Sustainability

Editorial

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10 pages, 237 KiB

Open AccessEditorial

Formulating Modes of Cooperative Leaning for Education for Sustainable Development

by Jordi Colomer, Dolors Cañabate, Brigita Stanikūnienė and Remigijus Bubnys

Sustainability 2021, 13(6), 3465; https://doi.org/10.3390/su13063465 - 21 Mar 2021

Cited by 12 | Viewed by 3169

Abstract

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and [...] Read more.

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems [...] Full article

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

Research

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16 pages, 2396 KiB

Open AccessArticle

Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators

by Luiza Olim de Sousa

Sustainability 2021, 13(6), 3210; https://doi.org/10.3390/su13063210 - 15 Mar 2021

Cited by 5 | Viewed by 3508

Abstract

A principle of sustainable development is that environmental matters are best handled with the participation of all concerned citizens. The UN has identified a gap between innovative teaching and learning methods and a participatory approach at institutions of higher education (IHE) to support [...] Read more.

A principle of sustainable development is that environmental matters are best handled with the participation of all concerned citizens. The UN has identified a gap between innovative teaching and learning methods and a participatory approach at institutions of higher education (IHE) to support interdisciplinary action. This paper shares the learning experiences of pre-service teacher students who took part in a participatory approach to educating for sustainable development in a South African IHE. A survey research design was used to collect the data from a large group (n = 376) of students over one semester. A qualitative research approach used the compulsory module’s teaching and learning tasks as intervention. Narratives were completed in groups upon completion of the module. This research established that when including a participatory approach in teaching and learning in an education for sustainable development (ESD) module at a South African IHE social learning indicators (learning, critical thinking, problem solving and dealing with conflict) emerged and students used their different perspectives when reasoning to participate collaboratively to work toward resolving environmental issues. The significance of this paper is that social learning indicators have been identified in multidisciplinary pre-service teaching and learning in a developing country when using a participatory approach in a higher education ESD module. Full article

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

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17 pages, 312 KiB

Open AccessArticle

Training and Support for Inclusive Practices: Transformation from Cooperation in Teaching and Learning

by Yolanda Muñoz-Martínez, Francisco Gárate-Vergara and Cecilia Marambio-Carrasco

Sustainability 2021, 13(5), 2583; https://doi.org/10.3390/su13052583 - 28 Feb 2021

Cited by 8 | Viewed by 3797

Abstract

In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various [...] Read more.

In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various actions were carried out by the school in its process of methodological and organizational transformation towards a more inclusive model based on the cooperation of teachers and students. A journey was made from the actions aimed at traditional training through courses and seminars to the accompaniment actions in the classroom to implement the cooperative learning methodology. Results of the actions and analysis of the interviews carried out with teachers participating in the process during the four years of work as well as field observation notes are presented. The results show the transformation and improvement of teaching practices based on inclusion and the cooperative learning methodology. Among the central conclusions, there is evidence of internal improvement in organizational management and inclusive teaching practices from the involvement, support, and continuous training of teachers in educational quality towards students. Full article

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

11 pages, 1831 KiB

Open AccessArticle

Active Time in Cooperative Activities, Quality of Life and Body Mass Index in Individuals with Intellectual Disabilities. A Model of Structural Equations

by Gabriel González-Valero, Josep Vidal-Conti, Félix Zurita-Ortega and Pere Palou-Sampol

Sustainability 2021, 13(4), 2341; https://doi.org/10.3390/su13042341 - 22 Feb 2021

Cited by 5 | Viewed by 2373

Abstract

Current research shows that individuals with intellectual disabilities do not engage in enough physical activity to acquire health benefits. However, cooperative learning has been shown to be an effective tool for inclusion and for improving healthy physical habits. The aim of this study [...] Read more.

Current research shows that individuals with intellectual disabilities do not engage in enough physical activity to acquire health benefits. However, cooperative learning has been shown to be an effective tool for inclusion and for improving healthy physical habits. The aim of this study is to contrast an explanatory model which incorporates quality of life, active time in cooperative activities, body mass index and age, as well as to analyze, using multi-group structural equations, the existing associations according to the sex of subjects with intellectual disabilities. The convenience sampling used allowed the collection of data from a total of 156 subjects in Granada (Spain), aged between 18–55 years. In terms of gender, the sample was homogeneous, representing 52.6% (n = 82) for women and 47.4% (n = 74) for men. The active time during the cooperative learning was recorded with the Xiaomi Mi Band 2 activity band, for the quality of life scale (GENCAT) was used, and the body mass index was calculated through its standardized equation. Age was directly associated with body mass index in both sexes. Likewise, age was positively related to the active time of women. Quality of life was directly associated with active time and body mass index was inversely related to active time. This study shows the importance of active time during work and cooperative learning in individuals with intellectual disabilities, as it is associated with an improvement in the quality of life and a reduction in the problems of sedentarism, overweight, and obesity. Full article

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

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19 pages, 2597 KiB

Open AccessArticle

How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model

by Xingwei Wang and Liang Guo

Sustainability 2021, 13(3), 1418; https://doi.org/10.3390/su13031418 - 29 Jan 2021

Cited by 19 | Viewed by 4133

Abstract

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based [...] Read more.

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education. Full article

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

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17 pages, 1798 KiB

Open AccessArticle

Towards a Cooperative Learning Environment in Universities through In-Service Training

by Melany Hebles, Concepción Yániz-Álvarez-de-Eulate, Manuel Alonso-Dos-Santos and Lourdes Villardón-Gallego

Sustainability 2021, 13(3), 1112; https://doi.org/10.3390/su13031112 - 21 Jan 2021

Cited by 3 | Viewed by 2207

Abstract

The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year [...] Read more.

The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program. Full article

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

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11 pages, 785 KiB

Open AccessArticle

Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

by Bach Q. Ho

Sustainability 2021, 13(1), 403; https://doi.org/10.3390/su13010403 - 4 Jan 2021

Cited by 9 | Viewed by 3707

Abstract

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues [...] Read more.

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process. Full article

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

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24 pages, 288 KiB

Open AccessArticle

Students’ Social Construction of Knowledge through Cooperative Learning

by Jurgita Lenkauskaitė, Jordi Colomer and Remigijus Bubnys

Sustainability 2020, 12(22), 9606; https://doi.org/10.3390/su12229606 - 18 Nov 2020

Cited by 10 | Viewed by 4065

Abstract

The objective of this manuscript is twofold: to critically analyze the principles of epistemic diversity and democracy and perform an analysis of the social construction of knowledge by university students through cooperative learning. The semi-structured interview methodology employed in the research revealed that [...] Read more.

The objective of this manuscript is twofold: to critically analyze the principles of epistemic diversity and democracy and perform an analysis of the social construction of knowledge by university students through cooperative learning. The semi-structured interview methodology employed in the research revealed that the students provided a positive assessment of the possibilities of cooperation in heterogeneous teams: the array of experiences that were emerging in the process helped the students in the tertiary systems transcend the boundaries of their knowledge, share experiences, and construct new knowledge together. The research also highlighted students’ critical attitudes towards previous teamwork experiences, which relied more on an individualist than social approaches to knowledge. It also reflected on the causes and consequences of those experiences. Student interviews revealed a variety of difficulties the students were facing during team cooperation. The unconventional study process, centred on active and independent performance, social construction of knowledge, triggered confusion of the students’ roles, dissatisfaction with the unequal contributions by the team members to the common work, and the lack of teachers’ intervention. The findings established the basis for the design of the educational approaches for university students to socially construct knowledge through cooperation. Full article

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

14 pages, 423 KiB

Open AccessArticle

Teacher Involvement in Organisational Change: From Engaging Risk to Cooperative Learning

by Laima Daujotienė, Aušra Kazlauskienė and Remigijus Bubnys

Sustainability 2020, 12(22), 9447; https://doi.org/10.3390/su12229447 - 13 Nov 2020

Cited by 5 | Viewed by 2383

Abstract

The present research aims at analysing the result of how preconditions, teacher reactions, action strategies, and intervening conditions of teacher involvement in the organisational changes manifest. A particular school which had recently implemented changes was chosen for the investigation. The research is based [...] Read more.

The present research aims at analysing the result of how preconditions, teacher reactions, action strategies, and intervening conditions of teacher involvement in the organisational changes manifest. A particular school which had recently implemented changes was chosen for the investigation. The research is based on application of the strategy of the grounded theory. A semi-structured interview was chosen to collect the data. Grounding on the analysis of the research data, the development paths of the teacher involvement in the organisational changes manifesting at the personal and organisational levels were disclosed. The research reveals that the teacher involvement in the changes is determined by various preconditions: boredom, self-assessment, positive encouragement, support, negative reaction of others. Each precondition for the involvement in the changes creates conditions for the manifestation of different teacher reactions and action strategies. The intervening conditions (continuous changes, changing of personal attitudes and organisational culture) acting during the involvement in the changes were revealed in the course of the research. While analysing the process of the teacher involvement in the changes, the result of this process was revealed: from engaging risk to cooperative learning. Full article

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

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12 pages, 1205 KiB

Open AccessArticle

The Use of a Cooperative-Learning Activity with University Students: A Gender Experience

by Salvador Baena-Morales, Daniel Jerez-Mayorga, Francisco Tomás Fernández-González and Juan López-Morales

Sustainability 2020, 12(21), 9292; https://doi.org/10.3390/su12219292 - 9 Nov 2020

Cited by 27 | Viewed by 5792

Abstract

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among [...] Read more.

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately. Full article

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

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17 pages, 270 KiB

Open AccessArticle

Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development

by Marcel Bassachs, Dolors Cañabate, Teresa Serra and Jordi Colomer

Sustainability 2020, 12(20), 8624; https://doi.org/10.3390/su12208624 - 18 Oct 2020

Cited by 32 | Viewed by 4881

Abstract

The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing [...] Read more.

The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing dynamic reflective and cooperative learning environments to strengthen teaching–learning relationships. The educational approach included analyzing students’ reflections from their focus groups, in which five categories of cooperative learning: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skills, and group processing, were considered. The results show that, to a significant statistical degree, when the interdisciplinary approaches were adopted the primary school students reached higher levels of understanding, reflective and critical thinking development, and that cooperative learning provided them with a greater perception of sustainable development competences through systems and critical thinking, analysis, interpersonal relationships and collaboration, and strategic action. Full article

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

17 pages, 3806 KiB

Open AccessArticle

Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions

by Dolors Cañabate, Maria Luisa Garcia-Romeu, Anna Menció, Lluís Nogué, Marta Planas and Joan Solé-Pla

Sustainability 2020, 12(19), 8156; https://doi.org/10.3390/su12198156 - 2 Oct 2020

Cited by 15 | Viewed by 4127

Abstract

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included [...] Read more.

This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students’ motivation, academic performance, students’ relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student’s perceptions on the CL dimensions provided first, positive students’ perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach. Full article

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

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22 pages, 1710 KiB

Open AccessArticle

Higher Education as a Determinant of the Competitiveness and Sustainable Development of an Economy

by Miloš Krstić, José António Filipe and José Chavaglia

Sustainability 2020, 12(16), 6607; https://doi.org/10.3390/su12166607 - 15 Aug 2020

Cited by 37 | Viewed by 5595

Abstract

The aim of this paper is to examine the interdependence between higher education on the one hand and the competitiveness of the economy and sustainable development on the other hand. To examine the mentioned interdependence, we used a sample that includes EU member [...] Read more.

The aim of this paper is to examine the interdependence between higher education on the one hand and the competitiveness of the economy and sustainable development on the other hand. To examine the mentioned interdependence, we used a sample that includes EU member states and candidate countries. The paper applies correlation and regression analysis of comparative data sections. The research findings indicate a strong correlation between higher education on the one hand and the competitiveness of the economy and sustainable development on the other. The results obtained by research can serve as a “global benchmark” of future public policy in the field of higher education. Full article

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

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20 pages, 3646 KiB

Open AccessArticle

Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan

by Tahseen Asif, Ouyang Guangming, Muhammad Asif Haider, Jordi Colomer, Sumaira Kayani and Noor ul Amin

Sustainability 2020, 12(7), 3014; https://doi.org/10.3390/su12073014 - 9 Apr 2020

Cited by 45 | Viewed by 11184

Abstract

Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as [...] Read more.

Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers’ practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers’ beliefs and attitudes are shaped over time and from moral educational experiences. Full article

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

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18 pages, 1479 KiB

Open AccessArticle

Inter-Campus Sharable Potential of Hardware Educational Resources in A University Town: Connotation, Determination Method and A Case Study

by Yali Zhang, Huihui Zhu, Bo Mu, Xiaojian Zhang and Xuerong Cui

Sustainability 2020, 12(4), 1636; https://doi.org/10.3390/su12041636 - 21 Feb 2020

Cited by 8 | Viewed by 3228

Abstract

Sharing educational resources (ERs) among campuses in a university town (UT) could avoid the waste or repeated construction of ERs, which is beneficial to the sustainable utilization of resources. For hardware educational resources (HERs) greatly attached to land resources, whether they have surplus [...] Read more.

Sharing educational resources (ERs) among campuses in a university town (UT) could avoid the waste or repeated construction of ERs, which is beneficial to the sustainable utilization of resources. For hardware educational resources (HERs) greatly attached to land resources, whether they have surplus shareable potential is the key factor relating to inter-campus sharing. However, there is a serious lack of definition and quantitative research on HERs’ shareable potential. Based on the correlation between land resource utilization and HER sharing, we firstly defined the connotation of inter-campus sharable potential of HERs (ISPHERs), put forward its calculation method and carried out a case study in Longzi Lake UT of Zhengzhou City, Henan province, China. The results show that: (1) ISPHERs could be defined from the perspective of “the best utilization degree” which mainly depended on the utilization and development gap between the present area value and the possible most intensive one under certain conditions; (2) based on the area quota and the students’ number, the ISPHERs was calculated by the Delphi and multi-factor model methods; (3) the case study in Longzi Lake UT of Zhengzhou City, Henan province, China showed that the comprehensive ISPHERs was high in the south and low in the north, and the libraries and canteens in five colleges and universities mainly providing vocational skills training were insufficient. If all the 11 campuses could freely share HERs, there would be an overall surplus of the five kinds of HER (i.e., classroom, laboratory, library, indoor sports room and canteen). The comprehensive management framework should include sustainable concept guidance, cooperation system construction, planning control, benefit adjustment and technological innovation, etc. Full article

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

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11 pages, 270 KiB

Open AccessArticle

Predictive Factors of Task Interdependence in the University Context

by Santiago Mendo Lázaro, Benito León Del Barco, María-I Polo-Del-Río and Irina Rasskin-Gutman

Sustainability 2020, 12(1), 100; https://doi.org/10.3390/su12010100 - 21 Dec 2019

Cited by 9 | Viewed by 4034

Abstract

The aim of this research is to find out what type of task interdependence is generated in work teams in university contexts and to analyze the capacity to discriminate the type of task interdependence of some of the variables that are decisive for [...] Read more.

The aim of this research is to find out what type of task interdependence is generated in work teams in university contexts and to analyze the capacity to discriminate the type of task interdependence of some of the variables that are decisive for the team’s success. The sample consisted of 808 teaching students from six Spanish universities. Self-report measures were taken, such as task interdependence, attitudes towards teamwork, team potency, and social team skills. The results show that the students who carry out the tasks in teams with high interdependence are minority. However, those who work with high interdependence, present more positive attitudes towards teamwork, greater team potency, and more social skills in receiving information and self-assertion. Likewise, high interdependence would be characterized by high scores in both the attitudes and team potency. However, attitude is the variable that better discriminates the type of task interdependence, allowing for an excellent level of discrimination of high interdependence. Full article

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

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13 pages, 282 KiB

Open AccessReview

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

by Pascal Legrain, Tania Becerra-Labrador, Lucile Lafont and Guillaume Escalié

Sustainability 2021, 13(2), 657; https://doi.org/10.3390/su13020657 - 12 Jan 2021

Cited by 7 | Viewed by 3012

Abstract

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these [...] Read more.

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL. Full article

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

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15 pages, 788 KiB

Open AccessPerspective

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

by Carlota Torrents, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha and J. A. Scott Kelso

Sustainability 2021, 13(5), 2696; https://doi.org/10.3390/su13052696 - 2 Mar 2021

Cited by 12 | Viewed by 3921

Abstract

Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, [...] Read more.

Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity. Full article

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

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