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Keyword: raw materials
Total 8 articles
Article    31 May 2025
Open Peer Review
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. or Access Full Article
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
884 Views167 Downloads
Review    21 May 2025
Hüseyin Emre Ilgın and Özlem Nur Aslantamer
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 122–145
958 Views174 Downloads
Article    20 Feb 2025
Open Peer Review
Anna C. Schomberg, Clemens Mostert and Stefan Bringezu
Highlights of Sustainability
Volume 4 (2025), Issue 1, pp. 38–55
1745 Views383 Downloads
Article    1 Feb 2025
Open Peer Review
Bogusław Ślusarczyk, Małgorzata A. Kozłowska and Zuzanna A. Kozłowska
This article is part of the Special Issue Economic Growth and Environmental Degradation.
Highlights of Sustainability
Volume 4 (2025), Issue 1, pp. 16–37
1266 Views266 Downloads
Review    9 May 2024
Maria M. Ramirez-Corredores
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 205–239
3939 Views560 Downloads5 Citations
Article    13 Feb 2024
Open Peer Review
Piotr Gorzelanczyk and Henryk Tylicki
Highlights of Vehicles
Volume 2 (2024), Issue 1, pp. 1–12
2084 Views536 Downloads
Case Report    25 Aug 2023
Open Peer Review
Maria Richert
Highlights of Vehicles
Volume 1 (2023), Issue 1, pp. 54–67
3142 Views1582 Downloads
Article    18 Aug 2022
Mohammad Valipour, Helaleh Khoshkam, Sayed M. Bateni and Essam Heggy
Highlights of Sustainability
Volume 1 (2022), Issue 3, pp. 171–187
3110 Views1057 Downloads3 Citations
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