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Keywords = lifelong learning courses

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15 pages, 2346 KiB  
Article
Literacy for Sustainable Education: A Premise of Pedagogical Inclusiveness and Multilingualism in Higher Education
by Angel Chang and Jacob Oppong Nkansah
Sustainability 2024, 16(24), 10943; https://doi.org/10.3390/su162410943 - 13 Dec 2024
Cited by 1 | Viewed by 1758
Abstract
Literacy has moved from conventional concepts of reading, writing, and counting skills to proficiency in reading, writing, data, technology, and education for sustainable development. The transition aims to prepare students to engage in a sustainable society and the method aims to cultivate multilingualism [...] Read more.
Literacy has moved from conventional concepts of reading, writing, and counting skills to proficiency in reading, writing, data, technology, and education for sustainable development. The transition aims to prepare students to engage in a sustainable society and the method aims to cultivate multilingualism and inclusiveness in undergraduate education via a first-year writing (FYW) program. Considering the sustainability of such a transition, this study employs a case study of the FYW program to demonstrate to what extent literacy evolves via pedagogical inclusiveness and multilingualism in higher education. The FYW focuses on how educators can ensure pedagogical inclusiveness by inviting the varied language lingua students have before they arrive at our learning community rather than learning the language itself. The new FYW curriculum includes the World English of our students and embraces multilingualism rather than focusing on error correction so that students fit the norms and rules of American English. The longitudinal data from 2010 to 2020 were collected via five surveys with different approaches, and descriptive statistics were used to analyze them. The outcomes indicated that the new premise generates better course outcomes and fosters students as confident and comfortable writers and readers. The FYW program intersects with other STEM programs to build a more sustainable undergraduate education and cultivate students’ literacy capacity for sustainable development and lifelong learning. Full article
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19 pages, 2517 KiB  
Article
Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class
by Ryan W. Pontier and Ehsan Abbasi
Educ. Sci. 2024, 14(11), 1210; https://doi.org/10.3390/educsci14111210 - 3 Nov 2024
Cited by 2 | Viewed by 1801
Abstract
This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course [...] Read more.
This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses. Full article
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38 pages, 6519 KiB  
Article
Digital Developmental Advising Systems for Engineering Students Based on Accreditation Board of Engineering and Technology Student Outcome Evaluations
by Wajid Hussain, Mak Fong and William G. Spady
Information 2024, 15(9), 520; https://doi.org/10.3390/info15090520 - 26 Aug 2024
Viewed by 1374
Abstract
The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology [...] Read more.
The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology (ABET) student outcomes data for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools® 6.0, including an advising module based on assessment methodology incorporating the faculty course assessment report, performance indicators, and hybrid rubrics classified according to the affective, cognitive, and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of (a) detailed students’ outcomes and performance indicator information and (b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the faculty course assessment report using performance indicators and hybrid rubrics can provide comprehensive and realistic outcome data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions, and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better-performing outcomes to reinforce their natural affinity for learning specialized competencies to help them pursue related and successful career paths. Full article
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15 pages, 212 KiB  
Article
A Critique of the Ambitions and Challenges of the Lifelong Learning Entitlement (LLE) from a Lifelong Learning Perspective
by Mary Mahoney and Annabel Kiernan
Educ. Sci. 2024, 14(7), 713; https://doi.org/10.3390/educsci14070713 - 30 Jun 2024
Cited by 2 | Viewed by 1996
Abstract
In 2025, the English government will commence the roll out of a transformative new funding system for post-18 learners entitled the ‘Lifelong Learning Entitlement’ (LLE). This will be a single funding system for both higher and further education, which the government argues, will [...] Read more.
In 2025, the English government will commence the roll out of a transformative new funding system for post-18 learners entitled the ‘Lifelong Learning Entitlement’ (LLE). This will be a single funding system for both higher and further education, which the government argues, will enable learners to pay for courses to develop new skills and gain new qualifications at a time that is right for them through full-time degree programmes, flexibly through part-time study, or by undertaking individual modules as and when they are needed. The focus is on training, retraining and upskilling at levels four to six (i.e., the first three years of a degree programme) and on high-value technical courses at levels four and five. Essentially, the LLE is a lifelong entitlement to access a loan fund to support higher level/higher education studies up to age 60. Some targeted maintenance grant funding will be provided to some students who require it to age 60 and beyond. The authors will provide a critical review of the LLE from a lifelong learning perspective. They will explore the complex multifaceted discourse embedded in LLE intentions, as presented in policy statements, some of which appear to be at odds with the claims made about the role of LLE, and identify the ways that it will need to be shaped to achieve the benefits sought by government. Using the critical themes underpinning this special edition of the journal, they will consider the role that education provided through the LLE ‘transformative agenda’ can play in enabling access by adult learners of all types and for multiple reasons. They will consider the interplay between these and neo-liberal values relating to the role of higher education in employment, training and skills-focused priorities. They will also reflect on the role that the HE sector will inevitably need to play in shaping course design and delivery to ensure that the LLE can deliver both the government’s goals and those of lifelong learners, particularly those from disadvantaged communities and backgrounds. Full article
(This article belongs to the Special Issue Reimagining Lifelong Learning in Higher Education)
19 pages, 2040 KiB  
Article
E-Learning Canvases: Navigating the Confluence of Online Arts Education and Sustainable Pedagogies in Teacher Education
by Victoria Pavlou and Aurelio Castro-Varela
Sustainability 2024, 16(5), 1741; https://doi.org/10.3390/su16051741 - 20 Feb 2024
Cited by 10 | Viewed by 2859
Abstract
Recent education policy debates in Europe focus on adapting European education systems to modern societal needs, emphasizing competency-based education to cultivate personal fulfillment, employability, active citizenship, social cohesion, and lifelong learning. Notably, digital and sustainability competencies are regarded as pivotal for building sustainable [...] Read more.
Recent education policy debates in Europe focus on adapting European education systems to modern societal needs, emphasizing competency-based education to cultivate personal fulfillment, employability, active citizenship, social cohesion, and lifelong learning. Notably, digital and sustainability competencies are regarded as pivotal for building sustainable societies. Within this context, arts education assumes significance because of its experiential nature, engaging learners not only intellectually but also emotionally and ethically. This article explores how teacher educators can provide quality arts education that embraces sustainable pedagogies through digital technologies. It delves into teacher educators’ perspectives on the challenges and opportunities presented by digital technologies when teaching arts courses online. Conducted as part of the European-funded project ‘Critical Arts Education for Sustainable Societies,’ this study involved interviews with 25 academics from five European countries. Key challenges identified include converting course content for online delivery, ensuring access to high-quality resources, or maintaining students’ active involvement in the online learning process. Conversely, educators adapted arts education by revising teaching methods through digital technologies and developing new materials to promote inclusivity, engagement, participation, and action. Implications offer guidance to arts educators on how to reconfigure their role when delivering arts courses online. Full article
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17 pages, 1813 KiB  
Article
Predicting Transfer of Generic Information Literacy Competencies by Non-Traditional Students to Their Study and Work Contexts: A Longitudinal Perspective
by Laurent Testers, Aldin Alijagic, Saskia Brand-Gruwel and Andreas Gegenfurtner
Educ. Sci. 2024, 14(2), 117; https://doi.org/10.3390/educsci14020117 - 23 Jan 2024
Cited by 6 | Viewed by 1881
Abstract
Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced [...] Read more.
Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditional distance education students’ intention to transfer newly acquired generic information literacy competencies to their study and work contexts before, directly after, and three months after training. Three surveys, using a combination of Ajzen’s theory of planned behavior and Holton et al.’s Learning Transfer System Inventory model, measured the influence of performance outcomes expectations, organizational openness to change, and performance self-efficacy on intention to transfer and transfer behaviour. The participants were 82 adult educational professionals enrolled in an online information literacy course at the Open University. Partial least squares-based structural equation modelling (PLS-SEM) confirmed the value of employing a multi-contextual and longitudinal approach within this specific setting. Furthermore, notably, self-efficacy appeared to predict pre-training intention in both study and work contexts and transfer behaviour in the work context. Educational implications, limitations, and directions for future research are discussed. Full article
(This article belongs to the Special Issue Transfer of Training in Lifelong Learning Education and Beyond)
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26 pages, 1339 KiB  
Article
Applying Design Thinking to Enhance Programming Education in Vocational and Compulsory Secondary Schools
by Belkis Díaz-Lauzurica and David Moreno-Salinas
Appl. Sci. 2023, 13(23), 12792; https://doi.org/10.3390/app132312792 - 29 Nov 2023
Cited by 3 | Viewed by 2554
Abstract
A proper and complete formation in technology (science, communications, programming, robotics, Computational Thinking, etc.) must be imparted at all educational levels for a lifelong education. However, students may lose motivation or interest due to the complexity and abstraction of some of the concepts [...] Read more.
A proper and complete formation in technology (science, communications, programming, robotics, Computational Thinking, etc.) must be imparted at all educational levels for a lifelong education. However, students may lose motivation or interest due to the complexity and abstraction of some of the concepts imparted. In line with this, the work at hand looks to improve the interest and commitment of students by presenting the programming concepts and contents in a practical way. The teaching–learning process is based on the development of projects about robotics, which are adapted for courses and groups of different educational levels. The Design Thinking methodology is used to impart the content. This methodology allows the students to experiment, design and test different solutions for a given problem, increasing their motivation and interest, promoting creativity, and making the students conscious of their learning process. Two different projects are considered, a simulated one based on a sensor network to localise and track a robot in a closed area for vocational education students, and an experimental one about constructing a robot with several capabilities using Lego Mindstorms for compulsory secondary education students. The results obtained over three different groups of students are analysed and compared, and show that the methodology and projects selected can be adopted and adapted for different educational levels, increasing the proficiency of the students, their development, motivation and self-learning despite the difficulty and complexity of some concepts related to computer science. Full article
(This article belongs to the Special Issue ICTs in Education)
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12 pages, 330 KiB  
Review
The CARE (Curiosity, Attentiveness, Respect and Responsiveness, and Embodiment) Model: Operationalizing Cultural Humility in the Conduct of Clinical Research
by Sana Loue and Timothy Nicholas
Medicina 2023, 59(11), 2021; https://doi.org/10.3390/medicina59112021 - 17 Nov 2023
Cited by 1 | Viewed by 2920
Abstract
Cultural competence training has been criticized for reinforcing existing stereotypes, ignoring intersectionality and inadvertently marginalizing some individuals and groups. In contrast, cultural humility offers the possibility of transformational learning, requiring individuals to pursue a lifelong course of self-examination. This approach makes authentic engagement [...] Read more.
Cultural competence training has been criticized for reinforcing existing stereotypes, ignoring intersectionality and inadvertently marginalizing some individuals and groups. In contrast, cultural humility offers the possibility of transformational learning, requiring individuals to pursue a lifelong course of self-examination. This approach makes authentic engagement with others possible. We review the premises underlying cultural competence and cultural humility, as well as proposed models for the integration of cultural humility into the clinical context. We propose a new model for the integration of cultural humility into clinical research: CARE, signifying Curiosity, Attentiveness, Respect and Responsiveness, and Embodiment. We conclude that the concept of cultural humility can be integrated into the conduct of clinical research. Full article
(This article belongs to the Special Issue Work Culture in Medicine: Ethical, Legal and Social Challenges)
20 pages, 2459 KiB  
Article
Systems Engineering Education: From Learning Program to Business Value
by Gerrit Muller, Laura van Veen and Joris van den Aker
Systems 2023, 11(10), 510; https://doi.org/10.3390/systems11100510 - 11 Oct 2023
Cited by 2 | Viewed by 2827
Abstract
The complexity of delivering business value is increasing technically and socially. The increasing complexity triggers the need for an increase in systems competence in several roles within the technical domain. One of the core disciplines to focus on this competence is systems engineering, [...] Read more.
The complexity of delivering business value is increasing technically and socially. The increasing complexity triggers the need for an increase in systems competence in several roles within the technical domain. One of the core disciplines to focus on this competence is systems engineering, which gets increasing attention within the Dutch ecosystem to enhance individuals and organizations further in this competence. The challenge is a shortage of systems engineers and teachers in systems engineering. This study proposes a layered and integrated education offering with courses for depth and domain skills, multi-day programs with systems mindset and leadership capabilities, and tracks to broaden the knowledge to a broad variety of stakeholders. In addition, university colleges, universities, and other education providers have to cooperate in delivering cohesive education to all levels, e.g., bachelor, master, PhD, and lifelong learning. Full article
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29 pages, 2323 KiB  
Review
Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education
by Mohammed A. M. AlGerafi, Yueliang Zhou, Mohamed Oubibi and Tommy Tanu Wijaya
Electronics 2023, 12(18), 3953; https://doi.org/10.3390/electronics12183953 - 20 Sep 2023
Cited by 135 | Viewed by 24408
Abstract
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning [...] Read more.
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners. Full article
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12 pages, 556 KiB  
Article
Unraveling the Dynamics of Lifelong Learning in Singapore: A Comparative Study
by Zhi Yong Lim, Joel Weijia Lai, Jun Hong Yap, Ankit Mishra, Intan Azura Mokhtar, Darren J. Yeo and Kang Hao Cheong
Knowledge 2023, 3(3), 449-460; https://doi.org/10.3390/knowledge3030030 - 30 Aug 2023
Cited by 1 | Viewed by 4219
Abstract
Lifelong learning is crucial for equipping the workforce to navigate a volatile, uncertain, complex, and ambiguous (VUCA) world. Despite its importance, resistance to enrolling in lifelong learning courses persists. This exploratory study examines the exposure to and engagement with government-sponsored courses among two [...] Read more.
Lifelong learning is crucial for equipping the workforce to navigate a volatile, uncertain, complex, and ambiguous (VUCA) world. Despite its importance, resistance to enrolling in lifelong learning courses persists. This exploratory study examines the exposure to and engagement with government-sponsored courses among two distinct groups: individuals who opt for these courses and those who select alternative courses. We employed comparative statistical analysis to identify the primary factors influencing course awareness and selection. Our findings underscore the enduring influence of traditional media in promoting course awareness. Additionally, personal interest and availability of subsidies emerged as significant determinants of course selection. Based on these insights, we propose policy recommendations to enhance the effectiveness of these courses. This empirical study contributes to the understanding of the dynamics of lifelong learning in Singapore, providing valuable insights for policy and practice. Full article
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15 pages, 1944 KiB  
Article
Design Principles for Sustainable Leadership Learning: A Complex Analysis of Learner Experiences
by Summer Felton Odom, Jonan Phillip Donaldson, Karly McKenna Anderson, Hang Gui, Jewell Glover, Ainsley Burns and Viviana Armenta
Sustainability 2023, 15(17), 12996; https://doi.org/10.3390/su151712996 - 29 Aug 2023
Cited by 4 | Viewed by 1936
Abstract
Many institutions of higher education claim to produce leaders and many assume that graduating from a university equates to someone naturally growing in their ability to lead. Developing leaders is considered a worthwhile endeavor in society today and developing a leadership identity is [...] Read more.
Many institutions of higher education claim to produce leaders and many assume that graduating from a university equates to someone naturally growing in their ability to lead. Developing leaders is considered a worthwhile endeavor in society today and developing a leadership identity is considered foundational to leadership development in college. While colleges and universities purport to develop leaders, little is known about how best to help students develop sustainable leadership learning. Utilizing design-based research, this study examined the learning experiences of college students in three different semesters of a personal leadership course through their reflections about course activities designed to help them develop their leadership identity. Using network maps from student reflections, we analyzed the complexity of learner experiences and developed a set of design principles anchored in the relationships between learning experiences concerning strengths, weaknesses, and theoretical foundations. The following design principles emerged from this study: framing for authentic learning, scaffolding for learner agency, social and collaborative learning, and multimodal engagement. By using these principles in designing leadership experiences, college leadership educators will be empowered to create opportunities that are sustainable and inclusive and that promote lifelong learning in regard to students’ authentic and personal leadership development practices. Full article
(This article belongs to the Special Issue Learning Design for Sustainable Education Development)
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12 pages, 1417 KiB  
Article
Flexible Learning Environments for a Sustainable Lifelong Learning Process for Teachers in the School Context
by Francesca Sangiuliano Intra, Carla Nasti, Rita Massaro, Armando Junior Perretta, Amalia Di Girolamo, Antonella Brighi and Pietro Biroli
Sustainability 2023, 15(14), 11237; https://doi.org/10.3390/su151411237 - 19 Jul 2023
Cited by 12 | Viewed by 4511
Abstract
The flexibility of digital learning environments allows for personalized content delivery tailored to individual teachers’ needs, fostering active and engaged learning. The opportunities offered by these digital technologies can help teachers adopt a lifelong learning attitude, which has become necessary to maintaining high [...] Read more.
The flexibility of digital learning environments allows for personalized content delivery tailored to individual teachers’ needs, fostering active and engaged learning. The opportunities offered by these digital technologies can help teachers adopt a lifelong learning attitude, which has become necessary to maintaining high educational standards in line with international guidelines and policy. However, teachers often struggle to leverage these digital technologies and integrate them in their daily activities. To overcome this problem, we developed a custom-built webinar training course focused on enhancing distance learning teaching in a flexible environment. We tested this training course on a group of 197 primary school teachers and examine the relationship between learning goal orientation, motivation, and intention to transfer and how they related to teachers’ personality traits. We found that our webinar training course is easily implementable and valued by teachers, who highlight the importance of allowing the choice between different training levels. The data analysis indicates that intention to transfer is predicted by learning goal orientation and motivation. In conclusion, the study emphasizes the importance of flexible learning environments and tailored training programs that meet teachers’ needs and interests. From a sustainable perspective, such approaches foster teachers’ lifelong learning, enhance their professional development, nurture a growth mindset, and facilitate adaptability to change. Full article
(This article belongs to the Special Issue Cognition and Education: How to Create a Sustainable Bridge)
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15 pages, 1211 KiB  
Article
Case-Guided Multi-Project Synchronized Implementation Strategy in Object-Oriented Analysis and Design Course Teaching
by Dunhong Yao and Yanxia Gao
Sustainability 2023, 15(13), 10347; https://doi.org/10.3390/su151310347 - 30 Jun 2023
Viewed by 1928
Abstract
To address the challenges in teaching object-oriented analysis and design, such as abstract course content, limited practical skills among students, difficulty stimulating interest, and difficulty in achieving high-quality and inclusive education, based on an in-depth analysis of the course’s knowledge system and teaching [...] Read more.
To address the challenges in teaching object-oriented analysis and design, such as abstract course content, limited practical skills among students, difficulty stimulating interest, and difficulty in achieving high-quality and inclusive education, based on an in-depth analysis of the course’s knowledge system and teaching objectives, we proposed an innovative teaching strategy from the perspective of sustainable development. This strategy takes the analysis and design of software projects selected by students as the main focus and teacher case guidance as the entry point, connecting theoretical knowledge and teaching practice, and is called “case guidance multi-project synchronous implementation”. Simultaneously, we reshaped the teaching process and reformed the course assessment to adapt to this new teaching strategy. The results of its implementation show that this strategy not only helped students to better understand and apply object-oriented analysis and design but also enhanced their interest and sense of access to the course, successfully improving the achievement of the course objectives and significantly promoting students’ innovation and practical skills, providing an effective way to achieve high-quality and inclusive education and the promotion of lifelong learning. The successful implementation of this teaching strategy provides a strong reference for teaching reform in similar courses. Full article
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14 pages, 1652 KiB  
Article
The Impact of an Online Professional Development Course on Teachers’ Comprehension and Self-Efficacy in Developing Students’ Self-Regulated Learning Skills
by Inga Linde, Edite Sarva and Linda Daniela
Sustainability 2023, 15(12), 9408; https://doi.org/10.3390/su15129408 - 12 Jun 2023
Cited by 13 | Viewed by 3612
Abstract
The ongoing process of digitalisation requires teachers not only to use technologies in their lessons to provide high quality opportunities for learning, but also to learn through this format themselves. In recent years, a new competence-based curriculum has been implemented in Latvia, introducing [...] Read more.
The ongoing process of digitalisation requires teachers not only to use technologies in their lessons to provide high quality opportunities for learning, but also to learn through this format themselves. In recent years, a new competence-based curriculum has been implemented in Latvia, introducing new content and paying attention to self-regulated learning (SRL) as one of the transversal skills. This requires appropriate teacher professional development (TPD) and the implementation of various digital solutions in teaching and learning, especially since the COVID-19 pandemic. Considering the benefits of online learning and the importance of SRL skills for ensuring sustainable lifelong learning, an online TPD course was conducted to enhance teachers’ knowledge of SRL and self-efficacy in developing students’ SRL skills. The course was attended by 126 teachers of grades 7–12. The research analyses teachers’ self-evaluation of the impact of the online TPD course on their knowledge and skills in developing students’ SRL skills, and data prove that both teachers’ theoretical understanding and competence in developing students’ SRL skills can be significantly improved through this format of TPD. Full article
(This article belongs to the Special Issue Digital Technologies for Sustainable Education)
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