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34 articles
Article 4 September 2025
Noha Emara, I-Ming Chiu and Sheila Warrick
https://doi.org/10.54175/hsustain4030011
19 Views8 Downloads
Article 31 May 2025
Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
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Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
Volume 4 (2025), Issue 2, pp. 146–157
685 Views116 Downloads
Article 1 February 2025
Bogusław Ślusarczyk, Małgorzata A. Kozłowska and Zuzanna A. Kozłowska
Highlights of Sustainability
Volume 4 (2025), Issue 1, pp. 16–37
Volume 4 (2025), Issue 1, pp. 16–37
1210 Views254 Downloads
Article 1 November 2024
Francesco Scalamonti
Highlights of Sustainability
Volume 3 (2024), Issue 4, pp. 354–373
Volume 3 (2024), Issue 4, pp. 354–373
2037 Views919 Downloads2 Citations
Article 24 August 2024
Duanhong Ding and Yishuang Xu
Highlights of Sustainability
Volume 3 (2024), Issue 3, pp. 308–337
Volume 3 (2024), Issue 3, pp. 308–337
1845 Views481 Downloads
Article 23 August 2024
Gulnara N. Nabiyeva and Stephen M. Wheeler
Highlights of Sustainability
Volume 3 (2024), Issue 3, pp. 294–307
Volume 3 (2024), Issue 3, pp. 294–307
2900 Views1297 Downloads1 Citations
Article 30 May 2024
Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 255–274
Volume 3 (2024), Issue 2, pp. 255–274
1966 Views1219 Downloads4 Citations
Article 10 May 2024
Henri Giudici, Kristin Falk, Gerrit Muller, Dag Eirik Helle and Erik Drilen
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 240–254
Volume 3 (2024), Issue 2, pp. 240–254
2334 Views556 Downloads6 Citations
Review 9 May 2024
Maria M. Ramirez-Corredores
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 205–239
Volume 3 (2024), Issue 2, pp. 205–239
3739 Views533 Downloads5 Citations
Article 2 May 2024
Michael Benson
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 184–204
Volume 3 (2024), Issue 2, pp. 184–204
1848 Views728 Downloads
Volume 4 (2025), Issue 3, pp. 174–191