Search Articles
Journal:
all
Keyword:
students
Total
—
3 articles
Article 23 Dec 2025
Waleed Mugahed Al-Rahmi
11 Views5 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.
or
Access Full Article
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
Volume 4 (2025), Issue 2, pp. 146–157
1938 Views326 Downloads
Article 16 Apr 2025
Enrique Javier Díez Gutiérrez, Luisa María García Salas, Sara Aguilar Moya, Kelly Romero Acosta, Antonio Pérez Robles, José Jesús Trujillo Vargas, Ignacio Perlado Lamo de Espinosa and Luis Miguel Mateos Toro
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 108–121
Volume 4 (2025), Issue 2, pp. 108–121
2049 Views563 Downloads
Article 16 Apr 2025
Enrique Javier Díez Gutiérrez, Luisa María García Salas, Sara Aguilar Moya, Kelly Romero Acosta, Antonio Pérez Robles, José Jesús Trujillo Vargas, Ignacio Perlado Lamo de Espinosa and Luis Miguel Mateos Toro
Degrowth is proposed at a scientific and theoretical level as a possibility to curb climate change and thereby prevent a potential collapse. Educating about degrowth, therefore, emerges as an academic and social alternative for raising awareness
Degrowth is proposed at a scientific and theoretical level as a possibility to curb climate change and thereby prevent a potential collapse. Educating about degrowth, therefore, emerges as an academic and social alternative for raising awareness among teachers and future generations. The objective of this mixed exploratory study is to understand the opinion of 419 university students and teachers with Education-related degrees (Bachelor’s and Master’s) regarding the climate crisis and degrowth education. A Likert-type questionnaire was used, which, as a pilot construct through the Delphi technique and the judgment of specialists and experts, enabled two analyses: one statistical-descriptive and the other content-based. In general terms, the results indicate that the participating students and teachers are partially aware of the need for a paradigm shift, recognizing that the future will involve experiencing a situation of planetary depletion and unsustainability. It is concluded that: a) the questionnaire surpasses its exploratory validation phase and maintains a correct relationship of relevance between items; and b) the educational opinion affirms that education on degrowth, as a cross-disciplinary content, is a key factor in counteracting collapse.
or
Access Full Article
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 108–121
Volume 4 (2025), Issue 2, pp. 108–121
2049 Views563 Downloads
Volume 4 (2025), Issue 4, pp. 329–352