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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 April 2019) | Viewed by 37562

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Special Issue Editors

Prof. Dr. Emilio Berrocal De Luna

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Guest Editor

Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Granada, Granada, Spain
Interests: intercultural education; inclusion and attention to diversity in education systems; quantitative and qualitative research methods in education; ICT in education
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Christian Alexis Sánchez Núñez

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Guest Editor

Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Granada, Spain
Interests: intercultural education; inclusion, coexistence and attention to diversity in education context; quantitative and qualitative research methods in education; ICT in education

Special Issue Information

Dear Colleagues,

The building of a more cohesive and respectful society towards cultural diversity is on the European horizon. In addition to the various European citizenship identities, other numerous cultures are present, which include immigrants and refugees. Intercultural Education must be a tool to promote the sustainable social and cultural development of our young people and children who are the citizens of tomorrow. Research and the establishment of good practices in Intercultural Education for sustainability will help to prevent and eradicate rigid, supremacist, and static positions, which encourage prejudice, segregation, hate, and racism, and will contribute to building an open, dynamic, and sustainable culture, allowing us to identify and share cultural references. Intercultural Educational practices help from symmetrical, egalitarian, and respectful positions to grow and educate, favoring the positive assessment of the cultural diversities and the respect of differences.

All of this requires the application of teaching methods which optimize the different dimensions of the educational process, aiming at the achievement of intercultural competences that contribute to the maintenance and well-being of people in a connected world and thus implying the professional development of the teachers.

Under such premises, in this Special Issue, bibliographic studies, well-based theoretical reflections, empirical research, socio-demographic studies, and intercultural educational practices are explored so as to support the need of a shared decision-making between cultures characterized by inclusive principles, modes, and practices that allow, within the present multicultural scenario, the development of Intercultural Education for Sustainability (IES). The following are accepted topics in this Issue:

Practices of an Intercultural Education for Sustainability (IES) in the context of formal education (pre-school, elementary, and secondary): intercultural curriculum, teacher training, intercultural competences
Practices of IES in various socio-community contexts (juvenile facilities, leisure centers, camps…)
Education for social and cultural sustainability through alternative practices and ITC (Information and Communication Technologies): intercultural values, intercultural games, intercultural sports
Diagnosis and prevention of prejudices and social and cultural stereotypes
Design, implementation, and assessment of IES policies, programs, and projects
Teacher training in cultural diversity for change.

Prof. Dr. Emilio Berrocal De Luna
Prof. Dr. Christian Alexis Sánchez Núñez
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

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Keywords

Intercultural Education
Sustainability
Scholar and intercultural practices
Prejudices and cultural stereotypes
Social cohesion and educational inclusion
Intercultural Curriculum
Teacher training for intercultural education
Intercultural competences
Intercultural education program
Social and intercultural practices
Intercultural development
Intercultural identity
Intercultural dialogue and communication competences.

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Published Papers (9 papers)

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Research

16 pages, 313 KiB

Open AccessArticle

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

by María Tomé, Lucía Herrera and Sonia Lozano

Sustainability 2019, 11(16), 4475; https://doi.org/10.3390/su11164475 - 18 Aug 2019

Cited by 12 | Viewed by 3686

Abstract

Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

9 pages, 243 KiB

Open AccessArticle

Intercultural and Community Schools. Learning to Live together

by Andrés Escarbajal-Frutos, Tomás Izquierdo-Rus, Inmaculada Aznar-Díaz and María Pilar Cáceres-Reche

Sustainability 2019, 11(13), 3734; https://doi.org/10.3390/su11133734 - 9 Jul 2019

Cited by 13 | Viewed by 3881

Abstract

We must remember the need to create communicative relationships among groups from different cultures, as well as to reinforce the configuration and organisation of the Spanish school system. The objective of this article is to highlight the urgent need to recognise cultural, religious and linguistic diversity as values. Furthermore, Spain has rejected the French assimilationist model, both in legal and practical spheres, and the only way to integrate this model is by implementing intercultural models. Following the Convention on the Promotion of the Diversity of Cultural Expression of the European Union, providing respect and recognition of plurality from intercultural inclusive positions is primordial in the learning context. We cannot talk about building an intercultural society without considering democratic practice and citizen participation; to this regard, dialogue and collaboration between the school community and educational centres are imperative. It is necessary to adopt an inclusive intercultural policy, to open education centres outside of traditional school hours, to reach agreements with cultural institutions, etc. Only in this way will an intercultural society become a reality. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

20 pages, 539 KiB

Open AccessArticle

Intercultural Education for Sustainability in the Educational Interventions Targeting the Roma Student: A Systematic Review

by Norma Salgado-Orellana, Emilio Berrocal de Luna and Christian Alexis Sánchez-Núñez

Sustainability 2019, 11(12), 3238; https://doi.org/10.3390/su11123238 - 12 Jun 2019

Cited by 13 | Viewed by 5511

Abstract

The ethnic and cultural diversity of today’s society demands an intercultural education that promotes equal opportunities and the inclusion of minority groups at risk of social exclusion. Various policies and governmental strategies are directed at favoring social inclusion and reducing situations of discrimination and exclusion. One of said ethnic minorities is the Roma community. This article talks about measures for reversing the high rates of absenteeism, dropout, and school failure. The aim of this systematic review in the educational context is to analyze programs and interventions that have been made to promote the educational inclusion of Roma students. Three databases were used—Scopus, Web of Science, and Eric—to examine 419 articles. After a selection, based on an inclusion criterion, which follows the guidelines given by the Declaration of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA), 17 articles were chosen for the analysis. The main findings shed light on data for programs and interventions developed mostly within the school setting and for students of elementary and secondary education, however, there are also interventions that are developed in the community and extracurricular context. The works are centralized in valuing the cultural diversity of the Roma people with the Roma students but not just exclusive to them. Highlighted is the implementation of teacher assistants and/or intercultural mediators from the Roma community to be role models or references for the students, and family education participation is considered common practice. Such characteristics in educational interventions contribute to an inclusive education in an intercultural and sustainable manner. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

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16 pages, 259 KiB

Open AccessArticle

The Segregation of Foreigners in U.S. Mainstream Classrooms

by Ee Lin Lee

Sustainability 2019, 11(11), 3157; https://doi.org/10.3390/su11113157 - 5 Jun 2019

Cited by 3 | Viewed by 2742

Abstract

(1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)—a nonnative English speaking group—in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States. (3) The use of speech codes theory and Hymes’s SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

12 pages, 673 KiB

Open AccessArticle

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

by Adrián Segura-Robles and María Elena Parra-González

Sustainability 2019, 11(11), 3137; https://doi.org/10.3390/su11113137 - 4 Jun 2019

Cited by 21 | Viewed by 5654

Abstract

Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

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13 pages, 302 KiB

Open AccessArticle

What Attitudes Toward Refugees Do Future European Teachers Have? A Comparative Analysis between France and Spain

by Encarnación Soriano and Verónica C. Cala

Sustainability 2019, 11(11), 3066; https://doi.org/10.3390/su11113066 - 30 May 2019

Cited by 5 | Viewed by 3641

Abstract

(1) Background. The increase in international conflicts and humanitarian crises has led to an increase in the movement of people to Europe. The legal and moral commitments of the European Union require the incorporation and integration of such refugees. In this sense, the school and its teaching staff are a key agent in the challenge of integrating newly arrived students. This research analyses attitudes towards inclusive European citizenship, the recognition of rights, and feelings of threat and affective reactions, experienced by future teachers towards refugees in France and Spain. (2) Methods. The investigation was carried out through a cross-sectional survey. There were 851 participants of Spanish and French nationality. (3) Results. The French future teachers showed a lower perception of any threat, and a better predisposition towards the reception of refugees than their Spanish counterparts. Women are those who show a greater recognition of the rights of refugees, and a better predisposition to their integration in Europe. French women feel less of a threat than Spanish women, and are more affective towards refugees. The main predictor of inclusive European citizenship is a low perception of threat related to refugees. (4) Conclusions. Future teachers showed sensitivity towards the accommodation of refugees, but programs that prevent growing xenophobia and discredit towards the European Union are still necessary. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

13 pages, 264 KiB

Open AccessArticle

Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)

by Asunción Martínez-Martínez, María del Carmen Olmos-Gómez, María Tomé-Fernández and Eva María Olmedo-Moreno

Sustainability 2019, 11(10), 2903; https://doi.org/10.3390/su11102903 - 22 May 2019

Cited by 28 | Viewed by 3795

Abstract

Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level α = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

13 pages, 277 KiB

Open AccessArticle

Design and Validation of a Scale Measuring Attitudes toward Refugee Children

by Georgia Angelidou, Eva María Aguaded-Ramírez and Clemente Rodríguez-Sabiote

Sustainability 2019, 11(10), 2797; https://doi.org/10.3390/su11102797 - 16 May 2019

Cited by 8 | Viewed by 3197

Abstract

The aim of this study was to design, develop, and validate a questionnaire evaluating attitudes toward refugee children. Method: The questionnaire was analyzed using SPSS Software version 21.0 (IBM Corp., 2012, Armonk, NY, USA). Results: Cronbach’s α was greater than 0.9. According to an expert’s review, the instrument provided arithmetic means higher than 2.5, the dimensions evaluated had interclass correlation coefficients greater than 55, and the corrected correlation values of the item-total were greater than 0.35. Conclusions: The Attitude Questionnaire toward Refugee Children was found to be an adequate instrument for better understanding and measuring the attitudes of host countries’ citizens toward refugee children. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

21 pages, 243 KiB

Open AccessArticle

Mediating Factor of Emotional Intelligence in Intercultural Competence and Work Productivity of Volunteers

by Jolita Vveinhardt, Rita Bendaraviciene and Ingrida Vinickyte

Sustainability 2019, 11(9), 2625; https://doi.org/10.3390/su11092625 - 7 May 2019

Cited by 7 | Viewed by 4601

Abstract

Volunteering, the volunteer’s intercultural competence and emotional intelligence contribute to intercultural education and sustainability in various societies of today. The aim of this study was to analyse the impact of emotional intelligence and intercultural competence on work productivity of volunteers. The first part of the article substantiates theoretical associations between emotional intelligence, intercultural competence and work productivity. Based on theoretical insights, empirical research methodology was prepared, which consisted of four categories divided into sub-categories that provided the structure of the question groups. The empirical research involved seven informants working in Lithuania, who welcomed volunteers from abroad. The research was conducted using the method of semi-structured interviews. The conclusions present a systematic perspective towards the role of emotional intelligence in the intercultural competence and work productivity of volunteers. In this context, emotional intelligence works as a mediating factor. The contributing role of volunteer-receiving organisations in the development of the volunteers’ emotional intelligence is also highlighted. Full article

(This article belongs to the Special Issue Intercultural Education and Sustainability)

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