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13 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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382 Views74 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
471 Views88 Downloads
Article 7 March 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
737 Views193 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
998 Views202 Downloads
Article 9 September 2024
Joris Jaguemont, Ali Darwiche and Fanny Bardé
Highlights of Vehicles
Volume 2 (2024), Issue 2, pp. 24–34
Volume 2 (2024), Issue 2, pp. 24–34
1094 Views460 Downloads
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
1657 Views439 Downloads
Article 24 June 2024
Vesela Veleva, Svetlana Todorova, Kevin Bleau, Joy Mohr and Rob Vandenabeele
Highlights of Sustainability
Volume 3 (2024), Issue 3, pp. 275–293
Volume 3 (2024), Issue 3, pp. 275–293
2404 Views1701 Downloads1 Citations
Article 27 February 2024
Afonso Delgado, Paulo Caldas and Miguel Varela
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 84–103
Volume 3 (2024), Issue 1, pp. 84–103
1929 Views643 Downloads1 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
1820 Views451 Downloads
Article 5 January 2024
Athanasios G. Giannopoulos and Tatiana P. Moschovou
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 16–32
Volume 3 (2024), Issue 1, pp. 16–32
1840 Views596 Downloads
Volume 4 (2025), Issue 2, pp. 146–157