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17 pages, 1509 KiB

Open AccessArticle

Knowledge of Trainee Teachers about the New Water Culture: A Comparative Study between Two Spanish Cities

by Alejandra Ramírez-Segado, María Rodríguez-Serrano, Freddy Enrique Castro-Velásquez and Alicia Benarroch Benarroch

Sustainability 2023, 15(18), 13672; https://doi.org/10.3390/su151813672 - 13 Sep 2023

Cited by 1 | Viewed by 733

Abstract

Education is the main tool society has for transforming cultural habits and making them more sustainable. This work entails a comparative study in the sphere of initial teacher training regarding the knowledge of future educators on the New Water Culture (NWC). An ad-hoc [...] Read more.

Education is the main tool society has for transforming cultural habits and making them more sustainable. This work entails a comparative study in the sphere of initial teacher training regarding the knowledge of future educators on the New Water Culture (NWC). An ad-hoc questionnaire was administered to a sample of 1387 future primary and secondary school teachers studying in Granada (N = 942) and Melilla (N = 455), both Spanish cities with diverse education and water conditions. The results indicate that the trainee teachers in Granada display knowledge more in line with the NWC. However, there are contents where the results are inverted due to the media impact regarding water in Melilla. Furthermore, it is confirmed that both groups lack correct training that allows them to transfer appropriate knowledge effectively and thus create new behaviours in future generations in a visible and permanent way. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

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16 pages, 309 KiB

Open AccessArticle

Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study

by María del Carmen Medina Podadera and Antonio José González-Jimenez

Sustainability 2023, 15(16), 12632; https://doi.org/10.3390/su151612632 - 21 Aug 2023

Cited by 3 | Viewed by 1380

Abstract

The perception that teachers have of cultural diversity is essential when it comes to the educational attention given to immigrant students. The objective is to determine how teachers perceive students’ cultural diversity and families’ commitment with the education of their children, and if [...] Read more.

The perception that teachers have of cultural diversity is essential when it comes to the educational attention given to immigrant students. The objective is to determine how teachers perceive students’ cultural diversity and families’ commitment with the education of their children, and if this perception can influence teachers’ expectations regarding students and their families. This is qualitative research study based on hermeneutic phenomenology developed through semi-structured interviews, applied on an intentional sample of 16 Spanish primary school teachers. The results indicate that teachers need the assistance of educational specialists, training in cultural diversity, and intercultural communication skills. They also recognize the importance of enhancing collaboration with immigrant families. Hence, education must be rethought, bearing in mind the perceptions of teachers, empowering students and their families with new innovative formulas aimed at incorporating their cultural references in the curriculum, and providing culturally relevant teaching. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

17 pages, 752 KiB

Open AccessArticle

Social Problems in the Secondary Classroom: Gaps in Teacher Initial and Ongoing Training in the Andalusian Region of Spain from the Perspective of Intercultural Education and New Technologies

by Elisa Velasco, Mar Venegas and Kiko Sánchez-Miranda

Sustainability 2023, 15(1), 339; https://doi.org/10.3390/su15010339 - 26 Dec 2022

Viewed by 1649

Abstract

The aim of this article is to analyze the initial and ongoing training of secondary school teachers to deal with the social problems of students in the classroom from the perspective of intercultural education and new technologies. The research starts from the thesis [...] Read more.

The aim of this article is to analyze the initial and ongoing training of secondary school teachers to deal with the social problems of students in the classroom from the perspective of intercultural education and new technologies. The research starts from the thesis that these social problems can influence the academic and social success or failure of adolescents. Intercultural education and ICTs, with sustainability values, can favor the maturation process of students. The methodology used has been mixed: (1) documentary analysis of the curriculum of initial and continuing teacher training in relation to these social problems; (2) qualitative techniques with teachers, such as interviews and discussion groups to learn about their discourses regarding their professional vision and the training received. This has allowed us to understand professional practice from the perspective of intercultural education and new technologies. The results show training gaps in the curriculum for secondary school teachers to be able to work on social problems in the classroom with interculturality, together with the challenge of including new technologies and sustainability in the accompaniment of students. This research has done in Andalusia, the southernmost region of Spain, but with a desire to extrapolate its conclusions to other national or international contexts. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

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43 pages, 18730 KiB

Open AccessArticle

The Antecedents and Consequences of Study Commitment to Online Learning at Higher Education Institutions (HEIs) in Cambodia

by Chealy Chet, Serey Sok and Veasna Sou

Sustainability 2022, 14(6), 3184; https://doi.org/10.3390/su14063184 - 8 Mar 2022

Cited by 5 | Viewed by 4713

Abstract

A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This [...] Read more.

A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This paper aims to analyze the antecedents and consequences of students’ study commitment at Cambodia’s HEIs during the COVID-19 pandemic. The research focused upon: adaptation of online teaching and learning, consequences and antecedents of students’ study commitment to online learning, and factors influencing students’ willingness to participate in online learning during the post–COVID-19 pandemic. The research was primarily based on an online survey among 1002 undergraduate students at Cambodia’s largest and oldest University for quantitative data. The SPSS 25 and AMOS 23 were adopted to proceed with the data analysis, especially in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). We found that: (1) two stages of online teaching and learning processes were adopted at the Royal University of Phnom Penh (RUPP): individually-managed and institutionally-managed processes; (2) the students’ study commitment played an active role in improving their learning satisfaction. Meanwhile, academic support is one of the most outstanding factors influencing students’ online learning; and (3) in the post–COVID pandemic, 81.4% of undergraduate students did not propose to continue online learning. The survey confirms that online learning significantly reduced their academic performance, and 62.3% claimed online teaching negatively affected their studies. A prediction reveals that gender, the effect of online learning, permanent address, and home WIFI connection influence the students’ willingness to take online education in the post–COVID-19 pandemic. The findings of this research have advanced knowledge of students’ study commitment and provided scientific evidence for practitioners, planners, policymakers, and researchers to promote online teaching and learning at Cambodia’s HEIs during the post–COVID-19 pandemic. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

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14 pages, 288 KiB

Open AccessArticle

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

by Martina Pavlíková, Alexander Sirotkin, Roman Králik, Lucia Petrikovičová and José García Martin

Sustainability 2021, 13(18), 10350; https://doi.org/10.3390/su131810350 - 16 Sep 2021

Cited by 32 | Viewed by 3235

Abstract

The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the [...] Read more.

The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

19 pages, 343 KiB

Open AccessArticle

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

by Francisca Ruiz-Garzón, María del Carmen Olmos-Gómez and Ligia Isabel Estrada-Vidal

Sustainability 2021, 13(9), 5043; https://doi.org/10.3390/su13095043 - 30 Apr 2021

Cited by 8 | Viewed by 2421

Abstract

Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. [...] Read more.

Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

13 pages, 951 KiB

Open AccessArticle

Spanish Adaptation and Validation of the Child Adjustment and Parent Efficacy Scale

by Dolores Seijo, David Tomé, Jessica Sanmarco, Alina Morawska and Francisca Fariña

Sustainability 2021, 13(9), 4647; https://doi.org/10.3390/su13094647 - 22 Apr 2021

Cited by 5 | Viewed by 2403

Abstract

(1) Background: The aim of this study is to obtain an instrument, with robust psychometric properties validated with a Spanish sample, that allows for the evaluation of the emotional and behavioural adjustment of children, as well as the perceived ability of parents to [...] Read more.

(1) Background: The aim of this study is to obtain an instrument, with robust psychometric properties validated with a Spanish sample, that allows for the evaluation of the emotional and behavioural adjustment of children, as well as the perceived ability of parents to manage their children’s problems. (2) Methods: Data from 2618 Spanish parents of 2–12-year-old children were used to evaluate the psychometric properties of the Child Adjustment and Parent Efficacy Scale. In order to develop the intensity scale, exploratory and confirmatory analyses were carried out, and the reliability, validity, and invariance of the measurement model were estimated. (3) Results: A structure of 25 items grouped into two factors are shown, which allows for the evaluation of emotional and behavioural problems and children’s competencies. The model adjustment indicators were satisfactory. Favourable evidence was obtained for the reliability of the measurement model from two perspectives, internal consistency and composite reliability. The discriminant validity was satisfactory, as was the homogeneity of the measurement model based on child gender. Regarding the self-efficacy scale, confirmatory analysis procedures were also carried out, verifying a good factorial structure. (4) Conclusions: Results support a scale with robust psychometric properties that measure child adjustment and parent self-efficacy. The instrument can help to improve family effectiveness and be useful for schools and teachers to promote the well-being of children. The instrument could also be good to evaluate in special contexts, like custody evaluations in a legal or forensic context. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

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Review

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17 pages, 634 KiB

Open AccessReview

Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review

by Sdenka Zobeida Salas-Pilco, Kejiang Xiao and Jun Oshima

Sustainability 2022, 14(20), 13572; https://doi.org/10.3390/su142013572 - 20 Oct 2022

Cited by 20 | Viewed by 14299

Abstract

Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societies and communities. Given the potential of these new technologies to transform the way things are done, it is important to understand how they can be used to support inclusive [...] Read more.

Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societies and communities. Given the potential of these new technologies to transform the way things are done, it is important to understand how they can be used to support inclusive education, particularly regarding minority students. This systematic review analyzes the advantages and challenges of using AI and new technologies in different sociocultural contexts, and their impact on minority students. In terms of advantages, this review found that AI and new technologies (a) improved student performance, (b) encouraged student interest in STEM/STEAM, (c) promoted student engagement, and (d) showed other advantages. This review also identifies the main challenges associated with the use of AI and new technologies for inclusive education: (a) technological challenges, (b) pedagogical challenges, (c) dataset limitations, (d) low satisfaction using technology, and (e) cultural differences. This review proposes some solutions to these challenges at the pedagogical, technological, and sociocultural levels, and also explores important aspects of inclusive education that address the students’ sociocultural diversity. The findings and implications will aid teachers, practitioners, and policymakers in making decisions on the effective use of AI and new technologies to support sociocultural inclusiveness in education. Full article

(This article belongs to the Special Issue Intercultural Education and Promotion of Sustainability, as An Improvement in Educational Quality, with A Focus on Technological Advancement)

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