Sustainability

2024

Jump to: 2023, 2022

24 pages, 2683 KiB

Open AccessArticle

Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students

by Victoria Muerza, Pilar Gargallo, Manuel Salvador and Alberto Turón

Sustainability 2024, 16(4), 1591; https://doi.org/10.3390/su16041591 - 14 Feb 2024

Cited by 1 | Viewed by 1832

Abstract

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from [...] Read more.

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students’ understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices. Full article

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13 pages, 599 KiB

Open AccessArticle

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

by Hua Wu, Wichai Eungpinichpong, Hui Ruan, Wenke Chen, Yibei Yang and Xiujuan Dong

Sustainability 2024, 16(4), 1400; https://doi.org/10.3390/su16041400 - 7 Feb 2024

Cited by 2 | Viewed by 1476

Abstract

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of [...] Read more.

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p < 0.001, Partial η² = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η² = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals. Full article

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2023

Jump to: 2024, 2022

18 pages, 297 KiB

Open AccessArticle

Investigating the Effects of Career Education Programs on High School Students’ Career Development Competencies in Korea

by Youngsik Kim and Hojun Lee

Sustainability 2023, 15(18), 13970; https://doi.org/10.3390/su151813970 - 20 Sep 2023

Viewed by 2672

Abstract

The high school years represent a critical transitional phase during which students navigate career exploration and career decision-making, significantly shaping their lifelong personal development. Policy authorities in Korea have taken proactive measures to strengthen career education within high schools. However, the extent to [...] Read more.

The high school years represent a critical transitional phase during which students navigate career exploration and career decision-making, significantly shaping their lifelong personal development. Policy authorities in Korea have taken proactive measures to strengthen career education within high schools. However, the extent to which students benefit from participating in career education programs remains a subject of debate. Despite increasing interest in career education since the 2000s, empirical studies investigating the causal effects of these programs have been relatively scarce in Korea. The primary aim of this study is to causally estimate the effectiveness of career education programs offered by high schools, and examine how the impact of these activities varies based on the characteristics of participating students, particularly their career plans after high school graduation. To achieve this objective, DID and DDD models were employed, utilizing a balanced panel dataset spanning two years, from the ‘Korean Education & Employment Panel II’. The findings of this study revealed the significant positive impact of career education on high school students’ career development competencies. Notably, career clubs and career experience programs were identified as effective in enhancing students’ career development competencies. Furthermore, the effects of career club and job simulation varied depending on the students’ post-graduation plans. These results underscore the importance of optimizing the educational effectiveness of career education by emphasizing students’ firsthand experiences and considering individual students’ career plans when implementing career education programs. Full article

16 pages, 970 KiB

Open AccessArticle

Building Resilient Communities: Rapid Response to a Crisis through Nusantara Module’s Character Education and Social Contribution Initiative

by Mohamad Fahmi, Erli Sarilita and Gofarana Wilar

Sustainability 2023, 15(18), 13300; https://doi.org/10.3390/su151813300 - 5 Sep 2023

Cited by 2 | Viewed by 1282

Abstract

The primary objective of this research was to investigate the execution of the Nusantara Module program at Universitas Padjadjaran (Unpad), Indonesia, and examine its impact on participating students, emphasizing the program’s adaptability and response to the Cianjur earthquake catastrophe in 2022. This study [...] Read more.

The primary objective of this research was to investigate the execution of the Nusantara Module program at Universitas Padjadjaran (Unpad), Indonesia, and examine its impact on participating students, emphasizing the program’s adaptability and response to the Cianjur earthquake catastrophe in 2022. This study used a mixed-method approach, combining the qualitative analysis of program papers and communication with the quantitative analysis of post-program surveys and verbatim analysis of student responses. This research revealed systematic methods such as regular meetings, rapid issue resolution, monthly reporting, rigorous evaluation, and post-program surveys. The findings show that students were quite satisfied with the cultural interchange, academic and non-academic learning experiences, hospitality, excursions, and amenities provided. However, areas for improvement were highlighted, including extending module destinations, resolving financial issues, addressing social integration obstacles, improving communication, addressing facility concerns, and improving program management. The contributions of this study extend to both academia and practice. Academically, this research augments the understanding of program management, student mobility, disaster response, and community engagement within the Indonesian educational landscape. Practically, this study provides a blueprint for educational institutions aiming to enhance the resilience and effectiveness of their programs in times of crisis. By elaborating on the implications and contributions of this research, we underscore its significant and far-reaching impact on educational practices, disaster management strategies, and community well-being. Full article

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15 pages, 2668 KiB

Open AccessArticle

Design of an Exploratory Experiment in Teaching for Engineering Education Accreditation: Fluoride Geochemical Simulation during Water–Rock Interactions under the Effect of Seawater Intrusion

by Qiao Chen, Xuewenyu Wang, Huiyong Yin and Jianguo Feng

Sustainability 2023, 15(17), 12910; https://doi.org/10.3390/su151712910 - 26 Aug 2023

Viewed by 1226

Abstract

Engineering education is critical for the creation of a more sustainable world, and engineering education accreditation has become the current trend for reform in higher education worldwide. Traditional replication experiment-based teaching cannot meet the standards of engineering education accreditation, and integrating the ideas [...] Read more.

Engineering education is critical for the creation of a more sustainable world, and engineering education accreditation has become the current trend for reform in higher education worldwide. Traditional replication experiment-based teaching cannot meet the standards of engineering education accreditation, and integrating the ideas of engineering education accreditation into experimental teaching is an important aspect of practical teaching. Taking fluoride evolution simulation during water–rock interactions under the effect of seawater intrusion as an example, an exploratory experiment was designed with the idea of engineering education accreditation. The experiment concluded that leached fluoride increases with increasing ratios of seawater and brine water, NaCl levels, and NaHCO₃ levels, but with decreasing CaCl₂ levels, which confirms that seawater intrusion deeply affects fluoride evolution. The saturation index and Fourier Transform Infrared analyses indicate that Ca²⁺ restriction and exchange of F with O–H and Si–O–Si are responsible for fluoride leaching. The experiment was characterized by deeper theory, logicality, and openness, and was also multi-schematic and exploratory. Therefore, it is an ideal subject matter to develop an exploratory experiment. A reasonable teaching link was designed to integrate the ideas of engineering education accreditation. Students were required to creatively and personally devise an experimental design and an expansion to the experiment based on the given databases and other relevant literature and to cooperate and discuss in groups. The experiment not only integrates basic knowledge of water–rock interactions, but also cultivates the awareness of and ability to analyze and solve problems, innovative thinking, scientific literacy, and teamwork. Meanwhile, the experiment effectively supports the graduate requirements of various subjects, including Design/Development Solutions, Research, Applying Modern Tools, Individual and Teams, and Communication. Full article

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18 pages, 3379 KiB

Open AccessArticle

Improving Motivation and Learning Experience with a Virtual Tour of an Assembly Line to Learn about Productivity

by Mónica Hernández-Campos, Luis Carlos Guzmán-Arias, José Fabián Aguilar-Cordero, Edgar Rojas-Muñoz, Ronald Leandro-Elizondo and Yuen C. Law

Sustainability 2023, 15(14), 11407; https://doi.org/10.3390/su151411407 - 22 Jul 2023

Cited by 2 | Viewed by 1765

Abstract

We propose the use of a Virtual Tour to substitute in-person visits to a manufacturing plant for a lecture on Enterprise Productivity at the School of Business Administration at our University. Traditionally, during this lecture, students are required to visit a production site [...] Read more.

We propose the use of a Virtual Tour to substitute in-person visits to a manufacturing plant for a lecture on Enterprise Productivity at the School of Business Administration at our University. Traditionally, during this lecture, students are required to visit a production site to observe its process and apply their knowledge in a real-life scenario. However, finding businesses that are willing to participate and offer the right learning conditions has become a challenge. This situation is now worse due to the COVID-19 pandemic. In this paper, we present a prototype of a virtual tour of an assembly line in a simulated environment, where students can explore and learn about the manufacturing process of car seats. We performed a mixed method user study, with quantitative and qualitative data, to determine whether the application can help learn the intended concepts and improve the learning experience and motivation of students. Results show that the use of the virtual tour application increased motivation in learning. Full article

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16 pages, 286 KiB

Open AccessArticle

Pedagogy in Teaching through English Medium Instruction—Academics’ Cases in a Chinese University

by Wanting Sun, Jinghe Han, Christina Curry and Kay Carroll

Sustainability 2023, 15(14), 10942; https://doi.org/10.3390/su151410942 - 12 Jul 2023

Viewed by 1547

Abstract

As a result of two decades of development, the trajectory of English medium instruction (EMI) research has moved from the identification of problems towards a focus on pedagogy. In response to studies in the literature claiming that the dominant approach in EMI pedagogy [...] Read more.

As a result of two decades of development, the trajectory of English medium instruction (EMI) research has moved from the identification of problems towards a focus on pedagogy. In response to studies in the literature claiming that the dominant approach in EMI pedagogy is the direct transmission of knowledge, and calls for research investigating classroom discourse in EMI teaching, this study explores the pedagogical features enacted by bilingual EMI academics in a Chinese university’s EMI program. The participants were four academics who were teaching a subject in parallel across both EMI and CMI student cohorts. The research employs Paulo Freire’s framework of dialogic teaching as the theoretical lens and focused on investigating moments in which the EMI lecturers ‘dialogued’, engaged, and/or interacted with students in their EMI classes. This research found that, in spite of their varied disciplines, the lecturers mostly implemented expository teaching in their EMI and CMI classes in general. The efforts of individual academics in relation to intellectual equality, the wellbeing of students, and the encouragement of critical thinking through dialogue and interaction were identified. However, due to the academics positioning themselves as experts in subject knowledge, the tendency in their teaching was characterized as monologic rather than dialogic. This research contests a major theme in the literature, which is that the academics’ English (EMI teaching), in reference to their first language (L1), is not the major contributor to their pedagogical approach. Full article

14 pages, 328 KiB

Open AccessArticle

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

by Rosita Abusleme-Allimant, Juan Hurtado-Almonacid, Tomás Reyes-Amigo, Rodrigo Yáñez-Sepúlveda, Guillermo Cortés-Roco, Patricio Arroyo-Jofré and Jacqueline Páez-Herrera

Sustainability 2023, 15(13), 10167; https://doi.org/10.3390/su151310167 - 27 Jun 2023

Cited by 10 | Viewed by 3398

Abstract

Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical [...] Read more.

Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions. Full article

15 pages, 330 KiB

Open AccessArticle

Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

by Diego García-Álvarez, María José Soler, Rubia Cobo-Rendón and Juan Hernández-Lalinde

Sustainability 2023, 15(13), 9852; https://doi.org/10.3390/su15139852 - 21 Jun 2023

Cited by 5 | Viewed by 3326

Abstract

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character [...] Read more.

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η² = 0.40), resilience (F = 13.41, p = 0.001, η² = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η² = 0.23), and teacher training (F = 8.36, p = 0.007, η² = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development. Full article

14 pages, 434 KiB

Open AccessArticle

The Effect of Differentiated Social Studies Curriculum on Secondary School Gifted Students’ Verbal Creativity in İstanbul

by Çağlar Çetinkaya

Sustainability 2023, 15(12), 9205; https://doi.org/10.3390/su15129205 - 7 Jun 2023

Viewed by 1828

Abstract

The principal aim of the present study was to investigate the effect of a differentiated social studies course curriculum on gifted students’ verbal creativity. This study is important in terms of developing verbal creativity in gifted students through the social sciences curriculum. It [...] Read more.

The principal aim of the present study was to investigate the effect of a differentiated social studies course curriculum on gifted students’ verbal creativity. This study is important in terms of developing verbal creativity in gifted students through the social sciences curriculum. It is important in terms of being the first study to develop verbal creativity through a differentiation study in the field of social studies for gifted students. Differentiation in social studies was carried out by considering the Integrated Curriculum Model (ICM). For this, the study was conducted using a quasi-experimental design with pretest–post-test experimental and control groups. The sample consisted of 24 gifted students, 12 in the experimental group and 12 in the control group, selected from secondary schools in Istanbul. While the experimental group received this curriculum-oriented training to develop their verbal creativity skills, the control group received a standard social studies curriculum. In the study, the verbal creativity skills of gifted students were tested using the “Torrance Test of Creative Thinking-Verbal” (TTCT-V) before and after the interventions. In addition, a demographic information form was used to describe the demographic characteristics of the participants. Then, the data were analyzed using the Mann–Whitney U test and Wilcoxon Signed Ranks test. The findings showed that differentiated activities and instructions showed a significant positive effect on the gifted students’ verbal creativity skills. Therefore, it was concluded that the differentiated social studies curriculum developed for gifted students contributed to students’ verbal creativity skills. Full article

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12 pages, 307 KiB

Open AccessArticle

Comparing Traditional Teaching and the Personal and Social Responsibility Model: Development of Values in Secondary Education Students

by David Manzano-Sánchez

Sustainability 2023, 15(8), 6964; https://doi.org/10.3390/su15086964 - 20 Apr 2023

Cited by 3 | Viewed by 1683

Abstract

Personal and Social Responsibility Model (TPSR) is considered an ideal methodology for promoting values while teaching academic or physical activity contents. The purpose of this study was to carry out an intervention in an educational center with TPSR to exceed 70% of the [...] Read more.

Personal and Social Responsibility Model (TPSR) is considered an ideal methodology for promoting values while teaching academic or physical activity contents. The purpose of this study was to carry out an intervention in an educational center with TPSR to exceed 70% of the total teaching time. A total of 105 students participated in the present study as experimental group and 147 as control group (12 to 16 years old). A series of questionnaires were passed to check their responsibility (PSRQ questionnaire) and for the experimental group, a questionnaire to evaluate their TPSR satisfaction (ECVA-12 questionnaire). On the other hand, we check with interviews teachers opinion about the experience with TPSR intervention. The results showed that TPSR allowed after six months a favorable opinion including a values near to 4 (3.78 and 3.72) in a 1–5 scale in the satisfaction with TPSR and values acquisition comparing this methodology with their previous way of receiving classes. At the same time, personal and social responsibility values had significative scores after intervention in both personal (p < 0.05) and social responsibility (p < 0.01) and taking into account the control group. In addition, the teachers interviewed showed high satisfaction with the methodology, valuing the importance of adapting very well to the most complex students, and the need to carry out continuous training in the methodology. It is concluded that TPSR is an adequate methodology to improve students and teachers satisfaction with teaching, as well as allow an improvement in the responsibility values. Full article

15 pages, 819 KiB

Open AccessArticle

The Sustainability of Form-Focused Instruction in Classrooms: Chinese Secondary School EFL Teachers’ Beliefs and Practices

by Changying Li and Jinfen Xu

Sustainability 2023, 15(7), 6109; https://doi.org/10.3390/su15076109 - 1 Apr 2023

Cited by 3 | Viewed by 2859

Abstract

Form-focused instruction occupies an important position in China’s secondary schools. However, middle school English teaching has been criticized for the sustainability of form-focused instruction. The new English Curriculum Standards for China’s secondary English teaching suggest that grammar teaching should be integrated into communicative [...] Read more.

Form-focused instruction occupies an important position in China’s secondary schools. However, middle school English teaching has been criticized for the sustainability of form-focused instruction. The new English Curriculum Standards for China’s secondary English teaching suggest that grammar teaching should be integrated into communicative activities, but no precise guidance is provided on how to integrate grammar into communicative activities. This study investigates teachers’ beliefs and practices about form-focused instruction, as well as the factors influencing their beliefs and practices, in the context of China’s secondary schools. Data were collected through 33 classroom observations and interviews with 3 teachers with different levels of experience. The findings reveal that, overall, the teachers preferred form-focused instruction, focus on forms and explicit teaching. The teachers with more teaching experience adopted communicative approaches of form-focused instruction, integrating form and meaning at different times inductively. The teacher with fewer teaching years adopted traditional, isolated, and deductive methods of grammar teaching. The differences between the teachers were found to be influenced by various factors, including teaching and research activities, curriculum standards, examinations, and learning experience. The teachers’ beliefs and practices and the gaps and connections between theoretical domains and classroom practices were discussed and implications were provided. Full article

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21 pages, 1780 KiB

Open AccessArticle

Comparison of Higher Education in Pakistan and China: A Sustainable Development in Student’s Perspective

by Hasnain Raza, Anwar Ali, Nazia Rafiq, Liu Xing, Tahseen Asif and Chengjie Jing

Sustainability 2023, 15(5), 4327; https://doi.org/10.3390/su15054327 - 28 Feb 2023

Cited by 9 | Viewed by 6013

Abstract

Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This [...] Read more.

Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This study was conducted on the education systems of China and Pakistan to understand the higher education system through a student questionnaire. This research work aimed to investigate the perceptions of Pakistani and Chinese university students on sustainable development in higher education institutes (HEIs). HEIs and universities perform a unique and vital role in society by acting as intellectuals, entrepreneurs, and problem solvers. This section presents state of the art in sustainable development, the role of sustainable development in higher education, and the students’ perspectives. There were 327 questionnaires out of 400, with 27 incomplete replies being discarded, leaving us with 300 complete surveys. The literature and research theme were used to construct the hypotheses of this study. PLS-SEM, a statistical approach that utilized the partial least squares to model structural equations, was used to evaluate the hypotheses. The analysis must take into consideration all parameters. Smart PLS 3.3.9 was used for PLS-SEM analysis in this study. The results showed that quality assurance and students’ satisfaction were significant factors related to sustainable university development programs. Moreover, there was a good correlation between technological improvements in education institutes, teachers’ capacity-building programs, and student–teacher (learning–teaching) relationships. Pakistani institutions comprised 50% of the study’s participants, while students from Chinese universities comprised the remaining 50%. Among all participants, 9.66 percent of respondents were enrolled in Ph.D. programs, 37.67 percent were enrolled in an MS/M.Phil. programs, and 52.67 percent were undergraduate students. Moreover, this study also indicated that technical improvements and advancements positively correlated with sustainable development programs for Pakistani students. Full article

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2022

Jump to: 2024, 2023

17 pages, 1929 KiB

Open AccessArticle

Sustainable Education Quality Improvement Using Academic Accreditation: Findings from a University in Saudi Arabia

by Abdullah Almurayh, Saqib Saeed, Nahier Aldhafferi, Abdullah Alqahtani and Madeeha Saqib

Sustainability 2022, 14(24), 16968; https://doi.org/10.3390/su142416968 - 18 Dec 2022

Cited by 8 | Viewed by 2614

Abstract

Accreditation is widely considered to be a vital tool for quality assurance in higher education; however, there is disagreement in the academic community on the intended benefits of accreditation. Preparing for accreditation requires extensive financial and human resources to complete the required documentation. [...] Read more.

Accreditation is widely considered to be a vital tool for quality assurance in higher education; however, there is disagreement in the academic community on the intended benefits of accreditation. Preparing for accreditation requires extensive financial and human resources to complete the required documentation. All accreditation agencies require improvements in institutional infrastructure, enhanced student support, appropriate learning environments, and faculty development, which can directly improve students’ learning experiences. In this paper, we explore the impact of accreditation on students’ learning by using a case study-based approach. We selected four degree programs from a University in Saudi Arabia and compared the performances of students in different courses before and after acquiring local program accreditation (NCAAA). The results highlight that although there is no direct relationship between increased student performance and acquiring accreditation, there is a significant impact on the performance of student learning. However, there is a need for sustained efforts to continuously adopt accreditation-aligned practices to gain a sustained advantage. We have presented a model that can enable academic institutions to continuously adhere to best practices even if no accreditation visit has been scheduled in the near future. This way, academic programs can consistently improve their processes and enhance student learning. Full article

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18 pages, 998 KiB

Open AccessArticle

The Evaluation and Fidelity of an Interdisciplinary Educational Programme

by José Francisco Jiménez-Parra, David Manzano-Sánchez and Alfonso Valero-Valenzuela

Sustainability 2022, 14(21), 14456; https://doi.org/10.3390/su142114456 - 3 Nov 2022

Cited by 2 | Viewed by 2092

Abstract

The aims of the present study were to evaluate the fidelity of the implementation of an interdisciplinary educational programme and to examine the differences between the teaching strategies and interpersonal teaching style used by teachers who apply an interdisciplinary educational programme and those [...] Read more.

The aims of the present study were to evaluate the fidelity of the implementation of an interdisciplinary educational programme and to examine the differences between the teaching strategies and interpersonal teaching style used by teachers who apply an interdisciplinary educational programme and those teachers who use a conventional methodology. This is a quasi-experimental repeated measures research with a non-randomised Experimental Group (EG) and Control Group (CG). A total of 4 teachers, aged 27–52 years (M = 38.5), and 104 6th grade primary school students, aged 11–13 years (M = 11.59; SD = 0.60), participated. The intervention programme lasted 16 weeks in which the EG implemented a teaching methodology based on the incorporation of active breaks (AB) into the structure of the Teaching Personal and Social Responsibility (TPSR) model, while the CG used a conventional methodology. The results show that the teachers who adhered to the educational programme significantly improved the implementation of strategies related to the TPSR + AB throughout the intervention, particularly when compared with the CG. In addition, the strategies used by the EG had a positive impact on the improvement of the students’ educational values and physical activity during the classes, as well as their perception of the transfer of autonomy. In conclusion, the present study evidences the compatibility and feasibility of combining the TPSR and AB in any educational matrix to improve teachers’ teaching strategies, students’ behavioural and motor responses, as well as the autonomy support style. Full article

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18 pages, 2590 KiB

Open AccessArticle

Postgraduate Trends in the Training of Human Talent for Sustainable Development

by Ángel Acevedo-Duque, Tohtli Prado-Sabido, Elizabeth Emperatriz García-Salirrosas, Mirtha Mercedes Fernández Mantilla, Velia Graciela Vera Calmet, Nicolás Valle Palomino and Haydee Mercedes Aguilar Armas

Sustainability 2022, 14(21), 14356; https://doi.org/10.3390/su142114356 - 2 Nov 2022

Cited by 9 | Viewed by 3646

Abstract

A sustainable university must educate its academic collaborators and its interest groups, focusing on the key dimensions, such as economic growth, respect for the environment and carrying out energy saving measures, and efficiency and reuse of resources. The aim of this research is [...] Read more.

A sustainable university must educate its academic collaborators and its interest groups, focusing on the key dimensions, such as economic growth, respect for the environment and carrying out energy saving measures, and efficiency and reuse of resources. The aim of this research is to show the tendencies of postgraduate courses in the training of human talent for “Sustainable Development” based on grounded theory. The methodology is approached from the qualitative naturalistic perspective, where the hermeneutic analysis procedure is structured in five phases with data from nine countries obtained from 20 interviews conducted in the year 2021. For this, a dialogical intervention has been used through the complementary experiences of rectors, deans and specialists with doctoral degrees who are immersed in postgraduate programmes in Latin American and Spanish universities, safeguarding the identity under ethical criteria. The main findings show that this human capital that forms part of the universities through their postgraduate programmes is currently considering redesigning their educational programmes to contribute to sustainable development, not only academically but also through their educational model. The main evidence shows that today more than ever there is a need for change, a need for a new human resource that responds and aims for a triple balance: environmental, economic and social. Full article

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14 pages, 248 KiB

Open AccessArticle

Evaluation of Sustainability and Accessibility Strategies in Vocational Education Training

by Gunay Kibrit, Fahriye Altinay, Gokmen Dagli, Zehra Altinay, Ramesh Sharma, Rustam Shadiev, Ahmed Tlili, Menil Celebi, Mohamed Jemni and Meryem Bastas

Sustainability 2022, 14(19), 12061; https://doi.org/10.3390/su141912061 - 23 Sep 2022

Cited by 5 | Viewed by 2354

Abstract

Sustainability plays a significant role in all levels of education. Paying attention to strategies for accessibility in educational levels is highly needed. This research aims to evaluate accessibility strategies in vocational education training (VET). It is significant to put efforts into VET to [...] Read more.

Sustainability plays a significant role in all levels of education. Paying attention to strategies for accessibility in educational levels is highly needed. This research aims to evaluate accessibility strategies in vocational education training (VET). It is significant to put efforts into VET to raise awareness on accessibility for the societal benefits of inclusivity and digital transformation in services for all. While preparing the educational context for digital education, accessibility strategies are essential for establishing the future of education. The study adopted the qualitative research approach and used semi-structured interviews and public reports for data collection. The sample of the study comprised the staff working at the management/administrative level in VET and at the ministry of education. Results indicated that suitable strategies are crucial for sustainability and accessibility in VET. Active citizenship for the global world requires understanding the practical sides of accessibility. In this respect, this study recommends vocational training activities based on sustainability and accessibility. To set sustainable strategies in VET, defining the proper roles and responsibilities of teachers, trainers, and staff are essential. The administrative authority, protection of school fixtures and procedures, resolving financial issues, overcoming obstacles such as quality activities, and the professional inadequacy of teacher training are basic steps for developing VET. Full article

16 pages, 953 KiB

Open AccessArticle

How Can the Professional Community Influence Teachers’ Work Engagement? The Mediating Role of Teacher Self-Efficacy

by Yonghong Cai, Li Wang, Yan Bi and Runjia Tang

Sustainability 2022, 14(16), 10029; https://doi.org/10.3390/su141610029 - 13 Aug 2022

Cited by 9 | Viewed by 4959

Abstract

The sustainable development of education requires the continuous engagement of teachers, and the professional community has long been considered an important facilitator of teacher engagement. However, teachers’ professional community has often been analyzed as a unified construct, and thus the question of how [...] Read more.

The sustainable development of education requires the continuous engagement of teachers, and the professional community has long been considered an important facilitator of teacher engagement. However, teachers’ professional community has often been analyzed as a unified construct, and thus the question of how teacher engagement is enhanced remains unanswered. Based on the conservation of resources theory, in this study, we investigated how teacher work engagement was affected by the crossover of job resources between the professional community (including shared norms, collective responsibility, collaboration, and reflective dialogue) and teachers (self-efficacy). The sample included 1123 primary and secondary school teachers in China. Covariance structural modeling was used to test our hypotheses. Shared norms and collective responsibility played a fundamental role and positively predicted collaboration, which in turn enhanced reflective dialogue. Teacher self-efficacy partially mediated the effect of the four dimensions of the professional community on teachers’ work engagement. The findings of this study indicate that the professional community offers valuable organizational and social resources that can be used by teachers to enhance their personal resources, such as self-efficacy, and thus become more engaged in their work. Shared norms and collective responsibility serve to shape a growth-oriented school culture that stimulates teachers’ willingness to collaborate and improves their confidence in teaching, and thus should be stressed by school leaders when introducing changes. Full article

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17 pages, 2405 KiB

Open AccessArticle

Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

by Eduardo Sandoval-Obando, Nicolás Pareja Arellano, Ángel Acevedo-Duque, Hernán Riquelme-Brevis, Claudio Hernández-Mosqueira and Johan Rivas-Valenzuela

Sustainability 2022, 14(14), 8386; https://doi.org/10.3390/su14148386 - 8 Jul 2022

Cited by 6 | Viewed by 2586

Abstract

The rural teaching profession demands a genuine commitment to the development of future generations, ensuring a legacy that transcends time. Thus, generativity would be a characteristic dimension of the teaching function manifested in various forms, roles and tasks aimed at caring for students [...] Read more.

The rural teaching profession demands a genuine commitment to the development of future generations, ensuring a legacy that transcends time. Thus, generativity would be a characteristic dimension of the teaching function manifested in various forms, roles and tasks aimed at caring for students and their communities of origin. Objective: To explore the relational dynamics that rural teachers have constructed throughout their life trajectories and how these have influenced the potentially generative development of their teaching identity. Method: an interpretative-qualitative approach was adopted, following a descriptive, exploratory and cross-sectional design. The purposive sample consisted of twelve teachers with an average of 33 years of experience in rural schools in the Metropolitan Region, La Araucanía and Los Ríos (Chile). In-depth interviews from a narrative-generative perspective were used to collect the data. Subsequently, the stories were subjected to content analysis, following the logic of Grounded Theory. Results: The teachers show a potentially generative development, expressed in the construction of relational dynamics of trust, reciprocity and positive affection with their students. With their peers, they demonstrate collaborative practices, teamwork and orientation towards continuous improvement in their professional work. At the management level, they stand out for their leadership skills and commitment to the development of rural communities. Full article

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15 pages, 303 KiB

Open AccessArticle

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

by David Manzano-Sánchez, Noelia Belando-Pedreño and Alfonso Valero-Valenzuela

Sustainability 2022, 14(14), 8380; https://doi.org/10.3390/su14148380 - 8 Jul 2022

Cited by 3 | Viewed by 2483

Abstract

The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample [...] Read more.

The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor’s degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students’ previous experiences must be taken into account. Full article

15 pages, 2690 KiB

Open AccessArticle

“Sport and Anatomy”: Teaching, Research, and Assistance at the University of Pisa

by Marco Gesi, Paola Soldani, Larisa Ryskalin, Gabriele Morucci and Gianfranco Natale

Sustainability 2022, 14(13), 8160; https://doi.org/10.3390/su14138160 - 4 Jul 2022

Cited by 1 | Viewed by 2162

Abstract

Introduction: Over the last decades, the university system has experienced huge growth, facing several challenges. Accordingly, the University of Pisa recognizes the value and opportunities deriving from research and fully supports collaboration with the world of entrepreneurship and industry, as well as [...] Read more.

Introduction: Over the last decades, the university system has experienced huge growth, facing several challenges. Accordingly, the University of Pisa recognizes the value and opportunities deriving from research and fully supports collaboration with the world of entrepreneurship and industry, as well as local communities. Study programs, teaching methods and technologies, learning environments, quality assurance, programmed student numbers, and research results are key features of the prestige of the scientific community. Aim: In this respect, “Sport and Anatomy”, a brand that includes an academic organization at the University of Pisa, holds two main goals: (i) to offer the top level in both educational and professional fields; and (ii) to optimize the fine-tuning among all these sections, thus becoming a reference point for sports management. Methods and results: Indispensable links between basic and specialist sciences through different Masters’ and schools were created. In addition to didactic activity, research activity, medical assistance, and rehabilitation were coordinated. Two main outcomes emerged from this experience: (i) improved stakeholder performances and (ii) optimized cooperation between university and local communities. Conclusions: “Sport and Anatomy” plays a key role in supervising and accomplishing in an innovative way all the three missions of the university (i.e., teaching, research, and dissemination of knowledge), thus strongly fulfilling the aims of modern university targets. Full article

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