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The Challenges of Education and Attention to Diversity in the Face of the Comprehensive Health Problem Generated by COVID-19

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Global Health".

Deadline for manuscript submissions: closed (20 May 2023) | Viewed by 5293

Special Issue Editors

Dr. Antonio Luque De La Rosa

E-Mail Website
Guest Editor
Departamento de Educación, Universidad de Almería, Carretera Sacramento s/n, 04120 Almeria, Spain
Interests: attention to diversity; Social and educational inclusion, special educational needs
Dr. Rafaela Gutierrez Caceres

E-Mail Website
Guest Editor
Department of Education, University of Almería, La Cañada de San Urbano, 04120 Almería, Spain
Interests: tutorial action; attention to diversity; special educational needs

Special Issue Information

Dear Colleagues,

Attention to diversity currently poses great challenges to educational systems, which are being driven by emerging health problems such as the COVID-19 pandemic, social and psychological individualism, hyper-digitalization and addiction to mobile phones and new technologies, environmental development problems, energy crises or conflicts that threaten the world order. Given this, from the educational systems we have to propose actions that advance not only in the classic curricula but that enact actions of a preventive and/or developmental nature in values ​​and content currently not of interest for academic development. Physical, mental and social health demands a multidisciplinary and collaborative intervention that, from the educational field, can and must be undertaken with courage, dedication and perseverance. In this monograph we will try to address lines of study and research related to educational actions before these personal and social development challenges of the present century. Thematic lines:

  • Attention to diversity
  • Social and educational inclusion
  • Covid and education
  • Sustainable development and education
  • Peace and coexistence: education in democratic values
  • Self-control and self-esteem
  • Healthy use of new technologies
  • Education and energy use

Dr. Antonio Luque De La Rosa
Dr. Rafaela Gutierrez Caceres
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (3 papers)

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Research

12 pages, 609 KiB  
Article
Identifying and Supporting Students with a Chronically Ill Family Member: A Mixed-Methods Study on the Perceived Competences and Role Views of Lecturers
by Hinke M. van der Werf, Wolter Paans, Anneke L. Francke, Petrie F. Roodbol and Marie Louise A. Luttik
Int. J. Environ. Res. Public Health 2023, 20(6), 4978; https://doi.org/10.3390/ijerph20064978 - 11 Mar 2023
Viewed by 1119
Abstract
Young adult caregivers experience reduced wellbeing when the combination of family care and an educational program becomes too demanding. We aim to clarify the role views, competences, and needs of lecturers regarding the identification and support of these students to prevent negative mental [...] Read more.
Young adult caregivers experience reduced wellbeing when the combination of family care and an educational program becomes too demanding. We aim to clarify the role views, competences, and needs of lecturers regarding the identification and support of these students to prevent negative mental health consequences. A mixed-methods explanatory sequential design was used. We collected quantitative data using a survey of lecturers teaching in bachelor education programs in the Netherlands (n = 208) and then conducted in-depth interviews (n = 13). Descriptive statistics and deductive thematic analyses were performed. Most participants (70.2%) thought that supporting young adult caregivers was the responsibility of the educational institution, and 49% agreed that it was a responsibility of the lecturer, but only 66.8% indicated that they feel competent to do so. However, 45.2% indicated that they needed more training and expertise to identify and support these students. All interviewees felt responsible for their students’ wellbeing but highlighted a lack of clarity regarding their role fulfillment. In practice, their ability to identify and support these students depended on their available time and level of expertise. The lecturers required agreements on responsibility and procedures for further referral, as well as information on support and referral opportunities, communication skills courses, and peer-to-peer coaching. Full article
(This article belongs to the Special Issue The Challenges of Education and Attention to Diversity in the Face of the Comprehensive Health Problem Generated by COVID-19)
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21 pages, 1156 KiB  
Article
Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market
by Monica Ioana Burcă-Voicu, Romana Emilia Cramarenco and Dan-Cristian Dabija
Int. J. Environ. Res. Public Health 2022, 19(18), 11563; https://doi.org/10.3390/ijerph191811563 - 14 Sep 2022
Cited by 6 | Viewed by 2099
Abstract
This paper aims to measure learners’ preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff [...] Read more.
This paper aims to measure learners’ preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching–learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners’ preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences. Full article
(This article belongs to the Special Issue The Challenges of Education and Attention to Diversity in the Face of the Comprehensive Health Problem Generated by COVID-19)
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17 pages, 736 KiB  
Article
Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries
by Abdulrahman Essa Al Lily and Ahmed Ali Alhazmi
Int. J. Environ. Res. Public Health 2022, 19(15), 9223; https://doi.org/10.3390/ijerph19159223 - 28 Jul 2022
Cited by 3 | Viewed by 1591
Abstract
This article tackles the question: To what domains did education go when it left school buildings due to the coronavirus pandemic? To answer this question, 1184 observations of online activity, 1132 observations of face-to-face activity, 118 focus groups and 1110 individual interviews were [...] Read more.
This article tackles the question: To what domains did education go when it left school buildings due to the coronavirus pandemic? To answer this question, 1184 observations of online activity, 1132 observations of face-to-face activity, 118 focus groups and 1110 individual interviews were undertaken. In addition, 1290 witticisms were collected, utilising humour to inform research. Data analysis reveals the relocation of education to three domains: the domestic, digital and political. Its relocation to the domestic domain has meant increased familial responsibility, fuelling domestic tensions and conflicting with home-based distractions. Its relocation to the digital domain has involved reduced physical interaction, rituality, social merit, mobility and student health. Its relocation to the political domain has given rise to issues of participation and reshaped the power, institutional fabrication and societal support of education. The conclusion introduces the concept of “coronian education”—a hybrid of the domestic, digital and political domains. Whereas pre-coronian education was limited to a single domain, the school, coronian education is fragmented across three domains. Although coronian education research is feasible in the digital and political domains, it is challenging to conduct such research in the domestic domain, as an enquiry into domesticity entails invading the private spaces of homes. Full article
(This article belongs to the Special Issue The Challenges of Education and Attention to Diversity in the Face of the Comprehensive Health Problem Generated by COVID-19)
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