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19 pages, 1806 KiB

Open AccessArticle

Empowering Cooperative Teamwork for Community Service Sustainability: Insights from Service Learning

by Ahmad Zainuri and Miftachul Huda

Sustainability 2023, 15(5), 4551; https://doi.org/10.3390/su15054551 - 3 Mar 2023

Cited by 38 | Viewed by 8939

Abstract

In the past decades, the demand for providing soft skills among higher learners has been met through cooperative teamwork commitment. The need to continue empowering such initiatives should entail finding a balance between accountabilities and capabilities to play a significant role in academic [...] Read more.

In the past decades, the demand for providing soft skills among higher learners has been met through cooperative teamwork commitment. The need to continue empowering such initiatives should entail finding a balance between accountabilities and capabilities to play a significant role in academic achievement and social community engagement. This paper aims to examine the strategies to empower cooperative teamwork to provide insights into community service sustainability, where this would entail designing its key roles to engage with higher learners’ practices. The literature from recent reviews was developed to construct a critical examination of the role of service learning in strengthening cooperative teamwork to contribute to community service sustainability. This approach used the keywords cooperative teamwork, community service, and service learning. The findings reveal that there are three main points representing the core attempts to help empower cooperative teamwork to support community service sustainability: expanding strategic management of cooperative-based experiential learning, community service with commitment to civic responsibility, and incorporating service learning into higher education (HE) contexts. The value of this paper aims to contribute to the knowledge development of service learning, specifically addressed with the experiential skills obtained through planning, implementing, and evaluating the service learning process. The ultimate aim was also to enhance cooperative teamwork with critical, creative, and innovative thinking as key performance skills. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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22 pages, 1150 KiB

Open AccessArticle

Towards SDGs 4 and 8: How Value Co-Creation Affecting Entrepreneurship Education’s Quality and Students’ Entrepreneurial Intention

by Carissa Tibia Walidayni, Dina Dellyana and Evy Rachmawati Chaldun

Sustainability 2023, 15(5), 4458; https://doi.org/10.3390/su15054458 - 2 Mar 2023

Cited by 4 | Viewed by 3071

Abstract

Vocational high school (VHS) is a formal education designed to equip students with ready-to-use industrial skills upon graduation. However, its graduates continue to dominate the Open Unemployment Rate, despite the Indonesian government’s efforts to incorporate entrepreneurship education into the VHS curriculum. The premise [...] Read more.

Vocational high school (VHS) is a formal education designed to equip students with ready-to-use industrial skills upon graduation. However, its graduates continue to dominate the Open Unemployment Rate, despite the Indonesian government’s efforts to incorporate entrepreneurship education into the VHS curriculum. The premise of education as a service with students as the customers has inspired this research to study the phenomena of entrepreneurship education in VHS from the Service–Dominant Logic perspective. This study aimed to investigate the direct effect of students’ value co-creation on their entrepreneurial intention and the mediating role of the quality and satisfaction of entrepreneurship education. The PLS-SEM method was applied to analyze 202 samples of VHS students from 13 administrative regions within West Java Province, Indonesia. It was found that students’ value co-creation in entrepreneurship education significantly affected the education quality and students’ entrepreneurial intention. However, the mediating role of students’ satisfaction was significantly influenced by education quality and value co-creation only, while satisfaction itself could not influence entrepreneurial intention. These findings are expected to be considered by the government and VHS to further involve the students in value co-creation since it can enhance the quality of entrepreneurship education and, thus, students’ interest in becoming entrepreneurs. The results of this study are committed towards the SDG 4 and 8’s initiatives to provide quality education in order to boost entrepreneurship for economic growth. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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14 pages, 1800 KiB

Open AccessArticle

The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD

by Eliyawati, Ari Widodo, Ida Kaniawati and Hiroki Fujii

Sustainability 2023, 15(4), 3276; https://doi.org/10.3390/su15043276 - 10 Feb 2023

Cited by 6 | Viewed by 3015

Abstract

Promoting the implementation of education for sustainable development (ESD) in schools is necessary to educate future generations about sustainability. In cases where ESD is integrated into science lessons or ESD has to be taught by science teachers, science teachers have to integrate ESD [...] Read more.

Promoting the implementation of education for sustainable development (ESD) in schools is necessary to educate future generations about sustainability. In cases where ESD is integrated into science lessons or ESD has to be taught by science teachers, science teachers have to integrate ESD teaching competencies with their science teaching competencies. The absence of an instrument to assess science teacher competencies to teach ESD makes it difficult for schools to assign the right science teacher to teach ESD or to support science teachers to integrate ESD into their lessons. This study aims to develop an instrument for measuring science teacher competencies to teach ESD. The instrument was developed by combining frameworks of science teacher competencies and ESD teacher competencies issued by several countries and ESD teacher competencies proposed by Okayama University ESD Promotion Center. A four-scale questionnaire comprising 96 statements was developed to assess seven competencies, i.e., content knowledge, content pedagogy, inquiry, professional practice, professional development, assessment and evaluation, and attitude. The instrument was tested on 234 science teachers nationwide, consisting of 166 females and 68 males from different schools, teaching years, and educational levels. The results show that the Cronbach’s alpha of the instrument is 0.99 (very good category), person reliability 0.96 (good category), and item reliability 0.67 (fairly good category). Based on explanatory and confirmatory factor analysis, six competency dimensions are identified. The score of explanatory factor analysis based on Kaiser–Meyer–Olkin (KMO) was 0.966 and the significance on Bartlett’s test of sphericity was 0.00. This means that there are significant correlations among the items. This suggests that the instrument is suitable to identify science teachers’ competencies as indicators of their readiness to teach ESD. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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13 pages, 1181 KiB

Open AccessArticle

Advancing Student Learning Power by Operating Classrooms as Learning Communities: Mediated Effects of Engagement Activities and Social Relations

by Hui-Ling Wendy Pan

Sustainability 2023, 15(3), 2461; https://doi.org/10.3390/su15032461 - 30 Jan 2023

Viewed by 1961

Abstract

Schools are responsible for developing students’ learning abilities in order to prepare them for the future. However, learning power was rarely explored in previous studies. This study considered classrooms as a proximal level of influences from ecologically-oriented systems theory and therefore centered on [...] Read more.

Schools are responsible for developing students’ learning abilities in order to prepare them for the future. However, learning power was rarely explored in previous studies. This study considered classrooms as a proximal level of influences from ecologically-oriented systems theory and therefore centered on exploring the effects of operating classrooms as learning communities (CaLC) on students’ learning power. Learner-centered teaching, which includes the components of inquiry, collaboration, and expression, was used to assess how far CaLC has progressed. It comprises the classroom processes, along with student engagement activities (i.e., inquiry, collaboration, and expression), and classroom social relations. By employing a mediation model, this study aimed to disentangle the effects of classroom processes on learning power. A total of 1478 students from 14 junior high schools in Taiwan participated in the survey. The findings indicate that student perceptions of learner-centered teaching, engagement activities, social relations, and learning power all reached a high-intermediate level. It also found that learner-centered teaching directly affected learning power and exerted indirect effects through engagement activities and social relations. This study contributes to the research on the learning community by providing a more comprehensive analytical framework for detecting the impact of classroom processes. Besides, the three identified components (i.e., inquiry, collaboration, and expression) of CaLC can be a practical guide for the instructional practice of learner-centeredness. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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13 pages, 409 KiB

Open AccessArticle

Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa

by Asheena Singh-Pillay

Sustainability 2023, 15(3), 2149; https://doi.org/10.3390/su15032149 - 23 Jan 2023

Cited by 2 | Viewed by 2364

Abstract

There have been many calls for the integration of Education for Sustainable development in the training of pre-service teachers so that they can develop sustainability action competence to address sustainability issues now and in the future in their communities. This qualitative pilot project [...] Read more.

There have been many calls for the integration of Education for Sustainable development in the training of pre-service teachers so that they can develop sustainability action competence to address sustainability issues now and in the future in their communities. This qualitative pilot project sought to explore pre-service technology teachers’ (PSTTs) experiences of learning about sustainability in the processing of the polymers module, when they were engaged in community-based assessment tasks. Data was collated from 25 PSTTs enrolled for the processing of the polymers module using reflective diaries and semi-structured interviews. Thematic analysis revealed that PSTTs had three key experiences of learning about sustainability, making a difference, learning as hands-on, minds-on, and hearts-on and sustainable pedagogies. At a theoretical level, the findings highlight the value of adopting an ESD lens and experiential learning approach to infuse learning about sustainability when teaching technology education. Further, the findings indicate that if PSTTs are challenged to participate actively in sustainability issues in their communities, they make informed choices about their role in society as future teachers, the pedagogies they plan to adopt, and the kinds of learning they strive to promote in learners. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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13 pages, 598 KiB

Open AccessArticle

The Place of the Natural Environment in Activities for Social Responsibility in the Opinion of Students of Electrical Engineering

by Barbara Mazur, Anna Walczyna and Marzena Cichorzewska

Sustainability 2023, 15(2), 1306; https://doi.org/10.3390/su15021306 - 10 Jan 2023

Cited by 5 | Viewed by 2173

Abstract

The concept of corporate social responsibility (CSR) permeates the curricula of various fields of study at many universities. The aim of the article is to present the assessment of the students at the Lublin University of Technology in the field of Electrical Engineering [...] Read more.

The concept of corporate social responsibility (CSR) permeates the curricula of various fields of study at many universities. The aim of the article is to present the assessment of the students at the Lublin University of Technology in the field of Electrical Engineering on the importance of individual dimensions of CSR, with particular emphasis on the environmental dimension. The method used in the study is a diagnostic survey conducted among students of full-time first- and second-cycle studies. The research was carried out using a questionnaire based on the four-dimensional model of CSR developed by Carroll and was extended to the environmental dimension. The tool consists of 60 statements divided into 12 groups. Each group contains five statements—one for each of the distinguished CSR components. The hierarchy of CSR dimensions in both surveyed groups is analogous (economic, legal, ethical, philanthropic, and environmental dimensions). The study groups differed, however, in their assessment of the importance of the legal and ethical dimensions. Bilateral comparisons of individual dimensions in the group of second-cycle students revealed fewer differences than in the group of first-cycle students, which proves that the links between different categories of the company’s stakeholders and obligations toward them are more clearly perceived by the group of second-cycle students. The conclusions from the research make it possible to recommend universities to include in their curricula content aimed at better preparing graduates to undertake CSR activities. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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35 pages, 3872 KiB

Open AccessArticle

The 21st-Century Empowering Wholeness Adaptive (EWA) Educational Model Transforming Learning Capacity and Human Capital through Wholeness Systems Thinking towards a Sustainable Future

by David Holman and Eva Švejdarová

Sustainability 2023, 15(2), 1301; https://doi.org/10.3390/su15021301 - 10 Jan 2023

Cited by 8 | Viewed by 4605

Abstract

To meet the sustainability challenges in the 21st century, students need to develop a unique human learning capacity for creativity, responsibility, adaptation, meaningfulness, and lifelong learning. Furthermore, current changes in the societal environment have given rise to the need for a new learning [...] Read more.

To meet the sustainability challenges in the 21st century, students need to develop a unique human learning capacity for creativity, responsibility, adaptation, meaningfulness, and lifelong learning. Furthermore, current changes in the societal environment have given rise to the need for a new learning strategy that guides learners in perceiving reality as an interrelated purposeful system with meaningful limits rather than collections of facts or systems without limits, as done so far. This paper aims to verify its hypothesis and introduce the 21st-century Empowering Wholeness Adaptive learning model (21st EWA Edu). This is a unique learning strategy that enables a meaningful transformation of learning capacity and creates a unifying learning system of dynamic content, didactics, knowledge, skills, competencies, understanding, values, and behaviors. Over three years, data from three cohorts of students at the School of Business Administration were collected. To assess the impact of the 21st EWA learning approach, both quantitative and qualitative methods of data collection and analysis were employed. The results suggest that the proposed model creates a learning system enabling the transformation of learning capacity while empowering students to become conscious and engaged lifelong learners, which is much needed for a truly sustainable future. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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17 pages, 2357 KiB

Open AccessArticle

The Differences in the Impact of Economic Structure Adjustment on the Ecological Carrying Capacity of County Education—A Case Study of Chongqing, China

by Wenxin Wang, Xia Yang, Xia Gan, Chang Yang, Xiangwen Gong and Si Chen

Sustainability 2023, 15(2), 985; https://doi.org/10.3390/su15020985 - 5 Jan 2023

Cited by 1 | Viewed by 1661

Abstract

Basic education is a foundation-laying project of national quality education. Improving the ecological carrying level of basic education is of great practical significance to the coordinated and sustainable development of regional society and economy. Based on the panel data of Chongqing from 2011 [...] Read more.

Basic education is a foundation-laying project of national quality education. Improving the ecological carrying level of basic education is of great practical significance to the coordinated and sustainable development of regional society and economy. Based on the panel data of Chongqing from 2011 to 2017, combined with the DPSIR theoretical model, a comprehensive evaluation index system was conducted, and the spatial and temporal evolution characteristics of ecological carrying capacity of county education in Chongqing was explored by using statistical analysis and spatial analysis methods. The multiple linear regression model was used to analyze differences in the impact of economic structure adjustment on the ecological carrying capacity of county education. It was found that the level of ecological carrying capacity of county education in Chongqing showed a steady upward trend in terms of time sequence, and all the five subsystems showed the characteristics of steady development, but the influence of each subsystem on the overall carrying capacity was different. From the formation mechanism, Chongqing’s educational ecological carrying capacity is the result of a multi-factor complex system, and there are obvious differences in the influencing factors at different development stages. Therefore, it is necessary to narrow the regional differences of education ecological carrying capacity, promote the coordinated development of education among regions, and take multiple measures to effectively ensure the high quality and sustainable development of county education in Chongqing. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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20 pages, 5975 KiB

Open AccessArticle

An Evaluation of the Efficiency of Tertiary Education in the Explanation of the Performance of GDP per Capita Applying Data Envelopment Analysis (DEA)

by Marco Marto, João Lourenço Marques and Mara Madaleno

Sustainability 2022, 14(23), 15524; https://doi.org/10.3390/su142315524 - 22 Nov 2022

Cited by 4 | Viewed by 2344

Abstract

The scientific literature and decision makers debate and explore education’s influence on regional development. However, differences among EU regions remain to be explained. The present article proposes to measure these disparites in terms of the gross domestic product (GDP) per capita and understand [...] Read more.

The scientific literature and decision makers debate and explore education’s influence on regional development. However, differences among EU regions remain to be explained. The present article proposes to measure these disparites in terms of the gross domestic product (GDP) per capita and understand how tertiary education can explain that performance. A data envelopment analysis (DEA) optimization technique was applied along with spatial econometric models for all EU NUTS 2 regions (as defined by Eurostat for regional policies application), using the year 2020 as reference. The case of Portugal as a particular set of (seven) NUTS 2 regions included in the EU is detailed and analyzed in-depth. The two-stage least squares regression seems to explain well the differences in GDP per capita with the independent (and instrumental) variables which include the percentage of tertiary education and the spatial lags of this variable. The DEA optimization can support and help to explain most of the spatial regression results. The study identifies the NUTS 2 regions with the best favorable relationships among GDP per capita and percentages of tertiary education, predominantly located in the central and northern European countries and some in Ireland. The south EU regions, as expected, were identified as the regions with the poorest performances for GDP per capita and percentage of tertiary education, as well as some regions in eastern Europe. The positive and significant impact of the percentage of people with tertiary education on the values of GDP per capita given by the spatial econometric model suggests that special priority must be given to education and science in public policies agenda and government budget. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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22 pages, 1439 KiB

Open AccessArticle

Relationship between Self-Concept, Emotional Intelligence and Problem-Solving Skills on Secondary School Students’ Attitude towards Solving Algebraic Problems

by Abdul Halim Abdullah, Elizabeth Julius, Nornazira Suhairom, Marlina Ali, Corrienna Abdul Talib, Zakiah Mohamad Ashari, Umar Haiyat Abdul Kohar and Sharifah Nurarfah S. Abd Rahman

Sustainability 2022, 14(21), 14402; https://doi.org/10.3390/su142114402 - 3 Nov 2022

Cited by 4 | Viewed by 3484

Abstract

Mathematics is required from primary (basic) through junior secondary and senior secondary levels of education in Nigeria. The position of mathematics within the curriculum is reflective of the significance of the subject to the expansion of scientific knowledge and technological capability. However, student [...] Read more.

Mathematics is required from primary (basic) through junior secondary and senior secondary levels of education in Nigeria. The position of mathematics within the curriculum is reflective of the significance of the subject to the expansion of scientific knowledge and technological capability. However, student performance in mathematics, particularly algebraic aspects, is a challenge for Nigerian secondary school students. The purpose of this study was to investigate the relationship between self-concept (SC), emotional intelligence (EI), and problem-solving skills (PSS) on students’ attitudes towards solving algebraic problems (ATSAP). The study aimed at developing a model based on students’ SC, EI, PSS, and ATSAP. A total of 377 students were proportionately and randomly selected to collect the quantitative data. Two instruments: (i) a questionnaire measuring SC, EI, and ATSAP, and (ii) a test measuring PSS developed by the researcher, were used in this study. The data was analyzed by using structural equation modelling (SEM) and partial least square (SEM-PLS3). The major findings of the study revealed that secondary school students’ PSS could be improved with due consideration of their SC and EI. However, the three hypotheses tested indicated that there was a significant but negative relationship between SC and the students’ ATSAP (t > ±1.96, α = 0.05) and also there was a significant positive relationship between PSS and their ATSAP; however, the relationship between EI and their ATSAP was not significant (t < ±1.96, α = 0.05). Therefore, a model was developed based on the study’s findings. This model has a practical implication for the federal and state governments, curriculum planners, students, teachers, and parents. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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15 pages, 859 KiB

Open AccessArticle

Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

by Jian Li and Eryong Xue

Sustainability 2022, 14(17), 10522; https://doi.org/10.3390/su141710522 - 24 Aug 2022

Cited by 11 | Viewed by 3010

Abstract

The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy [...] Read more.

The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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14 pages, 439 KiB

Open AccessArticle

A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices

by Savas Pamuk, Rıdvan Elmas and Yakup Saban

Sustainability 2022, 14(16), 10437; https://doi.org/10.3390/su141610437 - 22 Aug 2022

Cited by 4 | Viewed by 2126

Abstract

This study investigates possible predictors of science teachers’ education for sustainable development (ESD) practices by controlling their significant life experiences (SLE), knowledge and attitudes about sustainable development (SD), and schools’ environment. Fifty schools and 376 teachers participated in the study. A survey was [...] Read more.

This study investigates possible predictors of science teachers’ education for sustainable development (ESD) practices by controlling their significant life experiences (SLE), knowledge and attitudes about sustainable development (SD), and schools’ environment. Fifty schools and 376 teachers participated in the study. A survey was conducted investigating teachers’ demographic information and their knowledge and attitude about SD and ESD practices. Their schools were examined as ESD facilitators. Teachers’ SLE was a significant predictor of their knowledge and attitude about SD and their ESD practices. Besides, teachers’ knowledge about SD predicted their attitude towards SD. Their attitude towards SD and SLE predicted their ESD practices. Also, schools’ physical environment was not a significant predictor of any teacher-related variables. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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17 pages, 758 KiB

Open AccessArticle

Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools

by Agne Brandisauskiene, Loreta Buksnyte-Marmiene, Ausra Daugirdiene, Jurate Cesnaviciene, Gabija Jarasiunaite-Fedosejeva, Egle Kemeryte-Ivanauskiene and Rasa Nedzinskaite-Maciuniene

Sustainability 2022, 14(13), 7664; https://doi.org/10.3390/su14137664 - 23 Jun 2022

Cited by 7 | Viewed by 4401

Abstract

This study explored a moderated mediation model, which is based on the assumption about the direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies and via perceived classroom management as well as the effect of growth mindset for the relationships between (1) [...] Read more.

This study explored a moderated mediation model, which is based on the assumption about the direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies and via perceived classroom management as well as the effect of growth mindset for the relationships between (1) teachers’ autonomy-supportive behaviours and learning strategies applied by students and (2) perceived classroom management and learning strategies applied by students. Data were collected from 23 secondary schools in municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 581 students). The results showed that teachers’ autonomy-supportive behaviours are directly and positively related to the increased use of learning strategies applied by the student. The perceived classroom management mediates the relationship between teachers’ autonomy-supportive behaviours and learning strategies applied by the students. In this case, we have an inconsistent mediation, so the mediator acts as a suppressor (the indirect path through mediator is negative, while the direct is positive). The growth mindset does not moderate the relationship between perceived teachers’ autonomy supportive behaviours and the students’ use of learning strategies, but growth mindset moderates the relationship between perceived classroom management and learning strategies applied by the student. For students with a lower or moderate growth mindset, greater perceived classroom management is related to the lesser use of learning strategies. However, for those with a higher growth mindset, greater perceived classroom management is related to greater use of learning strategies. This study contributes to the understanding of the importance of teachers’ behaviours for students’ learning by focusing on classroom management and growth mindset. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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18 pages, 3307 KiB

Open AccessArticle

Evaluation of Scientific Research in Universities Based on the Idea of Education for Sustainable Development

by Zhe Cheng, Tong Xiao, Chen Chen and Xiong Xiong

Sustainability 2022, 14(4), 2474; https://doi.org/10.3390/su14042474 - 21 Feb 2022

Cited by 9 | Viewed by 3478

Abstract

Our research aims to establish an evaluation framework and evaluate the sustainability of scientific research in universities. Based on the concept of Education for Sustainable Development and the function of scientific research activities, an evaluation framework was constructed including three dimensions: the sustainable [...] Read more.

Our research aims to establish an evaluation framework and evaluate the sustainability of scientific research in universities. Based on the concept of Education for Sustainable Development and the function of scientific research activities, an evaluation framework was constructed including three dimensions: the sustainable trend of scientific research activity, research performance related to the topic of sustainable development, and sustainability of scientific research contributions. Descriptive analysis, Data Envelopment Analysis, and a Statistical Index Method were used to calculate the sustainability of scientific research of world-class universities in China. Results show that China’s world-class universities published more articles related to sustainable development than the best-performing universities in the UK and USA. They make sustainable contributions to society through cultivating Ph.D. graduates, publishing research papers, and transforming science and technology. However, the sustainable trend of the scientific research of universities is still to be improved. The result of resource efficiency is relatively low, and attention should be paid to the waste of human and financial resources. In addition, universities should improve their ability to withstand external risks to minimize the influence of external public emergencies such as COVID-19. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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18 pages, 9312 KiB

Open AccessArticle

Perceived Effectiveness of Developing a Mobile System of Formative Test with Handwriting Revision to Devise an Instruction Design Based on Cognitive Apprenticeship Theory

by Shih-Che Lo and Hung-Hsu Tsai

Sustainability 2022, 14(4), 2272; https://doi.org/10.3390/su14042272 - 17 Feb 2022

Cited by 3 | Viewed by 3025

Abstract

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called [...] Read more.

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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16 pages, 508 KiB

Open AccessArticle

The Education for Sustainable Development, Online Technology and Teleological Rationality: A Game between Instrumental Value and Humanistic Value

by Hongfeng Zhang and Yumeng Zeng

Sustainability 2022, 14(4), 2101; https://doi.org/10.3390/su14042101 - 12 Feb 2022

Cited by 10 | Viewed by 2578

Abstract

The concept of education for sustainable development (ESD) belongs to the latter exogenous type. It was not put forward as an independent concept at first. At present, it is necessary to shift from the approach to an understanding concentrating on sustainable development to [...] Read more.

The concept of education for sustainable development (ESD) belongs to the latter exogenous type. It was not put forward as an independent concept at first. At present, it is necessary to shift from the approach to an understanding concentrating on sustainable development to an interpretation that focuses on the structure of education. Under the guidance of online technology’s pursuit of efficiency, effect, simplicity and materialization, the process of ESD embedded with online technology has highlighted its value of tools, while lacking rules and guidance of the teleological rationality, hence it cannot achieve the value tendency of humanism which accords with its reason and being good to it. In the course of realistic education, the instrumental value and humanistic value of ESD are always intertwined together, and the value choices of educational entities are often manifested as bounded rationality. Therefore, around the theme of ESD, any two of the players of educational organizations constitute the “evolutionary game with bounded rationality”. Based on the result of an evolutionary game, ESD should pay more attention to the humanization of purpose, the contextualizing of content, the experience of process and the rationalization of technology, to fully realize the return of humanistic value of ESD. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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12 pages, 234 KiB

Open AccessArticle

Towards Sustainability: The Involvement of the Elderly in the Educational Activities of NGOs in Lithuania

by Edita Štuopytė

Sustainability 2022, 14(4), 2095; https://doi.org/10.3390/su14042095 - 12 Feb 2022

Cited by 6 | Viewed by 2431

Abstract

In an aging society, the promotion of lifelong learning is important for sustainability and the social inclusion of elderly people. Non-governmental organizations (NGOs) are actively involved in this process, accepting a significant challenge to promote the activity of elderly people through educational activities. [...] Read more.

In an aging society, the promotion of lifelong learning is important for sustainability and the social inclusion of elderly people. Non-governmental organizations (NGOs) are actively involved in this process, accepting a significant challenge to promote the activity of elderly people through educational activities. Such activities with elderly people are special, as they include the integration and empowerment of the individual to re-adopt societal norms, to discover new opportunities for self-realization, and to respond flexibly to economic and social change. This study aims to reveal the involvement of the elderly in the educational activities of NGOs. To achieve this goal, a qualitative research method was chosen—the discussion of a focus group. In the case of the study, the group assessment and categorization methodologies were used. The analysis of the experiences of elderly people participating in NGO educational activities revealed that the motives for engaging in NGO activities are related to the needs for self-expression, communication, as well as social mobility, integration, and social adaptation to constant changes in society. To promote the involvement of elderly people, NGOs must focus on disseminating information on educational activities, promoting active aging, removing barriers to individual activity, and improving the competencies of elderly people, helping them to acquire new knowledge and skills, as well as focusing on the organization itself. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

22 pages, 3056 KiB

Open AccessArticle

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

by Agne Paulauskaite-Taraseviciene, Ingrida Lagzdinyte-Budnike, Lina Gaiziuniene, Vilma Sukacke and Laura Daniuseviciute-Brazaite

Sustainability 2022, 14(3), 1702; https://doi.org/10.3390/su14031702 - 1 Feb 2022

Cited by 9 | Viewed by 3733

Abstract

The issue of sustainability in education has never been more important for the future of our environment, and strategies to develop the skills needed by younger generations to meet this significant global challenge should be developed across all curricula. There is much focus [...] Read more.

The issue of sustainability in education has never been more important for the future of our environment, and strategies to develop the skills needed by younger generations to meet this significant global challenge should be developed across all curricula. There is much focus on the topic of sustainability in business, finance, climate, health, water and education; however, there are some challenges when sustainability needs to be integrated into engineering or fundamental study programs (SPs). In the latter, sustainability is more often emphasized and implemented through its general principles or separate modules in social sciences and project activities. There are a number of questions and challenges in how to highlight sustainability aspects and evaluation metrics due to the specifics of the engineering study field. For evaluating the sustainability level in engineering studies, a hierarchical methodology employing the SAMR (Substitution, Augmentation, Modification, Redefinition) model is proposed, taking a technological university in Lithuania as the case study. As a more concrete example, the first and second cycle SPs titled ‘Artificial Intelligence’ are described and analyzed in all relevant perspectives of sustainability. The study proposes five tangible criteria that must be emphasized in the learning process in order to ensure the development of sustainability goals in IT/AI study programs. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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19 pages, 1504 KiB

Open AccessArticle

Sustainability Education in China: Lessons Learnt from the Teaching of Geography

by Haoyi Huang and Eddie W. L. Cheng

Sustainability 2022, 14(1), 513; https://doi.org/10.3390/su14010513 - 4 Jan 2022

Cited by 4 | Viewed by 3868

Abstract

Since its emergence, the concept of sustainability has been incorporated in geography education across the globe. China is no exception. As one of the pioneer countries in advocating environmental protection, the Chinese government has called for a paradigm shift in pedagogies in order [...] Read more.

Since its emergence, the concept of sustainability has been incorporated in geography education across the globe. China is no exception. As one of the pioneer countries in advocating environmental protection, the Chinese government has called for a paradigm shift in pedagogies in order to encourage students to effectively learn the concept and develop their ability to think in new ways, especially engaging themselves with contemporary worldviews. However, many teachers may feel that they are incapable of teaching sustainability. Therefore, it is important to examine whether subject teachers have the ability to implement sustainability education. To fill this research gap, the present research focused on a case study of an in-service Chinese geography teacher teaching sustainability in a junior middle school in China. In order to deeply understand his teaching, this research adopted the form of interviews, supplemented by the analysis of relevant teaching documents. The results indicated that the two themes taught in the seventh and eighth grades, respectively, involved mainly environmental sustainability with some connection to economic sustainability, but fell short of socio-cultural sustainability. This study calls for more sustainability elements in geography curriculums, particularly with the inclusion of socio-cultural sustainability. In this article, research and practical implications have been given. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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14 pages, 393 KiB

Open AccessArticle

Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

by Agne Brandisauskiene, Loreta Buksnyte-Marmiene, Jurate Cesnaviciene, Ausra Daugirdiene, Egle Kemeryte-Ivanauskiene and Rasa Nedzinskaite-Maciuniene

Sustainability 2021, 13(24), 13632; https://doi.org/10.3390/su132413632 - 9 Dec 2021

Cited by 8 | Viewed by 5776

Abstract

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers [...] Read more.

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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17 pages, 10233 KiB

Open AccessArticle

Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020)

by Shutao Wang and Xinlei Lv

Sustainability 2021, 13(16), 9216; https://doi.org/10.3390/su13169216 - 17 Aug 2021

Cited by 13 | Viewed by 4132

Abstract

The aim of the present study is to explore the evolving trend of research directions in the field of early education. In this research, CiteSpace and VOSviewer were used to visually analyze documents published in eight SSCI journals between 2001 and 2020. Through [...] Read more.

The aim of the present study is to explore the evolving trend of research directions in the field of early education. In this research, CiteSpace and VOSviewer were used to visually analyze documents published in eight SSCI journals between 2001 and 2020. Through methods such as co-authorship analysis, cluster analysis, and cocitation analysis, this study found that child care, school readiness, early education quality, effortful control, executive function, self-regulation, and teacher–student relationships are hot topics in early education. Early education research has distinctive interdisciplinary characteristics. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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8 pages, 238 KiB

Open AccessArticle

Education for Sustainable Development: Sustainability-Related Food Labels

by Laura Daniuseviciute-Brazaite

Sustainability 2021, 13(15), 8117; https://doi.org/10.3390/su13158117 - 21 Jul 2021

Cited by 2 | Viewed by 2731

Abstract

The aim of this study is to predict sustainable behavior based on the awareness of food labels and to assess the role of food quality certification on consumer choice. A quantitative descriptive study was performed to implement the research objectives, while the qualitative [...] Read more.

The aim of this study is to predict sustainable behavior based on the awareness of food labels and to assess the role of food quality certification on consumer choice. A quantitative descriptive study was performed to implement the research objectives, while the qualitative data was obtained by an online survey. The sample consisted of 384 subjects; the sample was calculated with 95% reliability and a 5% scattering range. The survey was conducted in August 2020. After rejecting incorrectly completed questionnaires, 392 questionnaires were suitable for further analysis. The study concluded that consumers are not yet familiar with the Lithuanian national food quality system: they are characterized by a relatively low focus on food quality labels. The level of attractiveness and awareness of the Lithuanian NQP label is low: a small proportion of consumers name it as a memorable, clear and targeted food label. The consumers’ behavior is related to the importance of health and nutrition, the price–quality ratio, the regional label (such as Lithuanianness), when raw materials and production are used from/in Lithuania, as well as environmental sustainability. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

Review

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17 pages, 2112 KiB

Open AccessReview

Teaching Sustainability in Planning and Design Education: A Systematic Review of Pedagogical Approaches

by Hye Yeon Park, Carlos V. Licon and Ole Russell Sleipness

Sustainability 2022, 14(15), 9485; https://doi.org/10.3390/su14159485 - 2 Aug 2022

Cited by 14 | Viewed by 4689

Abstract

Sustainable development principles are being increasingly incorporated into university planning and design education. This paper evaluates how university planning and design programs teach sustainability and how these various approaches may influence future planners and designers. This systematic review quantitatively analyzes 5639 empirical research [...] Read more.

Sustainable development principles are being increasingly incorporated into university planning and design education. This paper evaluates how university planning and design programs teach sustainability and how these various approaches may influence future planners and designers. This systematic review quantitatively analyzes 5639 empirical research documents published from 2011 to 2020, including peer-reviewed papers and reports related to planning and design disciplines in higher education institutions. Key findings include differences in how planning and design curricula include and emphasize sustainability topics, as well as how various modes and teaching approaches correlate with sustainability values. This research offers a comprehensive understanding of how sustainable development approaches and teaching methods may influence how students and emerging professionals approach complex planning and design problems. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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14 pages, 273 KiB

Open AccessReview

On Lao Tzu’s Ethics as the Inspiration and Practice of Education for Sustainable Development

by Chuan-Shin Jeng, Shin-Jia Ho, Wen-Ling Lin and Fong-Han Chen

Sustainability 2022, 14(14), 8313; https://doi.org/10.3390/su14148313 - 7 Jul 2022

Cited by 3 | Viewed by 4883

Abstract

Ethics is at the core of education for sustainable development (ESD). Based on a literature review, this article discusses the inspiration and practice of Lao Tzu’s ethics in ESD. For this paper, a review was undertaken of the literature and three electronic databases [...] Read more.

Ethics is at the core of education for sustainable development (ESD). Based on a literature review, this article discusses the inspiration and practice of Lao Tzu’s ethics in ESD. For this paper, a review was undertaken of the literature and three electronic databases were searched (Web of Science, Scopus, and Google Scholar) from 1980 to 2022 to identify relevant research topics. The literature search strategy used keywords, titles, and abstracts to search for topics, including Lao Tzu (Taoist philosophy, ethics, Daodejing) and sustainable development education (administrative leadership, curriculum, teaching). Other related articles and books are also included in the bibliography. It was concluded that Lao Tzu’s “the Tao way follows nature” and “non-contention” can build a harmonious society; practicing “minimalism” can help achieve economic sustainability; and the concept of “the birth of the unborn” pioneers the coexistence of human beings and nature. Schools that practice ESD can apply Lao Tzu’s ethics to establish a sustainable and harmonious leadership relationship in the way of saints, and adopt a teacher–student interaction model that follows “the supreme good is like water” principle to establish ethical literacy and introduce ethics courses that are autonomous, interactive, and for the common good. Therefore, the exploration of Lao Tzu’s ethics allows Eastern thought to be at the core of the ethics and values of ESD, and provides practical insights into school administration, teaching, and curriculum implementation. Full article

(This article belongs to the Special Issue Education for Sustainable Development)

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