Search Results (3)

Underpinned by the Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 Statement, this systematic review analyses 58 peer-reviewed articles published during 2008–2021 and retrieved from Scopus and Google Scholar that address the relationship between climate change and UNESCO World Heritage-listed cultural properties. The review reveals a suite of observations that will be important to consider for future research, including: the significant increase in publications since 2008; the prevalence of scholarship focused on the region of Europe and North America; the diversity of research methods and approaches; the instances of climate change hazards; the numerous adaptation measures and barriers. The study also showcases a much greater scholarly concentration on natural sites compared to cultural sites, observing that a reliance on a nature/culture binary does not bode well for the effective safeguarding of cultural World Heritage sites. This article also highlights the need for greater representation from the Global South in terms of both geographic focus and authorship, the lack of collaboration between Science, Technology, Engineering and Mathematics (STEM) and Humanities, Arts and Social Science (HASS) disciplines, the capacity for collective action from different stakeholders, the importance of intangible elements, and the effects of both international and national legal frameworks and regulations. Full article

Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap. Full article

Since the beginning of this century, STEM education has become increasingly important in preserving prosperity and economic competitiveness. Architecture has its own specific attributes. It overarches the STEM and HASS disciplines, and it should be perceived as a cultural phenomenon rather than as a field of study. The main objective of this article is to highlight the methodology based on the statistical method evaluating the correlation rate between the Bachelor’s student performance (SP) in design studio courses and STEM and HASS categories, represented by particular subjects of various areas of study. The relationship between the admission examination procedure and the academic performance of graduates in the DESIGN category was also analyzed. Although the level of knowledge and skills required based on the study results within the curricula was more significant in the HASS category, the direct correlation between subjects in the STEM category, especially engineering, and the quality of the design studio′s outputs as the main and fundamental part of the creative architectural work, was also confirmed. The authors of the article found that STEM knowledge and STEM skills do not reach the required level and, therefore, the emphasis should be placed on changing curricula, balancing the ratio of STEM and HASS categories, adjusting the credits assigned to STEM subjects, or reviewing the classification system. Full article