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Open Access
Article
Publication date: 9 January 2020

Christine Wamsler

Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and…

17484

Abstract

Purpose

Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge.

Design/methodology/approach

This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils.

Findings

The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice.

Originality/value

It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.

Open Access
Article
Publication date: 12 April 2018

Hooria Jazaieri

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

13065

Abstract

Purpose

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

Design/methodology/approach

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

Findings

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

Research limitations/implications

This is not a formal review or meta-analysis.

Practical implications

This paper will be a useful resource for teachers and those interested in PK-20 education.

Social implications

This paper highlights the problems and opportunities for bringing compassion into education settings.

Originality/value

To date, no review of compassion in PK-20 exists.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 16 July 2021

Shamsul Huq Bin Shahriar, Sayed Arafat, Nayeema Sultana, Silvia Akter, Md. Mahfuzur Rahman Khan, J.M. Ekram Hossain Nur and Syful Islam Khan

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible…

5182

Abstract

Purpose

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.

Design/methodology/approach

This exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.

Findings

The findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.

Social implications

The coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.

Originality/value

The significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

Details

Asian Association of Open Universities Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 3 September 2020

Zack Walsh, Jessica Böhme, Brooke D. Lavelle and Christine Wamsler

This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

4127

Abstract

Purpose

This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

Design/methodology/approach

The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.

Findings

The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.

Originality/value

Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 12 April 2018

Shannon Irene Nolan-Arañez and Marilee Bresciani Ludvik

Similar to religion, spirituality is considered a private affair along with issues of faith, hope, and love (Palmer, 1998). American public education has been reluctant to address…

2703

Abstract

Purpose

Similar to religion, spirituality is considered a private affair along with issues of faith, hope, and love (Palmer, 1998). American public education has been reluctant to address such issues due to our cultural norm of “separation of church and state” (Love and Talbot, 2000, p. 1) yet the American Council for Education calls upon higher education to provide students ways to explore their personal values, world beliefs, and spirituality (Chickering et al., 2006; Dalton and Crosby, 2006). As such, the purpose of this paper is to explore student leaders’ perspectives on how leadership development activities influenced their sense of spirituality.

Design/methodology/approach

A qualitative case study design was used to explore responses from ten student leaders who completed a leadership development program in the Spring 2015 at a public four-year institution. As part of the leadership development program, students were paired a peer mentor while they completed leadership workshops, a reflection paper, self-assessment, and an ongoing community service project painting murals with individuals who have intellectual disabilities. Participants were from various majors and religious backgrounds and had completed the leadership development program two months prior to their participation in this study.

Findings

Findings revealed that leadership workshops, self-assessment, reflections, peer-to-peer mentorship, and an ongoing shared community service project, influenced students’ perspectives of spirituality and their leadership identity. Student leaders both did and did not differentiate the developmental process of leadership from the spiritual development process, defining both as cognitive and emotional development deeply grounded in self-awareness. Study participants shared that through self-reflection, developing their inter and intra personal skills through conducting service, shaped their understanding of their spiritual identity and developed their sense of self.

Research limitations/implications

Study results are not generalizable but provide insight into the experiences and perceptions of student leaders on two hard-to-define topics: spirituality and leadership. The order of the interview questions may have influenced the thought process leading up to student’s responses connecting spirituality and leadership concepts. Another limitation is that the leadership activities were designed and coordinated by the lead investigator. Hence, there may be findings that were influenced by the investigators’ personal beliefs about leadership. Study participants may have also felt more comfortable discussing their beliefs about spirituality because of their familiarity with the lead investigator.

Practical implications

Results support the notion that non-faith based public institutions may intentionally support the spiritual development of students through the context of leadership development program activities. Approaching spiritual and leadership development through Baxter Magolda’s (2009) theory of self-authorship allows students to experience new activities coupled with personal self-reflection, to deepen their self-understanding, compassion for others, and self-awareness. This learning is an ongoing process that expands as students engage in contemplative practices such as mindfulness training provided through leadership workshops, self-reflection, and peer-to-peer interactions and self-assessment.

Social implications

This case study illustrates that intentionally designed and implemented leadership development programs may cultivate both the spiritual and leadership identities and behaviors of students. Also, this study reveals that spirituality and leadership are not mutually exclusive processes because both are deeply rooted in connecting to our community, connecting to our greater purpose and our higher consciousness about who we are and how we treat others. Hence, this work may support educators develop more compassionate and empathetic students who are agents of positive social change.

Originality/value

This qualitative case study suggests a new framework for public institutions to support students’ leadership and spiritual development through the theoretical framework of self-authorship. As such, educators can stop being fearful about discussing religion, spirituality, and matters of the heart if they use this framework to design leadership developmental activities.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 29 April 2021

David E. Favre, Dorothe Bach and Lindsay B. Wheeler

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new…

2016

Abstract

Purpose

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

Design/methodology/approach

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Research limitations/implications

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

Originality/value

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 18 May 2023

Frans Libertson

Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health…

2354

Abstract

Purpose

Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.

Design/methodology/approach

This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.

Findings

The results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.

Originality/value

The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 7 April 2023

Giovanni Lucero-Romero and Leopoldo G. Arias-Bolzmann

This study experimentally aims to determine the degree of influence that mindfulness training exerts on learning capacity at the university level and contrasts it with previous…

1241

Abstract

Purpose

This study experimentally aims to determine the degree of influence that mindfulness training exerts on learning capacity at the university level and contrasts it with previous observational or relational studies that have shown contradictory results.

Design/methodology/approach

A quasi-experiment was carried out to measure the variation of six academic learning abilities – a) self-efficacy, b) organization of and attention to studies, c) stress control due to time pressure and the environment, d) involvement with college activity, e) emotional satisfaction, and f) class communication – which together comprise the research questionnaire called the college learning effectiveness inventory (CLEI). The CLEI questionnaire was administered before and after the participants were trained in the mindfulness technique. The study was conducted in Ecuador, and the participants were selected from among the graduate students of a local university.

Findings

The learning ability measured by the CLEI was improved by a statistically significant margin in the two groups.

Research limitations/implications

The treatment groups consisted of graduate students who did not have opportunities for full-time activities on campus, as they were limited to attending regular classes at specific times, usually at night. The dropout rate was 14% due to inconveniences caused by the pandemic. These conditions could have affected the study results both positively and negatively. In addition, the pandemic limited academic interactions, which are required to evaluate the learning results after applying the research instrument. This limitation was especially critical for people who had experienced online classes only.

Practical implications

Offering graduate students the opportunity to learn about and adopt a mindfulness practice helps to improve their academic outcomes, as reflected through the statistical measurement of the CLEI indicator.

Social implications

This study is especially relevant within the context of sanitary conditions due to the pandemic and the intensive use of technology for managing academic interactions, both of which have replaced physical contact between participants.

Originality/value

The main contributions of this study are related to the determination of the practical effects of mindfulness training in postgraduate university settings and the identification of the mechanisms involving participants' reflecting upon, learning and understanding the importance of perfecting their soft skills to facilitate their learning processes and face today's uncertain environments.

研究目的

本研究採用實驗方法、來釐定正念認知對在大學水平上的學習能力的影響程度,並對比於以往顯示了相互矛盾的研究結果的觀察性研究或關係研究。

研究設計/方法/理念

研究人員進行準實驗、來量度六個學術學習能力的變化。這六個學習能力為:(一) 自我效能, (二) 學習的組織能力和注意力,(三) 控制因時間壓力和環境因素而產生的壓力, (四) 大學活動的參與,(五) 情緒方面的滿足、及 (六) 課堂之溝通。這六個學習能力合起來就構成本研究的調查問卷,我們稱之為大學學習效能清單。問卷調查工作分別於研究參與者接受正念認知技巧訓練之前及之後進行。本研究是在厄瓜多爾進行的,而參與者則選自當地一間大學的研究生。

研究結果

研究結果顯示、根據大學學習效能清單的測量,有關的兩個組別均顯示明顯數據差額範圍上的學習能力提昇。

實務方面的啟示

若為研究生提供學習正念認知技巧的機會,並讓他們應用這技巧,他們的學習成果將會得到提昇,這正是透過數據上量度有關的大學學習效能清單指標所顯示的現象。

社會方面的啟示

本研究的結果,就現時的衛生狀況而言特具意義。這是由於大流行病的發生,以及在管理學術互動上大量使用應用技術,參與者之間的身體接觸也不需要了。

研究的原創性/價值

本研究的主要貢獻為、研究結果確認了在大學研究院的學習環境裡,正念認知的培訓是有其實用效果的;研究亦找出了參與者應如何有效地反省思考和學習提昇其軟技能的方法,並了解其重要性,以能增強他們的學習能力,以及更能應對今天不明確的環境。

Details

European Journal of Management and Business Economics, vol. 32 no. 4
Type: Research Article
ISSN: 2444-8451

Keywords

Open Access
Article
Publication date: 28 November 2017

David Lee Keiser

This essay furthers cross-cultural exchange, and understanding. Written for a general audience by a teacher educator, it argues for accepting all others into the academic…

683

Abstract

Purpose

This essay furthers cross-cultural exchange, and understanding. Written for a general audience by a teacher educator, it argues for accepting all others into the academic conversation. Using varied examples, the purpose of this paper is to illustrate both lifelong learning and the power of connecting across difference.

Design/methodology/approach

The author draws upon experience as a teacher and professor and his engagement with Kingdom of Saudi Arabia (KSA) for examples of edification and engagement.

Findings

The author cites both the current period and a mid-twentieth-century American major event, the civil rights March on Washington to illustrate possibilities for connection, clarity and symbiosis.

Originality/value

Written for this journal, this essay uses an original and skeletal theoretical and empirical frame as well as field examples to argue for inclusiveness, exchange and acceptance of all learners.

Details

PSU Research Review, vol. 1 no. 3
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 21 November 2022

Anjum Mishu, Hanan Abdullah Mohammed, Sabreen Ahmed A. Hakami and Gaus Chowdhury

This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer…

2267

Abstract

Purpose

This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students’ performance and, thereby grade.

Design/methodology/approach

This study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.

Findings

With the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.

Research limitations/implications

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.

Originality/value

Participants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

Details

Saudi Journal of Language Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2634-243X

Keywords

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