Search results

The purpose of this study is to present a general review that provides an overview of the concept of sustainability and the effectiveness of mathematics curricula in courses where deeper work on economic and environmental sustainability has become central.

A qualitative methodology consisting of a review based on a pre-defined systematic method was used to exhaustively search and identify the most relevant answers to the research question: What is the role of mathematics to sustainability? To facilitate answering such a broad question, several concrete questions were formulated. Answers from published and unpublished documents were analysed. The quality of the extracted data was assessed, and the results were synthesized.

It was concluded that, on the one hand, the discipline of mathematics has much to contribute to solving the problems of sustainability; on the other hand, new mathematics is appearing stimulated by new challenges.

This work presents social implications in an innovative way. It allows for an increase in educational sustainability by bringing the academic community closer to the business world and the challenges of society and, furthermore, by having a major impact on the motivation of teachers and students to develop cooperative work within university institutions.

The originality is based on an a priori analysis for the construction and implementation of didactic tools for university teacher training in the area of mathematics within the framework of sustainable development, both economically and environmentally.

The ongoing anthropological transformation urges the rethinking of education, underlining the inadequacy of our schools and universities in dealing with hypercomplexity, that is, with the global extension of all political, social, and cultural processes and with their indeterminacy, interdependence, and interconnection. The idea that educational processes are questions of a purely technical/technological nature, solely a problem of skills and know-how, is the “great mistake” of the hypertechnological society, based on the illusion of being able to measure and quantify everything, to eliminate error and unpredictability, and to achieve total control and rationality. It is necessary to rethink education radically because the extraordinary scientific discoveries and the dynamics of the new technologies have completely overturned the complex interaction between biological and cultural evolution, doing away with the borders between the natural and the artificial. Emergence and emergency themselves are structural features of complex systems (living, social, and human systems), rendered hypercomplex through today’s acceleration and virality, regarding not only education and socialization but also the representations and perceptions of all systemic processes. The merging of fields of knowledge and an epistemology of error become essential for the analysis and interpretation of this hypercomplexity and the unpredictability that distinguishes it.

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.

This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.

Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.

The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.

The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.

This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.

This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.

The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.

The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.

The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.

The purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness.

The framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections.

Based on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students’ learning experience but allowed for a more immersive experience for teaching staff as well.

This paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students’ critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits.

This chapter reviews different ontological positions and uses modernism, postmodernism, structuralism, and poststructuralism to illustrate how each changes the nature of research when attempting to decolonize the research method.

This paper aims to present an approach to intercultural training (IT) in which course participants are informed about various approaches to differences between peoples. Pitfalls in communication are identified that are due to overgeneralization of incidental observations of behavior and to psychological mechanisms such as stereotyping, ethnocentrism and attribution. Effects of poor command of a second language and paralinguistic factors are also included.

Intercultural communication training or IT programs often over-generalize incidental observations and make attributions about broad differences between “us” and “others”. An approach to IT is described that challenges the way in which notions about “culture” and “cultures” tend to be used.

A training module based on the principles mentioned is described that was originally developed for military officers preparing for international peace-keeping and peace-building missions and later has been administered in various settings and countries.

An exit questionnaire and postmission interviews have suggested positive effects of the training, but more systematic evaluation research is needed.

Cross-cultural communication (3C) training is mostly about how other people differ from “us”. Better understanding may be gained with an approach that emphasizes how much humans everywhere are alike and that perceived differences can also be in the eye of the beholder.

Mutual understanding is critical to positive interaction. The approach to 3C training taken here explains how much humans everywhere are alike and puts manifest differences into perspective.

The training module builds on available knowledge, notably from cross-cultural psychology. Except for a questionnaire to demonstrate ethnocentrism, there is hardly new information. However, the approach arranges available knowledge in a way that is rather novel for the field of 3C training.

This chapter presents the research findings of the study aimed at identifying the features of the content of teacher training for working in ethnocultural environment. This content depends on the language policy and geopolitical processes taking place in the world. Modern ethnocultural training at universities should include the flow of continuous transformation and development of the content and methods of teaching: the actualisation of only innovative or digital methods makes young teachers powerless when faced unpredictable ethnocultural situations in pedagogical practice.

The effectiveness of teacher training for ethnocultural education depends on properly constructed bilingual, multicultural, civic and patriotic education. The foundation of this training should be a properly formed national-cultural code, the indicators of which are ethnocultural knowledge, mechanisms of understanding, feelings, behaviour and self-realisation. The multicultural (intercultural) environment in the modern world is being transformed: the degree of use of native languages in Russia and abroad is decreasing. To prepare teachers to work in this changing environment (based on the principles of dialogue of cultures, languages equality, recognition of the right to speak and receive education in their native language), it is necessary to restructure the content and system of teacher training, the content of educational and methodological materials, taking into account the real facts of ethnogenesis.