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8 articles
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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749 Views131 Downloads
Review 21 May 2025
Hüseyin Emre Ilgın and Özlem Nur Aslantamer
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 122–145
Volume 4 (2025), Issue 2, pp. 122–145
812 Views146 Downloads
Article 20 February 2025
Anna C. Schomberg, Clemens Mostert and Stefan Bringezu
Highlights of Sustainability
Volume 4 (2025), Issue 1, pp. 38–55
Volume 4 (2025), Issue 1, pp. 38–55
1638 Views348 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
1236 Views258 Downloads
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
3823 Views543 Downloads5 Citations
Article 13 February 2024
Piotr Gorzelanczyk and Henryk Tylicki
Highlights of Vehicles
Volume 2 (2024), Issue 1, pp. 1–12
Volume 2 (2024), Issue 1, pp. 1–12
2018 Views522 Downloads
Case Report 25 August 2023
Maria Richert
Highlights of Vehicles
Volume 1 (2023), Issue 1, pp. 54–67
Volume 1 (2023), Issue 1, pp. 54–67
3079 Views1531 Downloads
Article 18 August 2022
Mohammad Valipour, Helaleh Khoshkam, Sayed M. Bateni and Essam Heggy
Highlights of Sustainability
Volume 1 (2022), Issue 3, pp. 171–187
Volume 1 (2022), Issue 3, pp. 171–187
3051 Views1039 Downloads3 Citations
Volume 4 (2025), Issue 2, pp. 146–157