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10 articles
Article 26 Nov 2025
Kurt Orkun Aktaş, Ajda Zaim, Özlem Nur Aslantamer, Gözen Güner Aktaş and Hüseyin Emre Ilgın
176 Views46 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
1832 Views309 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
2253 Views337 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
3010 Views1354 Downloads
Article 1 Feb 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
1892 Views362 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
5395 Views682 Downloads5 Citations
Article 13 Feb 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
2715 Views661 Downloads
Case Report 25 Aug 2023
Maria Richert
Highlights of Vehicles
Volume 1 (2023), Issue 1, pp. 54–67
Volume 1 (2023), Issue 1, pp. 54–67
3840 Views2164 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
Volume 1 (2022), Issue 3, pp. 171–187
3665 Views1210 Downloads3 Citations
Review 8 Aug 2022
Ambe J. Njoh, Ijang B. Ngyah-Etchutambe, Fri C. Soh-Agwetang, Pascar T. Tah, Mah O. Tarke and Fotoh J. Asah
Highlights of Sustainability
Volume 1 (2022), Issue 3, pp. 159–170
Volume 1 (2022), Issue 3, pp. 159–170
3429 Views1694 Downloads2 Citations
Volume 4 (2025), Issue 4, pp. 256–284