Assessment of Social Responsibility in Education in Secondary Schools
Abstract
:1. Introduction
- Building an EdSR assessment model via the MACBETH approach.
- Characterizing those factors which may contribute to EdSR, and defining them via indicators, so that the assessments will be objective and unambiguous.
- Providing a tool to assess continuous improvement in CSR, as the results given by the model assist in identifying those features of CSR which have poor performance and in developing action plans for them.
- Validating the new model through three real case studies. This involved applying the model to three state high schools.
2. Literature Review
3. The MACBETH Approach
- Define the problem. The decision context of the problem must be characterized, including the assumptions, aim, boundaries of the analysis and the perspective under which the decisions are taken. It might be necessary to include the perspective of different scenarios, key players or stakeholder groups, experts, users, etc., in the decision process. A further key is the choice of the type of model to be built, as there are many multicriteria analysis methods available for this purpose, and the most suitable should be chosen in each case [60]. Select criteria or areas of concern and subcriteria or fundamental points of view (FPV).
- The decision maker or decision group should determine the key aspects in which each possible solution of the problem will be evaluated. This will be done by structuring the problem into areas of concern which will bring together the different subcriteria or FPV by which the alternatives will be assessed. The FPVs must be coherent with the decision, represented on the same scale, measurable, independent of each other and not unrelated to the alternatives.
- Construct the value tree. A value tree must be built to structure the problem. The goal is placed at the higher level, followed by the criteria or areas of concern, attributes or FPVs, with the alternatives at the lowest level of the hierarchy.
- Define descriptors. A descriptor should be defined for each subcriterion. A descriptor is an ordered set of plausible impact levels [61]. Within these levels, a neutral reference level (N), for a level considered by the decision maker to be neither satisfactory nor unsatisfactory, and a good reference level (G), considered by the decision maker to be undoubtedly satisfying, must be defined [62]. This makes it easier to assign a value of the subcriterion to each alternative precisely and unambiguously. The descriptors can measure, quantitatively, qualitatively or as a mix of the two, the degree of performance of an alternative with respect to each subcriterion.
- Build value functions. The decision maker, aided by the facilitator, should order the scale levels of each descriptor from greater to lesser attractiveness. The decision maker or decision group should then verbally judge the difference in attractiveness between pairs of elements of each descriptor using one or a range of the semantic categories shown in Table 1 [61].
- -
- Equally attractive options receive the same score.
- -
- An option that is more attractive than another receives a higher score.
- -
- If the difference in attractiveness between two options is greater than the difference in attractiveness between another two options, the options will have scores such that the difference between the scores of the first two is greater than the difference between the scores of the other two.
- Criteria weighting. A new alternative should be created that includes all the criteria at the neutral level. The decision group should identify the MACBETH semantic categories which quantify the increase in overall attractiveness with a change from the neutral to the good level in each of the criteria. M-MACBETH orders the criteria in this way from greatest to least attractiveness. Next, there should be a comparison between the most attractive level and the second most attractive, and the most attractive with the third most attractive and so on. The process of giving judgements is repeated line by line until the matrix is complete [61].
- Select the alternatives. The possible solutions to the problem under study should be defined; these should have the following characteristics: availability, comparability, real rather than ideal, practical and feasible.
- Obtain the valuation of the alternatives in each criterion. Each alternative should be assigned one of the scale values defined by the descriptor.
- Obtain the overall values of the alternatives. MACBETH calculates the overall value score of each alternative through the simple additive value method of Equation (1) [65].
- Sensitivity and robustness analysis. The sensitivity analysis analyzes how the logical variation of given parameters of the model, such as the weightings of the criteria and subcriteria, affects the final results. Additionally, a robustness analysis can be carried out, looking at different levels of information available, inaccuracies and uncertainties [66]. M-MACBETH has graphic tools for sensitivity and robustness analysis.
4. Multicriteria Model for the Assessment of Educational Social Responsibility
4.1. Structuring
- Ethics and values of the center (EAVC). This shows the ethical behaviors and transparent and responsible practices in all the activities of the center. This criterion is made up of the following subcriteria:
- -
- The existence of socially responsible values (ESRV) in the center. The values of the center serve as its identity, define its culture and reinforce its mission and vision within the legal framework.
- -
- Ethical and behavioral code (EABC). The ethical, or behavioral, code sets out the values, principles and standards of behavior of the people in the center, as well as its relations with stakeholders.
- -
- The intent of governors in adapting the center (IGAC) to the values of CSR The governors define and drive responsible values in line with the educational strategy of the center, so that everyone is involved in putting the initiatives and socially responsible plans into practice.
- -
- The existence of mechanisms for avoiding corruption (EMAC). Centers should avoid corruptive behaviors, verify their absence and put in place specific, precise actions to address them.
- -
- The use of social media to improve services (USMI). Social media represent an economic, easily accessible and highly effective medium for communication by the center and they also allow the public to interact.
- -
- The existence of annual programs of social responsibility (EAPS). CSR programs measure the economic, environmental and social impact of the center.
- -
- Innovation in technologies that are responsible and committed to efficiency and the prevention of pollution (ITRC). This subcriterion improves the quality of the teaching service with sustainable innovation and respect for the environment and improvements in transparency.
- Human resources and working relations (HRWR). This shows the level at which all the staff belong to the center, to increase their loyalty and commitment to the center and to create a good work environment. This criterion is made up of the following subcriteria:
- -
- Setting up systems to identify effects on working relations (SSIE). The center should promote the appropriate conditions for producing a good working environment, with the aim of preventing workplace and classroom bullying and social exclusion.
- -
- The existence of measures to balance working and personal life (EMBW). Balancing working and private life is a concept involving the harmonisation of personal, working, family and community time.
- -
- The existence of dialogue channels with the staff (EDCS). Via these dialogue channels, and the communication tools, the center learns the most important concerns of the staff, allowing their expectations to be managed.
- -
- The level of absenteeism (LEAB). Promoting healthy living habits and planning the working schedule of classroom hours and other working time to reduce stress and increase motivation are key to reducing the sick leave of teachers and students.
- -
- The reduction of accidents (REAC). A socially responsible center has educational projects that, beyond obeying the law, prevent accidents proactively.
- Environment (ENVI). This shows the degree of optimization of the center’s resources to promote respect for the environment and surroundings. This criterion is made up of the following subcriteria:
- -
- Training in good recycling practice for staff and students (TGRP). This refers to teachings and learnings aimed at sensitizing workers and students to deal properly with waste derived from their activities.
- -
- Energy consumption (ENCO). This shows the energy used in carrying out the activity of the center, whether the source is renewable or not.
- -
- Water consumption (WACO). This shows the demand involved in carrying out the activity of the center independently of where it comes from.
- -
- Paper consumption (PACO). The reduction in paper consumption implies an economic saving both in both removal and destruction, including use of ink and electricity.
- -
- The existence of means for recycling and separating waste (EMRS). Recycling avoids the inappropriate use of natural resources. In order for these policies to be effective, the center must have the means, both internal and external, to guarantee effectiveness.
- -
- Establishing systems for environmental analysis, management and assessment (ESEA). The environmental management of the center is the set of procedures, records, aims and indicators that lead to continuous improvement in the area of the environment, optimizing the use of energy and resources, as well as reducing its impact on society.
- -
- Environmental image of the center on social media (EICS). The center’s social media presence gives confidence and allows interaction to build up a good educational reputation in the area of the environment.
- Social relations of the center (SRCE). This shows the acceptance of SR culture by the education community and other stakeholders. This criterion is made up of the following subcriteria:
- -
- Measures for the respect and tolerance of local customs, traditions and languages which represent the cultural identity of the area (MRTL). The integration of certain local circumstances, customs or cultures in certain sections of education strategy leads to a greater acceptance locally and a better working environment.
- -
- Coordination and collaboration with other teaching centers and with surrounding services and entities (CCTC). Mutual cooperation with other institutions may favor the supply of educational services provided by the center.
- -
- Responsible management practices for human resources, related to marginalized groups (RMPH). This consists of promoting social inclusion and, within its ambit, social cohesion.
- -
- Encouraging enterprise (ENEN). Enterprise culture is central to the creation of businesses and jobs, driving economic activity, the creation of added value to society and a guarantee of the continuation of public services.
- -
- The encouragement of volunteering (ENVO). The purpose is to encourage active solidarity and commitment among the workers and students with the educational community and society.
- -
- The satisfaction of stakeholders (SAST). The attention of certain requirements and the meeting of certain expectations, within the educational and legal framework, is an important part of education management.
- Responsible data handling and communication (RDHC). This shows the extent to which SR culture is communicated effectively and responsibly to the whole school community and the other stakeholders. This criterion comprises the following subcriteria:
- -
- The principles and practice of responsible advertising (PPRA). This measures the responsibility and sensitivity of the center in the information it gives out, and ensures it does not become involved in any practice that could be considered deceitful, misleading, fraudulent or unjust, including the omission of information or its deliberate misrepresentation.
- -
- Information about publicly subsidized activities or programs (IPSA). Intended to promote transparency, the center provides access to information about subsidized activities and the schedules and nature of these projects.
- -
- The production and distribution of sustainability records (PDSR). Producing sustainability records is good practice with notable effects: internally, it summarizes the management of the center from the environmental, economic and social perspective, and externally it provides information to stakeholders in order to increase transparency, confidence and commitment to sustainable development.
- -
- Dialogue with stakeholders and interested parties (DSIP). This refers to the specific communication system with each interested party.
- -
- Information about services offered to stakeholders (ISOS). The center should provide stakeholders with accessible information about the services offered, enabling them to take valid decisions which are, as far as possible, clear and free from errors.
4.2. Weighting
4.3. Alternatives
- Totally excellent (EXC). The learning center achieves the highest score that can be given in all the areas studied under the criteria of educational sustainability.
- Limit between excellent and good (E-G). This is the score that marks the division in the center’s classification between excellent and good.
- Limit between good and neutral (G-N). This is the score that marks the division in the center’s classification between good and neutral.
- Limit between neutral and regular (N-R). This is the score that marks the division in the center’s classification between neutral and regular.
- Limit between regular and bad (R-B). This is the score that marks the division in the center’s classification between regular and bad.
- Totally bad (BAD). The learning center achieves the lowest score that can be given in all the areas studied under the criteria of educational sustainability.
5. Case Studies
5.1. Case Study 1
- 28 classrooms for normal use.
- One music room.
- One art room.
- One technology room.
- One natural science and physics/chemistry room.
- Four computer rooms.
- One gym and an outdoor sports area.
- 16 classrooms specific to stages of education.
- One library.
- One multi-purpose area.
- Other facilities, such as offices, didactic departments, two staff rooms, a visitors’ room, bathrooms, a café and a house for the caretaker.
- Compulsory secondary education (CSE) and sixth form:
- -
- Four groups at 1st CSE.
- -
- Four groups at 2nd CSE.
- -
- Three groups at 3rd CSE.
- -
- Three groups at 4th CSE.
- -
- Three groups at 1st bachillerato (lower sixth): two in the science and technology branch, and one in humanities and social sciences.
- -
- Four groups at 2nd bachillerato (upper sixth): two in the science and technology branch, and two in humanities and social sciences.
- In vocational training, the center offers:
- -
- Normal level:
- Telecommunications installation. Two groups (1st and 2nd).
- Electrical and automatic installation. Two groups (1st and 2nd).
- Pharmacology and para-pharmacology. Two groups (1st and 2nd).
- Auxiliary nursing care. Two groups, one in the morning and one in the afternoon.
- -
- Higher level:
- Diagnostic imaging and nuclear medicine. Four groups in total, two from 1st and two from 2nd.
- Dietetics in morning and afternoon shifts. Four groups in total, two from 1st and two from 2nd.
- Electrical maintenance. Two groups (1st and 2nd).
- Telecommunications and computer systems. Two groups (1st and 2nd).
5.2. Case Study 2
- A teaching staff, whose make-up depends on the number and learning needs of the pupils (approximately 35–38 teachers). The teaching staff, who mix youth with experience, are appointed by the Department of Education of the Government of Navarre.
- Non-teaching staff comprising a porter, a clerical worker and a maintenance worker shared with other centers.
- Service staff, from a company subcontracted by the Department of Education of the Government of Navarre, with three dedicated cleaning staff.
5.3. Case Study 3
- An administrative building, which has a computer room, two classrooms, one with a projector and screen and another with CD/DVD players and speakers. It also has a storeroom, staffroom–library with a photocopier, seven offices, bathrooms and boiler and cleaning rooms.
- Another building, with six classrooms, three bathrooms (one for disabled people), an office with a photocopier, a cleaning room and the boiler room for the heating system. This building has two floors and a lift. All classrooms have a projector and screen.
- On-site secondary education (1st and 3rd in the 1st semester and 2nd and 4th in the second) and distance learning (all levels in the 1st and in the 2nd semester).
- Spanish as a foreign language.
- Official English teaching.
- Preparation courses:
- -
- Certificate in secondary education (free presentation).
- -
- Entry exam to higher level courses.
- -
- University entry exam for over 25s.
- Informal training programs (learning and reinforcement of basic skills II).
5.4. Ranking of Learning Centers
6. Discussion and Conclusions
- Learning Center 1 is at the good level, close to the excellent level.
- Learning Center 2 is at the good level, close to the neutral level.
- Learning Center 3 is at the neutral level.
- -
- The Universal Declaration of Human Rights, mainly with regard to education and its objectives.
- -
- The Spanish Constitution and the laws regarding the education and rights of the minor.
- -
- Democratic coexistence based on participation, pluralism, tolerance, respect and mutual acceptance, in accordance with the principles established in the Spanish Constitution.
- -
- The implementation of the rights and duties of students contemplated in the R.D. 732/1995 of 5th May.
- -
- To offer quality public education for local students, so that they can successfully pursue higher education or enter the world of work while attending to diversity.
- -
- To promote a participatory coexistence, based on human values, involving the entire school community.
- -
- To encourage innovation through the development of various educational projects and ongoing teacher training.
- -
- Commitment to sustainability, healthy habits and care for the environment.
- -
- The importance of knowledge of various languages, starting with the mother tongue.
- -
- A culture of hard work and continuous improvement.
- -
- Solidarity and an open attitude to cooperation.
- -
- Teamwork and internal coordination.
- -
- The defense and integration of all the cultures present in the locality.
- -
- The involvement and participation of the entire educational community.
- -
- Intellectual restlessness and an appreciation for a job well done.
- -
- Fluid and close communication.
- -
- Creativity, personal autonomy and entrepreneurial spirit.
Author Contributions
Funding
Conflicts of Interest
Appendix A
Limit E–G | Limit G–N | Limit N–R | Limit R–B | ||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Subcri-terion | Levels | Levels | Levels | Levels | |||||||||||||||||
lev1 | lev2 | lev3 | lev4 | Lev5 | lev1 | lev2 | lev3 | lev4 | Lev5 | lev1 | lev2 | lev3 | lev4 | Lev5 | lev1 | lev2 | lev3 | lev4 | Lev5 | ||
EAVC | ESRV | X | X | X | X | ||||||||||||||||
EABC | X | X | X | X | |||||||||||||||||
IGAC | X | X | X | X | |||||||||||||||||
EMAC | X | X | X | X | |||||||||||||||||
USMI | X | X | X | X | |||||||||||||||||
EAPS | X | X | X | X | |||||||||||||||||
ITRC | X | X | X | X | |||||||||||||||||
HRWR | SSIE | X | X | X | X | ||||||||||||||||
EMBW | X | X | X | X | |||||||||||||||||
EDCS | X | X | X | X | |||||||||||||||||
LEAB | X | X | X | X | |||||||||||||||||
REAC | X | X | X | X | |||||||||||||||||
ENVI | TGRP | X | X | X | X | ||||||||||||||||
ENCO | X | X | X | X | |||||||||||||||||
WACO | X | X | X | X | |||||||||||||||||
PACO | X | X | X | X | |||||||||||||||||
EMRS | X | X | X | X | |||||||||||||||||
ESEA | X | X | X | X | |||||||||||||||||
EICS | X | X | X | X | |||||||||||||||||
SRCE | MRTL | X | X | X | X | ||||||||||||||||
CCTC | X | X | X | X | |||||||||||||||||
RMPH | X | X | X | X | |||||||||||||||||
ENEN | X | X | X | X | |||||||||||||||||
ENVO | X | X | X | X | |||||||||||||||||
SAST | X | X | X | X | |||||||||||||||||
RDHC | PPRA | X | X | X | X | ||||||||||||||||
IPSA | X | X | X | X | |||||||||||||||||
PDSR | X | X | X | X | |||||||||||||||||
DSIP | X | X | X | X | |||||||||||||||||
ISOS | X | X | X | X |
References
- CERSE. La Responsabilidad Social de las Empresas (RSE) el Desarrollo Sostenible y el Sistema de Educación y Formación. Documento Final; Ministerio de Empleo y Seguridad Social: Madrid, Spain, 2010.
- Martínez, L.M. Responsabilidad social y comunicación institucional en los centros educativos. Nueva Época 2013, 14, 77–92. [Google Scholar]
- Llano, C. Ser del Hombre y Hacer de la Organización; Ediciones ECA: México DF, México, 2018. [Google Scholar]
- Pujadas, C. Responsabilidad Social Educativa. Available online: http://rseducativa.blogspot.com/2012/01/una-propuesta-de-definicion-de-la.html (accessed on 19 May 2020).
- Martínez, L.M. La responsabilidad social corporativa en las instituciones educativas. Estud. Sobre Educac. 2014, 27, 169–191. [Google Scholar] [CrossRef] [Green Version]
- Carnero, M.C.; Gómez, A. A multicriteria model for optimization of maintenance in thermal energy production systems in hospitals: A case study in a spanish hospital. Sustainability 2017, 9, 493. [Google Scholar] [CrossRef] [Green Version]
- Lavoie, R.; Deslandes, J.; Proulx, F. Assessing the ecological value of wetlands using the MACBETH approach in Quebec City. J. Nat. Conserv. 2016, 30, 67–75. [Google Scholar] [CrossRef]
- van Oosterhout, J.; Pursey, H. Much to do about Nothing: A Conceptual Critique of CSR. Report Series Reference. Available online: http://ssrn.com/abstract=924505 (accessed on 4 June 2020).
- Alvarado, A. Marketing y responsabilidad social empresarial. un mapa de navegación. Teoría y Prax. 2007, 4, 113–148. [Google Scholar] [CrossRef]
- Garriga, E.; Melé, D. Corporate social responsibility theories: Mapping the territory. J. Bus. Ethics 2004, 53, 51–71. [Google Scholar] [CrossRef]
- Herrera, A.A.; Alcañiz, E.B.; Currás-Pérez, R. Perspectivas teóricas usadas para el estudio de la responsabilidad social empresarial: Una clasificación con base en su racionalidad1. Estud. Gerenc. 2011, 27, 115–137. [Google Scholar] [CrossRef] [Green Version]
- Bowen, H. Social Responsibility of Businessman; Harper & Brothers: New York, NY, USA, 1953. [Google Scholar]
- Friedman, M. The social responsibility of business is to increase its profits. N. Y. Times Mag 1970. Available online: http://umich.edu/~thecore/doc/Friedman.pdf (accessed on 13 June 2020).
- Escamilla, S.; Plaza, P.; Flores, S. Análisis de la divulgación de la información sobre la responsabilidad social corporativa en las empresas de transporte público urbano en España. Rev. Contab. 2016, 19, 195–203. [Google Scholar] [CrossRef] [Green Version]
- Freeman, R.E. Business Ethics: New Challenges for Business Schools and Corporate Leaders; Peterson, P.E., Ferrell, O.C., Eds.; Routledge: New York, NY, USA, 2004. [Google Scholar]
- Escamilla, S.; Jiménez, I.; Prado, C. La Responsabilidad Social Empresarial, una Forma de Crear Valor; Editorial Académica Española: Saarbrücken, Germany, 2013. [Google Scholar]
- Ginés, M.V. Proyecto de Dirección Para la Innovación en un Centro Educativo. Trabajo Fin de Máster. Facultad de Educación; Universidad Internacional de La Rioja: Madrid, Spain, 2015. [Google Scholar]
- United Nations (UN). The Sustainable Development Goals Report 2018; United Nations: New York, NY, USA, 2018. [Google Scholar]
- Arruda, N.D.P. The agenda 2030 for responsible management education: An applied methodology. Int. J. Manag. Educ. 2017, 15, 183–191. [Google Scholar] [CrossRef]
- Mira, J.J.; Lorenzo, S.; Navarro, I.; Pérez-Jover, V.; Vitaller, J. Diseño y validación de la escala RSC-HospitalES para medir responsabilidad social corporativa. Gac. Sanit. 2013, 27, 529–532. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Observatorio de RSC. Introducción a la Responsabilidad Social Corporativa. 2014. Available online: https://observatoriorsc.org/wp-content/uploads/2014/08/Ebook_La_RSC_modific.06.06.14_OK.pdf (accessed on 19 May 2020).
- Fernández, J.L. Ética y Responsabilidad Social y Modelos de Empresa. Papeles de Ética, Economía y Dirección; IESE: Barcelona, Spain, 1999. [Google Scholar]
- Borja, A.R.B.; Rodríguez, F.M. La responsabilidad social universitaria. Tratamiento en la UMET. Rev. Conrado 2016, 12, 111–118. [Google Scholar]
- Galvão, A.; Mendes, L.; Marques, C.; Mascarenhas, C. Factors influencing students’ corporate social responsibility orientation in higher education. J. Clean. Prod. 2019, 215, 290–304. [Google Scholar] [CrossRef]
- Haski-Leventhal, D.; Pournader, M.; McKinnon, A. The role of gender and age in business students’ values, CSR attitudes, and responsible management education: Learnings from the PRME international survey. J. Bus. Ethics 2017, 146, 219–239. [Google Scholar] [CrossRef]
- Silva, A.G.M.; Goncalves, T.J.M.; Belderrain, M.C.N. MACBETH applicado ao cálculo da pena base do dereito penal militar. INGEPRO Inov. Gest. Prod. 2011, 3, 56–66. [Google Scholar]
- Asrar-ul-Haq, M.; Kuchinke, K.P.; Iqbal, A. The relationship between corporate social responsability, job satisfaction, and organizational commitment: Case of Pakistani higher education. J. Clean. Prod. 2017, 142, 2352–2363. [Google Scholar] [CrossRef]
- Filho, W.L.; Doni, F.; Vargas, V.R.; Wall, T.; Hindley, A.; Rayman-Bacchus, L.; Emblen-Perry, K.; Boddy, J.; Avila, L.V. The integration of social responsibility and sustainability in practice: Exploring attitudes and practices in Higher Education Institutions. J. Clean. Prod. 2019, 220, 152–166. [Google Scholar] [CrossRef]
- Santos, G.; Marques, C.S.; Justino, E.; Mendes, L. Understanding social responsibility’s influence on service quality and student satisfaction in higher education. J. Clean. Prod. 2020, 256, 120597. [Google Scholar] [CrossRef]
- Medina, M.L.; Medina, M.G.; Gauna, N.T.; Molfino, L.; Merino, L.A. Evaluation of the educational environment in the Paediatric clinic residency in a provincial referral hospital. Educ. Medica 2020, 21, 24–31. [Google Scholar]
- Berniak-Woźny, J. The role of business schools in csr and responsible management education: The polish students’ perspective. Crit. Stud. Corp. Responsib. Gov. Sustain. 2018, 12, 223–239. [Google Scholar]
- Ntim, C.G.; Soobaroyen, T. Corporate governance and performance in socially responsible corporations: New empirical insights from a neo-institutional framework. Corp. Govern. Int. Rev. 2013, 21, 468–494. [Google Scholar] [CrossRef]
- Saeidi, S.P.; Sofian, S.; Saeidi, P.; Saeidi, S.P.; Saaeidi, S.A. How does corporate social responsibility contribute to firm financial performance? The mediating role of competitive advantage, reputation, and customer satisfaction? J. Bus. Res. 2015, 68, 341–350. [Google Scholar] [CrossRef]
- Weerts, D.J.; Sandmann, L.R. Community engagement and boundary-spanning roles at research universities. J. High. Educ. 2010, 81, 632–657. [Google Scholar] [CrossRef]
- Sánchez, R.G.; Flórez-Parra, J.M.; López-Pérez, M.V.; López-Hernández, A.M. Corporate governance and disclosure of information on corporate social responsability: An analysis of the top 200 universities in the Shanghai ranking. Sustainability 2020, 12, 1549. [Google Scholar] [CrossRef] [Green Version]
- Rehman, M.A.; Kashif, M.; Mingione, M. Corporate social responsibility and sustainability (CSRS) initiatives among European and Asian business schools: A web-based content analysis. Glob. Bus. Rev. 2019, 20, 1231–1247. [Google Scholar] [CrossRef]
- Uduji, J.I.; Okolo-Obasi, E.N.; Asongu, S.A. The impact of corporate social responsibility interventions on female education development in the rural niger delta region of Nigeria. Prog. Dev. Stud. 2020, 20, 45–64. [Google Scholar] [CrossRef]
- Agudelo, M.A.L.; Johannsdottir, L.; Davidsdottir, B. Drivers that motivate energy companies to be responsible. A systematic literature review of Corporate Social Responsibility in the energy sector. J. Clean. Prod. 2020, 247, 119094. [Google Scholar] [CrossRef]
- Bana e Costa, C.A.; Vansnick, J.C. Applications of the MACBETH approach in the framework of an additive aggregation model. J. Multi Criteria Decis. Anal. 1997, 6, 107–114. [Google Scholar] [CrossRef]
- Hurson, C.; Mastorakis, L.; Siskos, Y. Application of a synergy of MACBETH and MAUT multicriteria methods to portfolio selection in Athen stock exchange. Int. J. Multicriteria Decis. Mak. 2012, 2, 113–127. [Google Scholar] [CrossRef]
- Gürbüz, T. Multiple criteria human performance evaluation using choquet integral. Int. J. Computat. Intell. Syst. 2010, 3, 290–300. [Google Scholar] [CrossRef]
- Nunes, L.C.; Pinheiro, P.R.; Pequeno, T.C. Support tool in the diagnosis of major depressive disorder. In Proceedings of the 3rd world summit on the knowledge society, WSKS (2), Corfu, Greece, 22–24 September 2010; pp. 136–145. [Google Scholar]
- Rodrigues, T.C. The MACBETH approach to health value measurement: Building a population health index in group processes. Procedia Technol. 2014, 16, 1361–1366. [Google Scholar] [CrossRef] [Green Version]
- Montignac, F.; Noirot, I.; Chaudourne, S. Multi-criteria evaluation of on-board hydrogen storage technologies using the MACBETH approach. Int. J. Hydrog. Energy 2009, 34, 4561–4568. [Google Scholar] [CrossRef]
- Merad, M.; Dechy, N.; Serir, L.; Grabisch, M.; Marcel, F. Using a multi-criteria decision aid methodology to implement sustainale development principles within and organizaion. Eur. J. Oper. Res. 2013, 224, 603–613. [Google Scholar] [CrossRef] [Green Version]
- Rodrigues, A.; Fernandes, M.; Rodrigues, M.; Bortoluzzi, S.; da Costa, S.G.; de Lima, E.P.; da Costa, S.G. Developing criteria for performance assessment in municipal solid waste management. J. Clean. Prod. 2018, 186, 748–757. [Google Scholar] [CrossRef]
- Marques, S.C.; Ferreira, F.A.F.; Meidutė-Kavaliauskienė, I.; Banaitis, A. Classifying urban residential areas based on their exposure to crime: A constructivist approach. Sustain. Cities Soc. 2018, 39, 418–429. [Google Scholar] [CrossRef]
- Faria, P.A.; Ferreira, F.A.F.; Jalali, M.S.; Bento, P.; António, N.J.S. Combining cognitive mapping and MCDA for improving quality of life in urban areas. Cities 2018, 78, 116–127. [Google Scholar] [CrossRef]
- Bana e Costa, C.A.; Carnero, M.C.; Oliveira, M.D. A multi-criteria model for auditing a Predictive Maintenance Programme. Eur. J. Oper. Res. 2012, 217, 381–393. [Google Scholar] [CrossRef]
- Carnero, M.C.; Gómez, A. Optimization of maintenance in production and storage systems for domestic water. Water Resour. Manag. 2017, 32, 359–380. [Google Scholar] [CrossRef]
- da Silva Junior, A.; de Oliveira Martins-Silva, P.; de Araújo Vasconcelos, K.C.; da Silva, V.C.; de Brito, S.L.M.S.; Monteiro, J.M.R. Sustainability and corporate social responsibility in the opinion of undergraduate students in management programs: Between the concrete and the abstract. J. Clean. Prod. 2019, 207, 600–617. [Google Scholar] [CrossRef]
- Roubens, M.; Rusinowska, A.; de Swart, H. Using MACBETH to determine utilities of governments to parties in coalition formation. Eur. J. Oper. Res. 2006, 172, 588–603. [Google Scholar] [CrossRef]
- Carayannis, E.G.; Ferreira, F.A.F.; Bento, P.; Ferreira, J.J.M.; Fernandes, B.M.Q. Developing a socio-technical evaluation index for tourist destination competitiveness using cognitive mapping and MCDA. Technol. Forecast. Soc. Chang. 2018, 131, 147–158. [Google Scholar] [CrossRef]
- Abtani, M.S. The effectiveness in distance education for Iranian higher education. Procedia Soc. Behav. Sci. 2012, 47, 1313–1319. [Google Scholar]
- Bana e Costa, C.A.; Oliveira, M.D. A multicriteria decision analysis model for faculty evaluation. Omega 2012, 40, 424–436. [Google Scholar] [CrossRef]
- Cuadrado, M.R.; Fernández, M.G. Methodology to select the best business game in higher education. Am. J. Ind. Bus. Manag. 2013, 3, 589–594. [Google Scholar] [CrossRef] [Green Version]
- Bana e Costa, C.A.; de Corte, J.M.; Vansnick, J.C. MACBETH. Int. J. Inf. Technol. Decis. Mak. 2012, 11, 359–387. [Google Scholar] [CrossRef]
- Olken, B. Condorcet’s Paradox and Arrow’s Impossibility Theorem. MIT Open Course Ware. Available online: http://ocw.mit.edu (accessed on 4 June 2020).
- Bana e Costa, C.A.; De Corte, J.M.; Vansnick, J.C. M-MACBETH User’s Guide. 2017. Available online: http://www.m-macbeth.com (accessed on 19 March 2020).
- Teotónio, I.; Cabral, M.; Oliveira, C.; Matos, C. Decision support system for green roofs investments in residential buildings. J. Clean. Prod. 2020, 249, 119365. [Google Scholar] [CrossRef]
- Bana e Costa, C.A.; Chagas, M.P. A career choice problem: An example of how to use MACBETH to build a quantitative value model based on qualitative value judgments. Eur. J. Oper. Res. 2004, 153, 323–331. [Google Scholar] [CrossRef]
- Bana e Costa, C.A.; Carvalho, R. Assigning priorities for maintenance, repair and refurbishment in managing a municipal housing stock. Eur. J. Oper. Res. 2002, 138, 380–391. [Google Scholar] [CrossRef]
- Bana e Costa, C.A.; de Corte, J.M.; Vansnick, J.C. On the Mathematical Foundations of MACBETH. In Multiple Criteria Decision Analysis: The State of the Art Surveys; Greco, S., Ehrgott, M., Figueira, J.R., Eds.; Springer: New York, NY, USA, 2016; pp. 421–463. [Google Scholar]
- Bana e Costa, C.A.; Sanchez-Lopez, R.; Vansnick, J.C.; De Corte, J.M. Introducción a Macbeth. In Análisis Multicriterio para la Toma de Decisiones: Métodos y Aplicaciones; Leyva Lopez, J.C.L., Ed.; Plaza y Valdes: Madrid, Spain, 2009. [Google Scholar]
- Bana e Costa, C.A.; De Corte, J.M.; Vansnick, J.C. MACBETH (Measuring attractiveness by a categorical based evaluation technique). In Encyclopedia of Operations Research and Management Science; Cochran, J.J., Cox, L.A., Keskinocak, P., Kharoufeh, J.P., Smith, J.C., Eds.; John Wiley & Sons: New York, NY, USA, 2011. [Google Scholar]
- Bana e Costa, C.A.; Beinat, E. Model-Structuring in Public Decision-Aiding; Operational Research Working Papers LSEOR05.79; London School of Economics and Political Science: London, UK, 2005. [Google Scholar]
Semantic Scale | Equivalent Numerical Scale | Significance |
---|---|---|
Null | 0 | No difference in attractiveness between the elements compared |
Very Weak | 1 | Very weak difference in attractiveness of one element over another |
Weak | 2 | Weak difference in attractiveness of one element over another |
Moderate | 3 | Moderate difference in attractiveness of one element over another |
Strong | 4 | One element is strongly attractive over another |
Very Strong | 5 | Very strong difference in attractiveness of one element over another |
Extreme | 6 | One element is extremely attractive over another |
Subcriteria | Impact Level | Description of the Impact Level |
---|---|---|
The existence of socially responsible values in the center (ESRV) | Lev1 | The center has defined the values and these are aligned with the mission and vision and combine principles of responsibility and sustainability. Different levels of staff, students and families have participated in the definition, which has facilitated the introduction of the school staff into the actions. The values have been communicated to the stakeholders (G). |
Lev2 | The center has defined the values and these are aligned with the mission and vision and combine principles of responsibility and sustainability. The values are formally documented and have been communicated to the stakeholders (N). | |
Lev3 | The center has defined the values and these are aligned with the mission and vision and combine principles of responsibility and sustainability. Furthermore, they are formally documented, but are poorly disseminated and integrated into the actions of the school staff. | |
Lev4 | The center has defined the values, but none of them is focused on responsibility and sustainability. | |
Lev5 | The center has not defined its values. | |
Ethical and behavioral code (EABC) | Lev1 | The center has a code of ethics or conduct documented and approved by management. This code refers to all the following elements: compliance with legislation, work ethics, principles of personnel action, good practices in the development of work, image of the school, conflict of interest, transparency and respect for the environment, as well as rules of action with families and students, among others. This code is communicated to the stakeholders (G). |
Lev2 | The center has a code of ethics or conduct documented and approved by management. This code refers to most of the following elements: compliance with legislation, work ethics, principles of staff performance, good working practice, image of the school, conflict of interests, transparency and respect for the environment. This code is communicated to the stakeholders. | |
Lev3 | The center has a code of ethics or conduct documented and approved by management. This code refers to some of the following factors: compliance with legislation, work ethics, principles of staff performance, good practices in the development of work, image of the school, conflict of interest, transparency and respect for the environment. | |
Lev4 | The center has a documented code of ethics or conduct approved by management (N). | |
Lev5 | The center has no code of ethics of conduct documented. | |
The intent of governors in adapting the school to the values of CSR (IGAC) | Lev1 | The management of the center is involved and participates in the preparation, implementation and dissemination of protocols and / or manuals of managerial conduct that include respect for personal and family life, equal opportunities and the prevention of harassment and discrimination. Management includes these issues in the school’s management strategy and operations. |
Lev2 | The center’s management is involved and participates in the preparation, implementation and dissemination of protocols and/or manuals of managerial conduct that include respect for personal and family life, equal opportunities and the prevention of harassment and discrimination (G). | |
Lev3 | The center’s management is involved and participates in the preparation of protocols and/or management conduct manuals that include respect for personal and family life, equal opportunities and the prevention of harassment and discrimination (N). | |
Lev4 | The center’s management participates from time to time in the preparation of a protocols and/or management conduct manuals that include respect for personal and family life, equal opportunities and the prevention of harassment and discrimination. | |
Lev5 | The center’s management is not involved or does not participate in the preparation of protocols and/or manuals of managerial conduct. | |
The existence of mechanisms for avoiding corruption (EMAC) | Lev1 | The center has created a set of standards, or guidelines, which reduce the possibility that corruption may occur. These standards are known to the management, and there are mechanisms to verify compliance with them at least annually. The school shares the results among its main stakeholders. |
Lev2 | The center has produced a set of standards, or guidelines, that reduce the possibility of corruption. These standards are known to the management and there are mechanisms to verify compliance with them at least annually. | |
Lev3 | The center has produced a set of standards, or guidelines, that reduce the possibility of corruption occurring. These standards are known to the management (G). | |
Lev4 | The center has produced a set of standards, or guidelines, that reduce the possibility of corruption occurring (N). | |
Lev5 | The center does not understand corruption as something to be concerned about. | |
The use of social media to improve services (USMI) | Lev1 | The center has included its profile on a social network in order to communicate with its internal and external public, based on the known needs and expectations of stakeholders. Thanks to the communication that the school carries out through social networks, adaptations and improvements have been made in its educational services/capabilities to satisfy the demands made by its stakeholders. There is a style manual that includes criteria for ethical communication, in which there is a communication that avoids misunderstandings, the loss of competence and discrimination based on sex, religion or other social conditions. |
Lev2 | The center has included its profile on a social network in order to communicate with its internal and external public, based on the known the needs and expectations of stakeholders. Thanks to the communication that the school carries out through social networks, adaptations and improvements have been made in its educational services/capabilities to satisfy the demands made by its stakeholders (G). | |
Lev3 | The center has included its profile on a social network in order to communicate with its internal and external public, based on the known needs and expectations of stakeholders (N). | |
Lev4 | The center has occasionally participated in some social networks, with the sole purpose of seeking a promotion of its image. | |
Lev5 | The center does not participate in any social media. | |
The existence of annual programs of social responsibility (EAPS) | Lev1 | The center has a program that it designs, implements and executes to achieve the aims and goals of CSR. This program includes the allocation of responsibilities, means and deadlines and a periodic review to ensure that it remains consistent and pertinent to the objectives and goals of social responsibility and is accessible to everyone at the school. In addition, it has designed a monitoring, measurement and evaluation process that includes CSR objectives, records and evidence, communication and awareness activities, results and worker satisfaction. |
Lev2 | The center has a program that it designs, implements and executes to achieve the objectives and goals of CSR. This program includes the allocation of responsibilities, the means and deadlines and a periodic review to ensure that it remains consistent and pertinent to the objectives and goals of social responsibility, which is accessible to everyone at the school. | |
Lev3 | The center has a program that it designs, implements and executes to achieve the objectives and goals of CSR, which is accessible to everyone at the school (G). | |
Lev4 | The center designs, implements and executes CSR actions in isolation without planning. | |
Lev5 | The center has no documented CSR program (N). | |
Innovation in technologies that are responsible and committed to efficiency and the prevention of pollution (ITRC) | Lev1 | The center has established a continuous commitment to research, development and innovation (R + D + i), for the use of new technologies that favor the improvement of efficiency and pollution prevention, in the design of the teaching service. At the end of the year, it analyzes the results and identifies areas for improvement. |
Lev2 | The center has established a continuous commitment to research, development and innovation (R + D + i), for the use of new technologies that favor the improvement of efficiency and pollution prevention, in the design of the teaching service (G). | |
Lev3 | The center has established a commitment, which must be renewed with each change of management, with research, development and innovation (R + D + i), for the use of new technologies that favor the prevention of pollution, in the design of the teaching service. | |
Lev4 | The center occasionally promotes research, development and innovation (R + D + i), using some specific new technology that reduces pollution, in the design of the teaching service (N). | |
Lev5 | The center does not promote research, development and innovation (R + D + i), through the use of new technologies that favor the improvement of efficiency and pollution prevention, in the design of the teaching service. |
Subcriteria | Impact Level | Description of the Impact Level |
---|---|---|
Training in good recycling practice for staff and students (TGRP) | Lev1 | The center trains its workers and students in good practice in recycling. This training is systematic and includes specific recycling policies, which can even be used in private life. The governors of the center take part in the training activity, and the data derived from the campaigns are made known to stakeholders (G). |
Lev2 | The center trains its staff and students in good practice in recycling. This training is systematic and includes specific recycling policies, which can even be used in private life. | |
Lev3 | The center trains its staff and students in good practice in recycling. This training is systematic and includes specific recycling policies (N). | |
Lev4 | The center informs about good practice from time to time, with no record of the effect the practice has on its competitiveness by using resources more efficiently. | |
Lev5 | The center does not give training in good practice in recycling. | |
Energy consumption (ENCO) | Lev1 | Energy consumption and bills vary proportionally, the center has documented policies to lower energy consumption, has trained its staff and students to introduce good practice and has alternative energy sources and/or a hybrid system. |
Lev2 | Energy consumption and bills vary proportionally, the center has documented policies to lower energy consumption and has trained its staff and students to introduce good practice (G). | |
Lev3 | Energy consumption and bills vary proportionally, although the center has not introduced measures to optimize energy consumption (N). | |
Lev4 | Energy consumption is recorded with respect to the bills and there are increases in consumption when billing is lower. | |
Lev5 | Energy consumption is not recorded with respect to the center’s bills. | |
Water consumption (WACO) | Lev1 | Water consumption and bills vary proportionally, the center has documented policies to lower consumption, has trained its staff and students to introduce good practice and has internal recycling. |
Lev2 | Water consumption and bills vary proportionally, the center has documented policies to lower water consumption and has trained its staff and students to introduce good practice. (G). | |
Lev3 | Water consumption and bills vary proportionally, although the center has no documented policies to lower water consumption (N). | |
Lev4 | Water consumption is recorded with respect to the bills and there are increases in consumption when billing is lower. | |
Lev5 | Water consumption is not recorded with respect to the center’s bills. | |
Paper consumption (PACO) | Lev1 | There are documented policies for optimizing consumption, with systems for removal and destruction and goals for consumption and the training of all staff and students in good practice in paper consumption. There is a system of reuse with positive results. The center has introduced digital signing in document management and has replaced most of its physical documents with digital ones (G). |
Lev2 | There are documented policies for optimizing consumption, with systems for removal and destruction and goals for consumption and the training of all staff and students in good practice in paper consumption. There is a system of reuse with positive results. The center has introduced digital signing in document management. | |
Lev3 | There are documented policies for optimizing consumption, with systems for removal and destruction and goals for consumption. There are regular initiatives for the reuse of paper (N). | |
Lev4 | There are no policies for optimizing consumption, although there is a system for the removal and destruction of paper. | |
Lev5 | The center has no optimization policy for paper consumption. | |
The existence of means for recycling and separating waste (EMRS) | Lev1 | There are means for recycling basic elements such as paper, printer cartridges, lamps, batteries and electrical devices, driven by recycling policies known to staff and students. The information is public and available to stakeholders. |
Lev2 | There are means for recycling basic elements such as paper, printer cartridges, lamps, batteries and electrical devices, driven by recycling policies known to staff and students (G). | |
Lev3 | There are means for recycling basic elements such as paper, printer cartridges, lamps, batteries and electrical devices (N). | |
Lev4 | The center has no means for recycling and segregating waste. | |
Establishing systems for environmental analysis, management and assessment (ESEA) | Lev1 | The center has set up a management program with measurable objectives and goals that are consonant with its environmental commitment and with the aim of improving the environmental impacts that have been identified. This program is reviewed each year and whenever there are changes in the center that affect its current identity. Furthermore, the center has identified, recorded and assessed those aspects of its activities, products and services which cause or might cause environmental impact. |
Lev2 | The center has set up a management program with measurable objectives and goals that are consonant with its environmental commitment and with the aim of improving the environmental impacts that have been identified. This program is reviewed each year, and whenever there are changes in the center that affect its current identity (G). | |
Lev3 | The center has set up a management program with measurable objectives and goals that are consonant with its environmental commitment and with the aim of improving the environmental impacts that have been identified (N). | |
Lev4 | The center has set up a management program with measurable objectives and goals that are consonant with its environmental commitment. | |
Lev5 | The center has no system for environmental management. | |
Environmental image of the center on social media (EICS). | Lev1 | The center has a presence on social media, and proactively drives projects for environmental improvement, using social media as a transparency tool. The work carried out on social media is professional and encourages participation in the design of specific environmental products and/or services. |
Lev2 | The center has a presence on social media, and proactively drives projects for environmental improvement, using social media as a transparency tool. The work carried out on social media is professional (G). | |
Lev3 | The center has a presence on social media and responds reactively when the environmental impact of its activities is referred to (N). | |
Lev4 | The center has no presence on social media, but it does follow up on references to its environmental impact. | |
Lev5 | The center has no voluntary presence on social media. |
Subcriteria | Impact Level | Description of the Impact Level |
---|---|---|
Measures for the respect and tolerance of local customs, traditions and languages which represent the cultural identity of the area (MRTL) | Lev1 | The center instils and fosters respect for others as a basic element of any action, as well as the effective equality of rights between the sexes, the rejection of all types of discrimination, respect for all cultures, local or international and the traditions of origin of the students and staff (G). |
Lev2 | The center fosters respect and tolerance for other cultures based on participation, pluralism and mutual acceptance, in accordance with principles established in the constitution (N). | |
Lev3 | The center is oblivious to the origin and culture of origin of the students and staff, ignoring their identities. | |
Coordination and collaboration with other teaching centers and with surrounding services and entities (CCTC) | Lev1 | The center is open to the possibility of the transfer, upon request, of facilities for extracurricular activities. It cooperates with the city council and, where appropriate, other institutions, through the transfer of facilities for training activities. The school participates in institutional programs of the city council or the Ministry of Education and Science or other ministries. The school participates in or transfers facilities for NGO activities, especially those related to child protection or multiculturalism (G). |
Lev2 | The center cooperates with the city council and, where appropriate, other institutions, by transferring facilities for training activities. The school participates in institutional programs of the city council or the Ministry of Education and Science or other ministries. The school participates in or provides facilities for NGO activities, especially those related to child protection or multiculturalism (N). | |
Lev3 | The center cooperates with the city council and, where appropriate, other institutions, by transferring facilities for training activities. The school participates in institutional programs of the city council or the Ministry of Education and Science or other ministries. | |
Lev4 | The center cooperates with the city council and, where appropriate, other institutions, by transferring facilities for training activities. | |
Lev5 | The center does not cooperate with other educational or other institutions in any way. | |
Responsible management practices for human resources, related to marginalised groups (RMPH) | Lev1 | In the cases of individuals and groups that suffer from objective situations of disadvantage and the effective absence of equal opportunities among students, the center has established mechanisms that contribute to making equal opportunities effective. The school systematically participates in programs with activities that promote the integration of disadvantaged groups, such as talks and awareness-raising sessions. The school has a reception plan for late-entry students, so that an adequate educational response can be guaranteed depending on the degree of knowledge of the language and the curriculum gap. There are documented and implemented assistance programs for teaching materials, food and transportation (G). |
Lev2 | In the cases of individuals and groups that suffer from situations of objective disadvantage and the effective absence of equal opportunities among students, the center has established programs that contribute to making equal opportunities effective. The school systematically participates in programs with activities that promote the integration of disadvantaged groups, such as talks and awareness-raising sessions. There are support mechanisms for teaching materials, which are documented and put into practice (N). | |
Lev3 | In the cases of individuals and groups that suffer from situations of objective disadvantage and the effective absence of equal opportunities among students, the center has established mechanisms that contribute to making equal opportunities effective. | |
Lev4 | The center has occasionally carried out some activity aimed at the integration of disadvantaged groups. | |
Lev5 | The center does not carry out integration activities for disadvantaged groups. | |
Encouraging enterprise (ENEN) | Lev1 | The center carries out activities to promote entrepreneurial culture for schoolchildren. The school actively participates in business networks whose objectives are the promotion of an entrepreneurial culture. The actions consist of talks or visits to the facilities. |
Lev2 | The center carries out activities to promote entrepreneurial culture for schoolchildren. The actions consist of talks or visits to the facilities (G). | |
Lev3 | The center carries out activities to promote entrepreneurial culture for schoolchildren. Actions consist of talks (N). | |
Lev4 | The center does not carry out activities that promote entrepreneurship. | |
The encouragement of volunteering (ENVO) | Lev1 | The center encourages participation in volunteer programs for both school workers and students, through actions such as talks, volunteer days, visits to various NGOs, etc. (G). |
Lev2 | The center encourages participation in volunteer programs for both workers and students through talks. | |
Lev3 | The center occasionally participates in some volunteer action, although it occurs in a personal capacity by a teacher (N). | |
Lev4 | The center does not carry out activities that encourage volunteering. | |
The satisfaction of stakeholders (SAST) | Lev1 | The center carries out evaluations of family and student satisfaction, analyzing the results and implementing the appropriate improvement measures, as far as possible (G). |
Lev2 | The center carries out evaluations of family and student satisfaction (N). | |
Lev3 | The center does not carry out surveys to determine the degree of satisfaction of families or students. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Burgos, J.; Carnero, M.C. Assessment of Social Responsibility in Education in Secondary Schools. Sustainability 2020, 12, 4849. https://doi.org/10.3390/su12124849
Burgos J, Carnero MC. Assessment of Social Responsibility in Education in Secondary Schools. Sustainability. 2020; 12(12):4849. https://doi.org/10.3390/su12124849
Chicago/Turabian StyleBurgos, Jaime, and María Carmen Carnero. 2020. "Assessment of Social Responsibility in Education in Secondary Schools" Sustainability 12, no. 12: 4849. https://doi.org/10.3390/su12124849
APA StyleBurgos, J., & Carnero, M. C. (2020). Assessment of Social Responsibility in Education in Secondary Schools. Sustainability, 12(12), 4849. https://doi.org/10.3390/su12124849