Search results
1 – 4 of 4Renji George Amballoor and Shankar B Naik
Education for sustainability has become the mechanism for creating a pool of graduates who can understand, appreciate, practice and support the achievement of Sustainable…
Abstract
Education for sustainability has become the mechanism for creating a pool of graduates who can understand, appreciate, practice and support the achievement of Sustainable Development Goals (SDGs). In a world with diverse cultures, demographics, political ideologies, etc. faster progress towards sustainable development needs increased use of digital technologies. Integration of digital technologies like artificial intelligence (AI), metaverse, visualisation techniques, cloud computing, Internet of Things (IoT), open data repositories, geographic information system (GIS), etc. with classroom teaching can build awareness, skills, attitudes and values among students in the journey towards sustainable development and scale up the efforts towards the goals.
In this chapter, the authors have tried to bring out a list of digital technologies and the way in which they can be used in classroom teaching to ensure education for sustainability. It may be noticed that there are watertight compartments between those who know the SDGs and those with proficiency in technology. What is also needed is integration between both silos for mapping the digital technologies with the appropriate SDGs. The teachers in the higher education system need more exposure to understand and implement this integration.
Details
Keywords
Rosalyn Nelson, Felicity Baker, Joanna Burrell and Gillian Hardy
Resilience can protect against workplace stress, benefit psychological wellbeing and promote effective clinical practice in mental health professionals. The purpose of this study…
Abstract
Purpose
Resilience can protect against workplace stress, benefit psychological wellbeing and promote effective clinical practice in mental health professionals. The purpose of this study was to consider the feasibility and acceptability of resilience training for trainee mental health professionals based on the skills-based model of personal resilience (Baker et al., 2021). The study also aimed to explore the impact of the training on resilience, wellbeing and burnout.
Design/methodology/approach
In a within-subject 10-week follow-up study, mixed methods were used to evaluate the one-day resilience training for trainee mental health professionals working in services in the UK.
Findings
The intervention was found to be acceptable to attendees, with high levels of satisfaction reported. Resilience was evaluated through self-report measures at three-time points. Resilience scores at follow-up were significantly higher than pre- and post-intervention scores. The secondary outcomes of wellbeing and burnout did not significantly improve.
Research limitations/implications
Preliminary support was found for the feasibility and acceptability of resilience training for trainee mental health practitioners. Audience-specific adaptations and follow-up groups to aid skills practice and implementation may further enhance benefits to resilience. Resilience interventions may supplement practitioner training to improve resilience. Resilience is associated with higher wellbeing and lower burnout. The impact of resilience training on overall wellbeing and burnout remains uncertain; however, newly learned resilience skills may take time to benefit wellbeing.
Originality/value
A key contribution of this study is to provide evidence regarding the feasibility of implementing the skills-based model of personal resilience, outlined in Baker et al. (2021), in a learning environment.
Details
Keywords
Samantha de Toledo Martins Boehs, Nágila Giovanna Silva Vilela, Lucas dos Santos-Costa, Simone Kunde and Mariane Lemos Lourenço
This article investigates the impact of teleworking, especially concerning work intensity, during the Covid-19 pandemic, on the routine of women university professors in Brazil.
Abstract
Purpose
This article investigates the impact of teleworking, especially concerning work intensity, during the Covid-19 pandemic, on the routine of women university professors in Brazil.
Design/methodology/approach
The authors collected data through a web-based survey disseminated through social media and sent e-mails to professors (addresses obtained from educational institutions’ public information), reaching 1,471 responses which were analyzed by correlation and multinomial logistic regression (MLR).
Findings
The authors find evidence to confirm all hypotheses tested at different levels. The professors who noticed increased workload during the pandemic are mostly from private higher education institutions (HEIs). The authors also demonstrate the impact of professional and family contexts and find a higher number of negative feelings and workplace correlates that influence the perception of working more.
Originality/value
This work problematizes the condition of women in Brazilian society, revealing the overload of work in the intersection between family, work, self-care, and other tasks. This study contributes to the literature exploring the home-office/telework in extreme periods, as is the case of the Covid-19 pandemic period.
Details