and cultural competency development, impact on the migration decisions of the students, as well as the opportunity to compare healthcare and educational systems across countries. Additionally, 57% of respondents stated that ERASMUS impacted their career plans, and few indicated that it had affected their specialty choice. Approximately 28% of respondents have worked abroad in healthcare or research since graduating. Participation in the ERASMUS program proved to be a unique opportunity for professional and personal development. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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12 pages, 836 KiB

Open AccessArticle

Family Capital, Learning Engagement, and Students’ Higher Education Gains: An Empirical Study in Mainland China

by Shutao Wang and Cui Huang

Int. J. Environ. Res. Public Health 2021, 18(21), 11571; https://doi.org/10.3390/ijerph182111571 - 4 Nov 2021

Cited by 8 | Viewed by 3403

Abstract

This study aimed to determine whether learning engagement plays a mediating effect on the relationship between family capital and students’ higher education gains in mainland China. We used family capital, learning engagement, and higher education gains as measures and analyzed data using a [...] Read more.

This study aimed to determine whether learning engagement plays a mediating effect on the relationship between family capital and students’ higher education gains in mainland China. We used family capital, learning engagement, and higher education gains as measures and analyzed data using a structural equation model. Data were collected from 1334 students at a Chinese university. The results show that family cultural capital had the most significant effect on students’ learning engagement, while economic capital also played a positive role, and social capital had no significant impact. Learning engagement played a mediating role in the relationship between cultural capital and higher education gains, as did the relationship between economic capital and higher education gains. However, learning engagement did not have a mediating effect on the relationship between social capital and higher education gains. Our results show that we should focus on the importance of students’ learning engagement, improve the cultural capital of disadvantaged groups, and provide financial support for students from low-income families. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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11 pages, 530 KiB

Open AccessArticle

Influence of Socio-Demographic Factors in the Promotion of Social Entrepreneurship: A Service-Learning Programme

by María Maravé-Vivas, Celina Salvador-Garcia, Carlos Capella-Peris and Jesús Gil-Gómez

Int. J. Environ. Res. Public Health 2021, 18(21), 11318; https://doi.org/10.3390/ijerph182111318 - 28 Oct 2021

Cited by 7 | Viewed by 2392

Abstract

Social entrepreneurship (SE) is often presented in the literature as the key to solve many of this world’s persistent social problems. SE offers a special opportunity to address the 2030 Agenda for Sustainable Development and to boost the Sustainable Development Goals (SDGs). This [...] Read more.

Social entrepreneurship (SE) is often presented in the literature as the key to solve many of this world’s persistent social problems. SE offers a special opportunity to address the 2030 Agenda for Sustainable Development and to boost the Sustainable Development Goals (SDGs). This research examines the effects of Service Learning (SL) on the SE of university students and to examine whether certain sociodemographic factors (i.e., age, entrance studies, family studies, social participation, and employment situation) are associated with students’ SE competence development when applying SL. Pre-service teachers (n = 98) of the degree in early childhood education applied a physical education SL programme. We used a quantitative method with a pre-experimental design, using pre-test and post-test measures. The findings obtained show a significant improvement on the SE competence of PSTs, so SL seems a good tool to develop it. The results that analyse the influence of socio-demographic factors do not show significant correlations. There are very few studies focusing on this objective, so it would be interesting to encourage the research community to provide more data in this area. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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12 pages, 335 KiB

Open AccessArticle

Critical Feminist Service-Learning: A Physical Activity Program in a Woman’s Prison

by Ingrid Hinojosa-Alcalde and Susanna Soler

Int. J. Environ. Res. Public Health 2021, 18(14), 7501; https://doi.org/10.3390/ijerph18147501 - 14 Jul 2021

Cited by 5 | Viewed by 2561

Abstract

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to [...] Read more.

In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity–based CFSL project implemented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

13 pages, 634 KiB

Open AccessArticle

Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being

by Teresa Valverde-Esteve, Celina Salvador-Garcia, Jesús Gil-Gómez and María Maravé-Vivas

Int. J. Environ. Res. Public Health 2021, 18(10), 5216; https://doi.org/10.3390/ijerph18105216 - 14 May 2021

Cited by 9 | Viewed by 2843

Abstract

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed [...] Read more.

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of this study was to measure the postural control of children with ASD who were involved in a 6-month SL program in comparison to ASD peers in a control group. A quasi-experimental design was used in which a total of 29 children with ASD participated. The results of the experimental group showed a significant improvement in the vestibular pathways, an improvement trend in the somatosensorial and visual pathways and improvements in the dynamic tests. This study provides valuable feedback about how SL programs can benefit ASD children to improve their postural control, thus contributing to the third SDG concerned with well-being promotion. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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Review

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12 pages, 376 KiB

Open AccessReview

The Future of Morphological Science Education: Learning and Teaching Anatomy in the Wake of the COVID-19 Pandemic

by Amr Maani, Alicja Forma, Adam Brachet, Katarzyna Czarnek, Abduelmenem Alashkham and Jacek Baj

Int. J. Environ. Res. Public Health 2023, 20(7), 5367; https://doi.org/10.3390/ijerph20075367 - 3 Apr 2023

Cited by 4 | Viewed by 2202

Abstract

The COVID-19 Pandemic has conveyed an unprecedented worldwide challenge. Although there is much emphasis on caring for patients and communities, the high incidence of SARS-CoV-2 had seriously disturbed education and calls for prompt as well as serious consideration from educators in medical schools. [...] Read more.

The COVID-19 Pandemic has conveyed an unprecedented worldwide challenge. Although there is much emphasis on caring for patients and communities, the high incidence of SARS-CoV-2 had seriously disturbed education and calls for prompt as well as serious consideration from educators in medical schools. The necessity to teach and prepare prospective medics, as well as clinicians, has certainly not been as intense as it is currently. The global effects of coronavirus disease 2019 may cause a permanent change in the education of future clinicians. The COVID-19 era presented logistical and practical obstacles and fears for the patients’ well-being, taking into consideration the fact that students may be potential channels for the spread of the virus when asymptomatic and may get infected while being in training and attending lectures. This paper discusses the present state of morphological science education, depicting the effect of COVID-19 on learning environments, as well as highlights the probable effects of COVID-19 on medical instruction in the future. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

15 pages, 399 KiB

Open AccessReview

Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

by Antonio Castillo-Paredes, Karen Núñez-Valdés, Cristian Villegas Dianta, Neliot Villena Olivares, Marisol López Núñez, Mario Fuentes-Rubio and Gerson Núñez-Valdés

Int. J. Environ. Res. Public Health 2022, 19(19), 12802; https://doi.org/10.3390/ijerph191912802 - 6 Oct 2022

Cited by 4 | Viewed by 2460

Abstract

Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of [...] Read more.

Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of its improvement through the revision methodology described by Kart and Kart (2021). Among the main findings, it is possible to mention that the research provides evidence on the decisions that should be made around the teaching profession and the improvement of initial training not only at the institutional level but also at the educational policy level. At the same time, it highlights the need for comprehensive support for future pedagogues and the importance of using the data obtained through the ‘National Diagnostic Evaluation’ for decision making. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

20 pages, 1355 KiB

Open AccessReview

Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going

by Xavier Francisco-Garcés, Celina Salvador-Garcia, María Maravé-Vivas, Oscar Chiva-Bartoll and María Luisa Santos-Pastor

Int. J. Environ. Res. Public Health 2022, 19(11), 6362; https://doi.org/10.3390/ijerph19116362 - 24 May 2022

Cited by 3 | Viewed by 2211

Abstract

Higher education is under constant transformation through the use of new pedagogical models such as university service-learning (SL). Indeed, there has been an exponential uptake of university SL, among others, in the field of physical activity and sport (PAS) along with research examining [...] Read more.

Higher education is under constant transformation through the use of new pedagogical models such as university service-learning (SL). Indeed, there has been an exponential uptake of university SL, among others, in the field of physical activity and sport (PAS) along with research examining these practices. However, these initiatives highlight the need to improve the quality of research in this field. This paper presents a systematic review focused on how research in this arena has been carried out, examining the following topics: paradigm, methods, instruments, discipline, limitations, and further research. A total of 45 articles met the inclusion criteria. The results show that qualitative and mixed methods have experienced an increasing progression. The most recurrent instruments have been questionnaires, reflective diaries, and interviews. According to the studies in the sample, the limitations point to research designs and some difficulties that underlie the pedagogical model itself. Finally, further research calls for longitudinal studies and to deepen the reflective process. This review identifies some weaknesses and strengths of research in university SL in PAS that aspire to inform and improve future investigations in this field. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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27 pages, 798 KiB

Open AccessReview

Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

by Raquel Pérez-Ordás, Alberto Nuviala, Alberto Grao-Cruces and Antonio Fernández-Martínez

Int. J. Environ. Res. Public Health 2021, 18(2), 669; https://doi.org/10.3390/ijerph18020669 - 14 Jan 2021

Cited by 38 | Viewed by 6167

Abstract

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. [...] Read more.

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion)

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