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10 articles
Article 4 Sep 2025
Noha Emara, I-Ming Chiu and Sheila Warrick
361 Views70 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
1157 Views224 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
1249 Views233 Downloads
Article 7 Mar 2025
Andreas Plesner, Allan P. Engsig-Karup and Hans True
Highlights of Vehicles
Volume 3 (2025), Issue 1, pp. 1–14
Volume 3 (2025), Issue 1, pp. 1–14
1357 Views350 Downloads
Article 20 Feb 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
2025 Views424 Downloads
Article 14 Feb 2024
George-Cornel Dumitrescu
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 76–83
Volume 3 (2024), Issue 1, pp. 76–83
2207 Views741 Downloads1 Citations
Article 7 Feb 2024
Tsz Hin Hui, Nadine Itani and John F. O’Connell
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 61–75
Volume 3 (2024), Issue 1, pp. 61–75
6328 Views2514 Downloads4 Citations
Article 28 Dec 2023
Majbah Uddin, Nathan N. Huynh and Fahim Ahmed
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 1–15
Volume 3 (2024), Issue 1, pp. 1–15
2239 Views648 Downloads2 Citations
Article 17 May 2022
Alfred Söderberg
Highlights of Sustainability
Volume 1 (2022), Issue 2, pp. 88–104
Volume 1 (2022), Issue 2, pp. 88–104
4851 Views1385 Downloads2 Citations
Short Note 16 Feb 2022
Massimo Biasin, Roy Cerqueti, Emanuela Giacomini, Nicoletta Marinelli, Anna Grazia Quaranta and Luca Riccetti
Highlights of Sustainability
Volume 1 (2022), Issue 1, pp. 5–11
Volume 1 (2022), Issue 1, pp. 5–11
3479 Views1823 Downloads
Volume 4 (2025), Issue 3, pp. 174–191