Topic Editors

Prof. Dr. Rosabel Roig-Vila
Department of General Didactic and Specific Didactic, University of Alicante, 03690 Alicante, Spain
Prof. Dr. Jordi M. Antolí-Martínez
ISIC-IVITRA, Dept Filologia Catalana, Facultat de Filosofia I Lletres, University of Alicante, 03690 San Vicente del Raspeig, Alicante, Spain
Prof. Dr. Antonio Cortijo
Department of Spanish and Portuguese, University of California at Santa Barbara, Santa Barbara, CA 93106, USA
Prof. Dr. Vicent Martines
ISIC-IVITRA, Dept Filologia Catalana, Facultat de Filosofia I Lletres, University of Alicante, 03690 San Vicente del Raspeig, Alicante, Spain
Prof. Dr. Santiago Mengual Andrés
Department of Comparative Education and History of Education, University of Valencia, 46010 València, Valencia, Spain
Prof. Dr. Elena Sánchez-López
ISIC-IVITRA, Dept Filologia Catalana, Facultat de Filosofia I Lletres, University of Alicante, 03690 San Vicente del Raspeig, Alicante, Spain
Prof. Dr. Fabrizio Manuel Sirignano
Scienze Formative, Psicologiche e della Comunicazione, Università degli Studi Suor Orsola Benincasa, 80135 Napoli NA, Italy
Prof. Dr. Alexander López Padrón
Instituto de Posgrado, Universidad Técnica de Manabí, Portoviejo 130105, Ecuador

From Education and Humanities to Improve Knowledge, Society and the Digital Transformation

Abstract submission deadline
closed (1 May 2022)
Manuscript submission deadline
closed (31 July 2022)
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Topic Information

Dear Colleagues,

We are pleased to invite you to participate in this edition of Topics, titled  “From Education and Humanities to Improve Knowledge, Society, and the Digital Transformation”.

Digital transformation will not be a solution or a panacea if it happens without involving those sciences and disciplines that affect so many societal layers, such as education (and the other social and behavioral sciences) and the humanities. The latter not only contributes to the generation and dissemination of values but also include instruments that are necessary for the other sciences. Importantly, language is important for the transmission and generation of knowledge in any field.

We are, regretfully, continuing to suffer from the global health emergence that has tested all of society. It is not only a viral–santitary pandemic, but a real “παν+δημία”, something that affects the entire population. Universities have been stretched their capacity to maintain their role in forming the knowledge and values students through distance learning. Universities are ideal think tanks in experimental and polytechnical science, in social and health sciences, as well as in education and humanities. The latter have crucial roles in universities not only because they are involved in teaching and pioneering research but also because they also contribute to the transference of the (specific and methodological) advances that have been created within it to society, and the maturity of human society can be improved through these advances.

Knowledge is always in motion, sine fine, and it must be that way. Neither knowledge nor education or humanities can dispense “tradition” or previous advancements, for these do not represent where we are, and we are moved to the future through new ideas. Progress in knowledge is based on what Catalan poet Josep Vicent Foix summarized in a clairvoyant line at the beginning of the 20th century: “M’exalta el nou i m’enamora el vell” (“The new excites and I am in love with the old”).

This group of articles aims at offering an interdisciplinary contribution to the improvement of knowledge. This contribution derives from the analysis of new tendencies in research, development, and innovation in the two crucial fields of education and humanities as well as the relationship that both have with the sciences, health sciences, social and legal sciences, engineering, and architecture.

Education and humanities have a well-tested effectivity as a crucial engine of social transformation and interrelation, individual and social progress, and improvement. In the current situation in which digital transformation is almost worshipped, we must remember that it should not just involve an improvement of digital muscle. The true transformation does not derive from implements (digital in this case) but instead from didactic strategies, pedagogical planning, research, development, and innovation of educational concepts, methodologies, and applications, which also include their transfer to society and the free and universal access to it by all members of society. The Humanities makes sense of it all, so that the values, the knowledge, and the grammars that express them can have a place in and give coherence to society. It is a matter of linguistics, but also of history (and histories) that unites peoples, as cultural heritage is what gives meaning to cultural heritage and what places scientific advances in their context. It is a question of linguistics, but also of history (and the telling of stories, poems, novels) that unites peoples; it is cultural heritage that gives meaning to cultural heritage that places scientific advances in their context. Education and humanities make knowledge coherent and meaningful.

The digital aspect, obviously, is of great help, but if it is not guided by deep and global pedagogical planning carried out by experts in education, it will only be a mirage, that is, a mere instrumenta.

It would be long (and to some extent obvious) to list the advantages of Humanities, particularly in conjunction with Education. The pair of Education and Humanities can have healthy effects on Knowledge in general and therefore for society in general and for everybody. That is, they can have excellent “pandemic” effects that can be summarized by saying that with Education and Humanities, the entirety of the population and society can be stronger against viral pandemics and those that affect thinking and well-being structures.

In this Special Issue of Topics, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Education and digital technology;
  • Higher education;
  • Non-university education;
  • Inclusive education;
  • Teacher preparation;
  • Education and society;
  • Innovating educational experiences;
  • National and international projects;
  • Education and specific areas;
  • Education and behavioral sciences;
  • Specific areas in the field of education;
  • Education and health sciences;
  • Education and humanities;          
  • Education and other social sciences;
  • General educational subjects;
  • Linguistics;
  • Corpus linguistics;
  • Phraseology;
  • Semantics;
  • Linguistic variation;
  • Humanities;
  • Applied education;
  • Literary studies;
  • Translation studies;
  • Cultural studies;
  • Digital humanities;
  • Politics;
  • Pedagogy and politics;
  • Long-life (e)learning;
  • Comparative education;
  • History of education;
  • e-learning.

Prof. Dr. Rosabel Roig-Vila
Prof. Dr. Jordi M. Antolí-Martínez
Prof. Dr. Antonio Cortijo
Prof. Dr. Vicent Martines
Prof. Dr. Santiago Mengual Andrés
Prof. Dr. Elena Sánchez-López
Prof. Dr. Fabrizio Manuel Sirignano
Prof. Dr. Alexander López Padrón
Topic Editors

Keywords

  • education
  • humanities
  • pedadogy and society
  • education and other sciences
  • digital transformation
  • digital humanities
  • linguistics
  • literary studies
  • cultural studies
  • social and behavior sciencies
  • politics

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Education Sciences
education
- 2.9 2011 21.3 Days 1400 CHF
Languages
languages
- 0.9 2016 48.4 Days 1400 CHF
Religions
religions
- 1.0 2010 20.5 Days 1200 CHF
Sustainability
sustainability
3.889 5.0 2009 16.7 Days 2000 CHF

Preprints is a platform dedicated to making early versions of research outputs permanently available and citable. MDPI journals allow posting on preprint servers such as Preprints.org prior to publication. For more details about reprints, please visit https://www.preprints.org.

Published Papers (31 papers)

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Article
Measuring Romanian Students’ Attitude towards the Ethical Use of Social Networks
Sustainability 2022, 14(17), 10907; https://doi.org/10.3390/su141710907 - 31 Aug 2022
Abstract
The aim of this study is to assess students’ ethical attitudes towards social networks (SNs) in order to identify ethical norms and principles, which should be implemented in universities. A self-reported survey was conducted on 583 Bachelor and Master students majoring in different [...] Read more.
The aim of this study is to assess students’ ethical attitudes towards social networks (SNs) in order to identify ethical norms and principles, which should be implemented in universities. A self-reported survey was conducted on 583 Bachelor and Master students majoring in different domains in a Romanian university. The results revealed that students in higher education express an overall positive attitude towards the ethical use of SNs, taking seriously various ethical concerns such as the use of appropriate language, the selection of the content they share, and copywriting. Students also expressed a positive attitude towards the use of emoticons in their SNs communications. Significant differences were detected between different groups of students according to their gender, age, and specialization. The model of ethical attitudes provides a new perspective on how students and teachers know and respect the rules of using social networks in the academic environment. Full article
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Article
Reflective Processes Promoted in the Practicum Tutoring and Pedagogical Knowledge Obtained by Teachers in Initial Training
Educ. Sci. 2022, 12(9), 583; https://doi.org/10.3390/educsci12090583 - 26 Aug 2022
Abstract
This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A [...] Read more.
This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A qualitative method was employed. Twenty practitioners of pedagogy programs who developed a practicum in the year 2020 or 2021 took part in this process, matriculated at three universities found in the Biobío and Ñuble regions in the central–south zones of Chile. A semi-structured interview was used as a technique and the analysis was carried out through categories of meaning with a phenomenological basis, whose topics were the following: (1) appreciation of the support of the tutor teacher, (2) strategies and resources used to promote reflection, (3) reflective actions linking theory and practice, and (4) types of knowledge obtained from the reflective processes implemented. Among the results, what stands out is that future teachers legitimize the guidance provided by the tutor and value the generation of reflective processes, but these are situated in an experiential and emotional dimension, stressing the formation of pedagogical knowledge. In conclusion, there is a need to redefine tutorial action and promote its professionalization. Full article
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Article
New Digital Era. Challenge of Government Proposals for the Inclusion of Indigenous Communities in the Northern Macrozone of Chile
Educ. Sci. 2022, 12(8), 564; https://doi.org/10.3390/educsci12080564 - 19 Aug 2022
Abstract
The objective of this diagnostic research was to identify the perceptions of indigenous communities regarding the digital divide and government proposals for their inclusion in formative processes. For this purpose, the Indigenous Leadership School was developed at the University of Atacama in 18 [...] Read more.
The objective of this diagnostic research was to identify the perceptions of indigenous communities regarding the digital divide and government proposals for their inclusion in formative processes. For this purpose, the Indigenous Leadership School was developed at the University of Atacama in 18 months. The hierarchical segmentation, classification and regression (CART) method was applied to identify and select the determining variables of ICT management, and once the variables were selected, the associations between them were determined with the multivariate method of multiple correspondence analysis (MCA). Binary logistic regression analysis was used to evaluate the probability of presenting poor ICT management according to the variable selected as the most determinant of this characteristic, which corresponded to age, dichotomized into those under 46 and those over 45 years of age. Finally, univariate analysis of descriptive statistics of quantitative and categorical variables, centralization, dispersion, histogram and bar graph statistics were estimated. One of the strong conclusions indicates that those older than 45 years of age are about three times more likely to show poor ICT skills than those younger than 46 years of age. Full article
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Article
Competences of Rural Women Entrepreneurs and Their Quality of Life
Sustainability 2022, 14(16), 10143; https://doi.org/10.3390/su141610143 - 16 Aug 2022
Abstract
Background: Women entrepreneurs, especially those from the rural areas, often struggle to develop balance between business decisions and their well-being. Objective: To examine the relationship between rural women entrepreneurs’ competence and their quality of life. Methods: A questionnaire survey measuring life competencies and [...] Read more.
Background: Women entrepreneurs, especially those from the rural areas, often struggle to develop balance between business decisions and their well-being. Objective: To examine the relationship between rural women entrepreneurs’ competence and their quality of life. Methods: A questionnaire survey measuring life competencies and the quality of life was carried out on a group of 152 women entrepreneurs from rural Perak using the purposive sampling technique. The main research method was quantitative using survey design. The collected data were subjected to statistical analysis using frequency, mean, standard deviation and correlation coefficient were used to assess the relationship between entrepreneurial competence and quality of life. Results: Findings showed that rural women entrepreneurs have a higher level of life competencies and achieved a good quality of life. There is a strong relationship between their life competencies and quality of life and similarly, between rural women entrepreneurs’ entrepreneurial skills and spiritual skills and their quality of life. Implication: The applicability of Maslow’s hierarchy of needs and Spencer and Spencer’s theory is highly proven by the evidence of a relationship between life competencies and rural women entrepreneur’s quality of life. These findings have implications for enhancing the efficiency of rural women entrepreneurs through the implementation of competency development programs. Full article
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Article
How Does Enterprises’ Digital Transformation Impact the Educational Structure of Employees? Evidence from China
Sustainability 2022, 14(15), 9432; https://doi.org/10.3390/su14159432 - 01 Aug 2022
Abstract
Digital transformation has had extensive impacts on enterprises and increased the concern that employees will be replaced by digital technologies. Achieving sustainability at the human resource level is a problem for enterprises. In this case, improving academic qualifications is regarded by most Chinese [...] Read more.
Digital transformation has had extensive impacts on enterprises and increased the concern that employees will be replaced by digital technologies. Achieving sustainability at the human resource level is a problem for enterprises. In this case, improving academic qualifications is regarded by most Chinese employees as an approach to improving their competitive advantages. Based on the panel data of China’s listed enterprises from 2014 to 2020, the twice fixed effects (TWFE) and continuous difference-in-differences (DID) methods are used to study the impact of enterprises’ digital transformation on employees’ educational structure (EES). The results show that enterprises’ digital transformation has a significantly positive impact on EES. For enterprises, specifically, the digital transformation increases the demand for employees with undergraduate degrees and reduces the demand for employees with high school degrees and below. The above results remain significant after controlling for endogeneity. However, the impact of digital transformation on employees with graduate degrees and above and associate degrees is not significant. We explain the above phenomena from the technological change assumption, the concept of human capital specificity, and the resource-based view. Results in this study provide references for employees to balance study or find a job and are beneficial for enterprises seeking to take advantage of digital transformation. Furthermore, the results can provide suggestions for achieving sustainability at the human resource level for enterprise development. Full article
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Article
The Effectiveness of Teaching English-Language Lessons Using Study Strategies by Producing Video Content on Students’ Academic Enthusiasm and Vitality
Languages 2022, 7(3), 189; https://doi.org/10.3390/languages7030189 - 21 Jul 2022
Abstract
This study aimed to identify the effectiveness of English-language teaching using study strategies by producing video content on students’ academic enthusiasm and academic vitality. The present study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical [...] Read more.
This study aimed to identify the effectiveness of English-language teaching using study strategies by producing video content on students’ academic enthusiasm and academic vitality. The present study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population of all the 12th high school male students in Hamedan in the academic year 2020–2021 was 7302 students, of whom 30 were randomly selected in multi-stage cluster sampling and randomly divided into two groups of 15 people. To conduct the research, under the same conditions, both pre-test groups were conducted using Academic Enthusiasm Questionnaire, which were used to determine their validity from content validity, and to achieve reliability, Cronbach’s alpha coefficient was used, which was 0.71 and 0.82, respectively. Then, a training package of study strategies was prepared for eight sessions, in which the content validity ratio (CVR) and content validity index (CVI) were determined by experts and was concluded to be between 0.9 and 1; while, during this period, the control group did not receive any intervention. At the end of the training sessions on the experimental group, both groups underwent a post-test under the same conditions and, finally, the data were analyzed using analysis of covariance. After the training sessions on the experimental group, both groups underwent a post-test in the same conditions. The results of the analysis of covariance showed that teaching study strategies increase academic motivation in all components of behavioral enthusiasm, emotional enthusiasm and cognitive enthusiasm as well as students’ vitality in English-language courses. In general, the results of this study showed that the use of these teaching study strategies is effective to increase students’ academic enthusiasm and vitality in English-language lessons. Full article
Article
Inclusive Education as a Tool of Promoting Quality in Education: Teachers’ Perception of the Educational Inclusion of Students with Disabilities
Educ. Sci. 2022, 12(7), 471; https://doi.org/10.3390/educsci12070471 - 06 Jul 2022
Abstract
Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in [...] Read more.
Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in Extremadura, Spain, from the teachers’ point of view. To do so, a reliable and valid questionnaire was administered to a total of 106 teachers from more than 20 schools in Extremadura, followed by the subsequent categorization of more than 300 comments obtained from semi-structured interviews with 16 teachers. The results show that teachers value an inclusive philosophy in schools, especially in terms of values and policies. Teachers working in special schools had a moderately more positive perception of the degree of inclusion in their school, although there were hardly any significant differences compared to teachers in other types of schools, nor were there any significant differences according to teachers’ prior training. Finally, the importance of evaluation in the creation of plans to guarantee an improvement in the attention to diversity is assessed. Full article
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Article
Design and Evaluation among Young Adults of a Financial Literacy Scale Focused on Key Financial Decisions
Educ. Sci. 2022, 12(7), 460; https://doi.org/10.3390/educsci12070460 - 01 Jul 2022
Abstract
The present study underpins the design and validation of a Financial Literacy (FL) scale in the Latin American and the Caribbean (LAC) context. Though scales are available, they do not meet contextual characteristics and seem to miss out on a focus on Key [...] Read more.
The present study underpins the design and validation of a Financial Literacy (FL) scale in the Latin American and the Caribbean (LAC) context. Though scales are available, they do not meet contextual characteristics and seem to miss out on a focus on Key Financial Decisions (KFD). Scale design was consistent with an extensive literature review (2010–2021). Forty-four items scale covering the dimensions of Financial Attitude, Financial Behavior, and Financial Knowledge were presented to 478 young adults aged 18–30, and women 58% of them. The results reflect a robust FL scale by applying Confirmatory Factor Analysis (CFA). The data about young adults’ FL can be used as a benchmark in future studies fostering the development of FL in the Latin American and Caribbean contexts. Full article
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Article
Implementation of Service-Learning as a Strategy to Foster Intercultural Coexistence in the Local Community: A Case Study
Educ. Sci. 2022, 12(7), 426; https://doi.org/10.3390/educsci12070426 - 22 Jun 2022
Abstract
Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as [...] Read more.
Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning methodology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and explanatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coexistence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes. Full article
Article
Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools
Educ. Sci. 2022, 12(6), 404; https://doi.org/10.3390/educsci12060404 - 13 Jun 2022
Cited by 1
Abstract
Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general [...] Read more.
Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education. Full article
Article
ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students
Sustainability 2022, 14(12), 6986; https://doi.org/10.3390/su14126986 - 07 Jun 2022
Abstract
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 [...] Read more.
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
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Article
Consequences and Challenges of the Fourth Industrial Revolution and the Impact on the Development of Employability Skills
Sustainability 2022, 14(12), 6970; https://doi.org/10.3390/su14126970 - 07 Jun 2022
Cited by 2
Abstract
The aim of this research study is to perform an analysis of the consequences and impact of the fourth industrial revolution on the development of employability skills and to identify possible solutions to help overcome these challenges. The research methodology applied in this [...] Read more.
The aim of this research study is to perform an analysis of the consequences and impact of the fourth industrial revolution on the development of employability skills and to identify possible solutions to help overcome these challenges. The research methodology applied in this research study involves examining and analysing literature and Internet sources. To identify possible solutions for the development of employability skills in the context of challenges of the fourth industrial revolution, the Analytic Hierarchy Process (AHP) was used. The results of the research indicate that the promotion of youth employability requires close cooperation between educational institutions and entrepreneurs, as well as that significant attention should be paid to investment in human capital and the digital transformation of business. The research expands and provides insights into the situation in Latvia regarding the impact of the fourth industrial revolution on the development of employability skills and performed an analysis of the main possible solutions for the successful development of employability skills in Latvia that can be ensured by investing in human capital and improving the business environment, the digital transformation of SMEs and the modernization of the education system. In this context, it is crucial to promote more collaboration among educators, academics, policymakers, and practitioners. Full article
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Article
Teaching 21st Century Skills in Saudi Arabia with Attention to Elementary Science Reading Habits
Educ. Sci. 2022, 12(6), 392; https://doi.org/10.3390/educsci12060392 - 07 Jun 2022
Abstract
Saudi Arabia’s Vision 2030 urges the teaching of 21st century skills. This study involved female elementary science teachers (n = 55) and students (n = 232) (intentionally taught using science reading and not intentionally taught this way) in two offices of [...] Read more.
Saudi Arabia’s Vision 2030 urges the teaching of 21st century skills. This study involved female elementary science teachers (n = 55) and students (n = 232) (intentionally taught using science reading and not intentionally taught this way) in two offices of a Saudi Eastern Province school board. Descriptive statistical analyses of teachers’ beliefs and students’ thoughts on science reading revealed key results. Most teachers believed that students had a high degree of eagerness and passion to learn science, were always passionate and eager to read scientific texts, had a high desire to participate in class discussions of scientific readings, and had a moderate understanding of what they had read. However, the students were more ambivalent. Students who were intentionally taught using science reading scored higher on reading tendencies than those not intentionally taught this way. These statistically insignificant results were interpreted to further garner insights into the Saudi context that is fully grounded in Islam, which deeply values reading. Full article
Article
The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
Educ. Sci. 2022, 12(6), 383; https://doi.org/10.3390/educsci12060383 - 31 May 2022
Abstract
Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to [...] Read more.
Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale. Full article
Article
The Influence of Multi-Variation In-Trust Web Feature Behavior Performance on the Information Dissemination Mechanism in Virtual Community
Sustainability 2022, 14(10), 6122; https://doi.org/10.3390/su14106122 - 18 May 2022
Cited by 1
Abstract
With the flourishing development of the virtual community (VC), trust not only provides a guarantee and foundation for the VC operation, but is critical in activating individual trust-related behavior in a virtual setting. However, based on a review of prior literature on trust [...] Read more.
With the flourishing development of the virtual community (VC), trust not only provides a guarantee and foundation for the VC operation, but is critical in activating individual trust-related behavior in a virtual setting. However, based on a review of prior literature on trust and the VC, those studies failed to pay enough attention to trust’s multidimensional nature. Specifically, the relation among multidimensional components (conditions) in the research trust model is usually less discussed. This research focuses on a set of multidimensional conditions (components) that could activate trust in the context of the VC. The research framework also focuses on the factors of the virtual community scene and individual online behavior (based on intrinsic trustworthiness properties). Based on the classic trust framework, the operation and maintaining mechanism of the VC is analyzed, as well as the relationship between the trustworthy qualities of online users and their online behavior, which helps survey scale design, and then the multidimensions of trust’s construct of the VC is successfully isolated. The concept of Multi-Variation In-Trust Web Feature Behavior Performance as the set of multidimensional conditions supporting trust is proposed in the paper, and the relation among four dimensional components (conditions) is verified. Finally, the connection and operation mechanism between the four dimensional conditions (components) of trust and information dissemination in the VC are explored. Full article
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Article
Applying the Technology Acceptance Model to Elucidate K-12 Teachers’ Use of Digital Learning Platforms in Thailand during the COVID-19 Pandemic
Sustainability 2022, 14(10), 6027; https://doi.org/10.3390/su14106027 - 16 May 2022
Abstract
With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine [...] Read more.
With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine the acceptance of technology and behavioral intentions to use digital learning platforms of K-12. Toward this end, the study employed the technology acceptance model as a framework and was expanded with various variables, including technology self-efficacy, subjective norms, and facilitating conditions. An online questionnaire collected data from 519 K-12 teachers in Thailand. The structural equation modeling approach tested the proposed model. The results demonstrated that attitude and subjective norms significantly influenced behavioral intentions toward use, whereas perceived usefulness and ease of use directly influenced attitudes. Moreover, technology self-efficacy, subjective norms, and facilitating conditions influenced perceived ease of use. The findings can serve as a reference for teachers, school administrators, and policymakers in increasing the acceptance of digital learning platforms among future teachers. Full article
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Article
Does Public Environmental Education and Advocacy Reinforce Conservation Behavior Value in Rural Southwest China?
Sustainability 2022, 14(9), 5505; https://doi.org/10.3390/su14095505 - 04 May 2022
Abstract
The integrity of the natural habitat benefits the harmonious coexistence of nature and humans. However, a negative anthropogenic impact on natural habitats exacerbates the ongoing decline of global biodiversity, further undermining ecosystem services for human well-being, and making it difficult to reach the [...] Read more.
The integrity of the natural habitat benefits the harmonious coexistence of nature and humans. However, a negative anthropogenic impact on natural habitats exacerbates the ongoing decline of global biodiversity, further undermining ecosystem services for human well-being, and making it difficult to reach the UN sustainability development goals (SDGs). Understanding people’s willingness to engage in habitat conservation is essential to provide realistic recommendation and coordination for building environmentally sustainable rural communities. We conducted social field interviews in rural communities and evaluated how external factors, individuals’ perceptions, and attitudes impacted villagers’ willingness to conserve nature by using structural equation modeling analysis method. Particularly, we examined the influence of the Chinese government’s two mountains theory (TMT) propaganda campaign, which encourages environmentally sustainable behavior and appreciation of ecosystem services. Our surveys examined behavior in the context of the theory of planned behavior (TPB) in Menglun town in rural Southwest China in 2020. The results indicated that villagers had a basic understanding of the two mountains perceptions and tended to be willing to engage in conservation. The path analysis revealed that villagers’ willingness to conserve nature was directly influenced by external factors, mainly containing policy advocacy and environmental education, and was indirectly influenced by their perceived ability through identification and assessment of local habitats’ ecosystem services. We identified the importance of TMT slogan advocacy with natural conservation perceptions and local traditional culture as key drivers for the impact paths. These factors can achieve the SDGs 4, 8, 13, and 14. We also identified the importance of social perceptions of villagers’ willingness to conserve nature as a way to bring insights into habitat conservation in rural emerging areas of other regions and achieve the SDGs 13, 14. The study suggests that government and stakeholders should fully consider villagers’ demands for acquiring material benefits and recreational pastimes when optimizing ecosystem services of the natural habitat. Certainly, considering public environmental education and environmental advocacy can be a complementary strategy for rural development and conservation. Full article
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Article
Mathematics Teachers’ Perceptions of Trends in International Mathematics and Science Study (TIMSS)-Related Practices in Abu Dhabi Emirate Schools
Sustainability 2022, 14(9), 5436; https://doi.org/10.3390/su14095436 - 30 Apr 2022
Cited by 4
Abstract
Mathematics teachers’ perceptions and awareness of different kinds of assessments (e.g., diagnostic, formative, and summative assessments) may affect their classroom practices. In this context, the current study explored mathematics teachers’ perceptions and self-reported practices teaching mathematics for Trends of International Mathematics and Science [...] Read more.
Mathematics teachers’ perceptions and awareness of different kinds of assessments (e.g., diagnostic, formative, and summative assessments) may affect their classroom practices. In this context, the current study explored mathematics teachers’ perceptions and self-reported practices teaching mathematics for Trends of International Mathematics and Science Study (TIMSS) in Abu Dhabi schools in the United Arab Emirates. A teacher perception questionnaire was designed, then was administered to 522 mathematics teachers in Abu Dhabi schools in the academic year 2020–2021. A One-Sample t-test, Independent Sample t-test, and ANOVA tests were performed for the four-component variables of teacher perceptions, namely, teachers’ perceptions of TIMSS, their instructional practices in relation to TIMSS, the readiness of students for TIMSS, and the school and classroom environment for TIMSS. The results showed no statistically significant difference between male and female teachers in mathematics teaching practices with a focus on TIMSS or their perceptions of student readiness for TIMSS; however, there were differences in their perceptions of the school and classroom environment that were statistically significantly. In addition, there was no statistically significant difference between public and private schools in the practice of mathematics teachers for TIMSS, while the difference was statistically significant on views regarding student readiness for the TIMSS as well as on the school and classroom environment. The findings of the present study have both pedagogical and policy implications, which are discussed at the end of this paper. Full article
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Article
The Relationships among Mindfulness, Self-Compassion, and Subjective Well-Being: The Case of Employees in an International Business
Sustainability 2022, 14(9), 5266; https://doi.org/10.3390/su14095266 - 27 Apr 2022
Cited by 2
Abstract
This study aimed to investigate the relationships among mindfulness, self-compassion, and subjective well-being among employees. The questionnaire research method was used to collect data in this study, and the subjects included employees of Carrefour, an international business in Taiwan. A total of 629 [...] Read more.
This study aimed to investigate the relationships among mindfulness, self-compassion, and subjective well-being among employees. The questionnaire research method was used to collect data in this study, and the subjects included employees of Carrefour, an international business in Taiwan. A total of 629 valid questionnaires were used to evaluate the overall structure and analyze the mediating effect with the SPSS 21.0 statistical software. The results showed that mindfulness was positively related to subjective well-being, mindfulness was positively related to self-compassion, and self-compassion was positively related to subjective well-being. It was also found that self-compassion partially mediated the relationship between mindfulness and subjective well-being. Full article
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Article
Predicting Determinants of Lifelong Learning Intention Using Gradient Boosting Machine (GBM) with Grid Search
Sustainability 2022, 14(9), 5256; https://doi.org/10.3390/su14095256 - 27 Apr 2022
Cited by 1
Abstract
The purpose of this study is to explore the factors that have the most decisive influence on actual learning intention that leads to participation in adult education. For developing the predictive model, we used tree-based machine learning, with the longitudinal big data (2017~2020) [...] Read more.
The purpose of this study is to explore the factors that have the most decisive influence on actual learning intention that leads to participation in adult education. For developing the predictive model, we used tree-based machine learning, with the longitudinal big data (2017~2020) of Korean adults. Based on the gradient boosting machine (GBM) results, among the eleven variables used, the most influential variables in predicting the possibility of lifelong education participation were self-pay education expenses and then highest level of education completed. After the grid search, not only the importance of the two variables but also the overall figures including the false positive rate improved. In future studies, it will be possible to improve the performance of the machine learning model by adjusting the hyper-parameters that can be directly set by less computational methods. Full article
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Article
Mobile Applications and Healthy Habits of Adolescents, a Strange Couple: Pilot Study of the Efficacy of the Healthy Jeart App
Sustainability 2022, 14(9), 5249; https://doi.org/10.3390/su14095249 - 26 Apr 2022
Abstract
The present study aims to analyse the healthy habits of a group of adolescents before and after an educational intervention using the Healthy Jeart mobile app. This is the first pilot study on Healthy Jeart, based on a single intervention with experimental and [...] Read more.
The present study aims to analyse the healthy habits of a group of adolescents before and after an educational intervention using the Healthy Jeart mobile app. This is the first pilot study on Healthy Jeart, based on a single intervention with experimental and control groups. The participants were secondary education students in the third and fourth years, from an educational centre in Huelva (Spain). They were distributed between a control group and an experimental group. Information about their habits was obtained through a questionnaire prepared from the HSBC (Health Behaviour in School-aged Children) instrument, which was administered before and after the intervention. Although the results do not indicate a substantial change in the habits of the participants, there were some intragroup differences. In the experimental group, a difference was obtained in the feeling of being fit and healthy. The global perspective on health of the app would explain this change. Full article
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Article
The Impact of Potential Risks on the Use of Exploitable Online Communities: The Case of South Korean Cyber-Security Communities
Sustainability 2022, 14(8), 4828; https://doi.org/10.3390/su14084828 - 18 Apr 2022
Abstract
The aim of this study is to gain a comprehensive understanding of how risk and value factors affect the intention to use South Korean exploitable cyber-security communities based on the value-maximisation perspective of economics. According to the research model—applying the theory of planned [...] Read more.
The aim of this study is to gain a comprehensive understanding of how risk and value factors affect the intention to use South Korean exploitable cyber-security communities based on the value-maximisation perspective of economics. According to the research model—applying the theory of planned behaviour, prospect theory and perceived risk theory—the test results revealed that intention is negatively affected by security threats, privacy concerns, performance risk and social risk of malicious use. Security threats had a positive impact on privacy concerns. The test results also indicated that perceived value affects both attitude and intention significantly and positively. The findings demonstrate that online-community users, such as computer experts and hackers, are influenced by various sources of perceived risks and perceived value when using exploitable cyber-security communities. Full article
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Article
The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools
Educ. Sci. 2022, 12(4), 285; https://doi.org/10.3390/educsci12040285 - 17 Apr 2022
Cited by 1
Abstract
(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: [...] Read more.
(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants’ TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41–0.64; p < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; p = 0.003). Higher TPD levels were predicted by perceptions of the principal’s transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R2 = 0.50; p < 0.001). Conclusions: The present study attests to the importance of the school principal’s leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity. Full article
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Article
Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico
Sustainability 2022, 14(8), 4631; https://doi.org/10.3390/su14084631 - 13 Apr 2022
Cited by 1
Abstract
In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and [...] Read more.
In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and 214 males) at a private university in northeast Mexico was analyzed during the 2020 academic year. Students were classified according to their gender, engineering program, and the development of their multiple intelligences according to Howard Gardner theory of multiple intelligences. To verify the effect of gender and program factors on the development of multiple intelligences, Kruskal–Wallis tests were performed with α = 0.05. The analysis of the effects of gender identified significant differences in four intelligences: linguistic and interpersonal (for which the female students obtained higher mean scores) and mathematical and visual (for which the male students obtained higher mean scores). The analysis of the effects of the engineering program identified significant differences in five intelligences: mathematical, visual, and musical (for which civil engineering students obtained a higher mean score than the students in the other programs); kinesthetic (for which computer science students obtained a lower mean score than students in the other programs); and naturalistic (for which sustainability engineering students obtained a higher mean score than students in the other programs). These differences allowed us to observe the characteristics of the students and to develop more inclusive courses in order to make the teaching and learning process more optimal and sustainable. Full article
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Review
Non-Governmental Organisations (NGOs) and Their Part towards Sustainable Community Development
Sustainability 2022, 14(8), 4386; https://doi.org/10.3390/su14084386 - 07 Apr 2022
Cited by 1
Abstract
Background: Alternative healthcare, community development, social justice, and education are all areas where non-governmental organisations (NGOs) are increasingly being recognised or promoted, but these efforts are hampered by government inefficiency and resource constraints. However, the statement of non-profit organisations is more complicated than [...] Read more.
Background: Alternative healthcare, community development, social justice, and education are all areas where non-governmental organisations (NGOs) are increasingly being recognised or promoted, but these efforts are hampered by government inefficiency and resource constraints. However, the statement of non-profit organisations is more complicated than simply comparing them to the government, as they may also suffer from a lack of resources and ineffective management, just like the government. Purpose: The purpose of this paper is to examine the role and impact of non-governmental organisations (NGOs) towards Sustainable Community Development in and to identify the challenges these organisations face. Method: Throughout this investigation, a wide range of sources from academic journals, reports, and even company websites were consulted to gather data. This article includes data on the number of NGOs in Malaysia, which can help us obtain a better sense of the sector. To find out just how rapidly these non-profits are expanding, the project’s goal is to track their progress. A systematic literature review method was used to screen the retrieved articles from three online databases. Findings: Eight articles have been chosen for further analysis in this study. In total, four challenges and four recommendations have been identified. Conclusions: To that end, this article offers some suggestions for improving already-existing non-profit organisations so that they serve the community as a whole. Full article
Article
Empirical Assessment and Comparison of Educational Efficiency between Major Countries across the World
Sustainability 2022, 14(7), 4009; https://doi.org/10.3390/su14074009 - 29 Mar 2022
Abstract
Education is a fundamental factor to enhance a country’s comprehensive national strength and international competitiveness. Recently, several governments have been attracting investments in educational sectors in contemplation of meliorating a country’s overall strength. This study empirically assesses and compares the educational efficiency of [...] Read more.
Education is a fundamental factor to enhance a country’s comprehensive national strength and international competitiveness. Recently, several governments have been attracting investments in educational sectors in contemplation of meliorating a country’s overall strength. This study empirically assesses and compares the educational efficiency of 29 major countries across the world using panel data for 2010–2016 by employing data envelopment analysis (DEA) and the super-slacks-based measure (super-SBM) model at the static level combined with the Malmquist index (MI) to investigate educational efficiency at the dynamic level. The results indicate, inter alia, huge average education efficiency differences existed among the studied countries, the highest being Japan (3.2845) and lowest Norway (0.4137), there are differences in the bias of technological progress among the studied countries during the sample period and technological progress directly affects the sustainability of educational efficiency, the growth rate of total factor productivity (TFP) index has been reduced in 2010–2013 but increased in 2014–2016 and technological progress has been the dominant factor influencing the rise of the education TFP index. Based on the results, this study identifies the merits and drawbacks of education efficiency across the sample countries and presents relevant recommendations to promote investment in the education sector and human capital. Full article
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Article
Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning
Sustainability 2022, 14(6), 3554; https://doi.org/10.3390/su14063554 - 17 Mar 2022
Cited by 1
Abstract
This paper reports the results of a study on the implementation of the Ethical Dilemma STEAM Teaching Model in secondary schools in Jakarta, Indonesia. This interdisciplinary curriculum approach employed ‘ethical dilemma story pedagogy’ in a STEAM education project designed to engage students in [...] Read more.
This paper reports the results of a study on the implementation of the Ethical Dilemma STEAM Teaching Model in secondary schools in Jakarta, Indonesia. This interdisciplinary curriculum approach employed ‘ethical dilemma story pedagogy’ in a STEAM education project designed to engage students in values-based chemistry learning. Drawing on the arts, specially written ethical dilemma stories posing real-world environmental problems engaged students in exploring their value systems. Students reflected on the pros and cons of ethical dilemmas related to the everyday use of artificial fertilizers, disposal of used cooking oil and detergent waste, and environmental pollution caused by plastic waste. The purpose of the study was to investigate the potential of the Ethical Dilemma STEAM Teaching Model to empower Indonesian secondary school students with both chemistry knowledge and transdisciplinary capabilities for resolving environmental problems. The researchers conducted an interpretive case study of four high-school chemistry classes to understand students’ learning experiences and outcomes. Data were obtained from students’ reflective journals, semi-structured interviews, and classroom observations. The results demonstrate that students engaged in deep chemistry learning while simultaneously developing critical reflective social thinking, collaborative decision-making skills, and increased awareness of the need to protect the environment in order to support sustainable development. The study revealed that chemistry education can play a strategic role through ethical values learning in empowering students to become agents of change for environmental sustainability. Further research is warranted into the efficacy of the Ethical Dilemma STEAM Teaching Model for empowering students in sustainability education across a broad range of science-related topics and sociocultural contexts. Full article
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Article
Systems Thinking and Leadership of Teachers in Education for Sustainable Development: A Scale Development
Sustainability 2022, 14(6), 3151; https://doi.org/10.3390/su14063151 - 08 Mar 2022
Abstract
This study aims to develop scales to measure teachers’ systems thinking and leadership in education for sustainable development (ESD) at an environmental care and culture school, which is important because the school serves as an ESD benchmark for other public schools. However, there [...] Read more.
This study aims to develop scales to measure teachers’ systems thinking and leadership in education for sustainable development (ESD) at an environmental care and culture school, which is important because the school serves as an ESD benchmark for other public schools. However, there is no adequate performance measurement scale that incorporates the three dimensions of the triple bottom line (TBL). The 133 samples in this study were collected from four schools in regencies and cities in Indonesia. We developed a scale to measure teachers’ systems thinking and leadership in ESD. The developed scale was then tested using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). We found that the teachers had the lowest performance in systems thinking competence compared to other competences, such as ability to plan content and social dimensions. The teachers set a good example by using polite language and gestures but did not model green behavior. The teachers also had low scores in peer participation in external organizations and activities. The scale formulated in this study can be used to measure teacher performance in ESD, although some indicators must be further developed. In the future, purely confirmatory studies can validate the dimensional structure of this exploratory factor analysis. Full article
Review
The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis
Sustainability 2022, 14(6), 3147; https://doi.org/10.3390/su14063147 - 08 Mar 2022
Cited by 1
Abstract
Existing literature reflects that VR technology is widely used in language learning settings. Although many studies have identified the multiple benefits and affordance of Virtual Reality (VR) technologies in language learning, most studies are qualitative studies that do not provide substantial evidence to [...] Read more.
Existing literature reflects that VR technology is widely used in language learning settings. Although many studies have identified the multiple benefits and affordance of Virtual Reality (VR) technologies in language learning, most studies are qualitative studies that do not provide substantial evidence to investigate the impact of this technology on language learning. To this end, this study conducted a meta-analysis of 21 quantitative studies with 1144 participants published between 2010 and 2021. The study’s main purpose was to examine the effects of VR on students’ language learning academic performance, including linguistic gains and affective gains. The results indicated that VR-assisted language learning had a medium effect on the linguistic gains (Hedges’ g = 0.662, 95% CI [0.398–0.925], p < 0.001) and affective gains (Hedges’ g = 0.570, 95% CI [0.309–0.831], p < 0.001) of students compared to non-VR conditions, respectively. Furthermore, the study further analyzed the impact of several moderator variables such as education levels, hardware types, language skills, target language, and L1/L2 on language learning gains. The research indicates that VR technology has a great potential to improve language learning as an educational resource and provides suggestions for further research and practice on the use of VR-assisted language learning. Full article
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Article
Crowdsourcing Used in Higher Education: An Empirical Study on a Sustainable Translation Teaching Mode Based on Crowdsourced Translation
Sustainability 2022, 14(6), 3140; https://doi.org/10.3390/su14063140 - 08 Mar 2022
Abstract
The language service industry needs more qualified translators. The training of qualified translators needs innovation of translation teaching mode. The combination of crowdsourcing and translation teaching can realize the innovation of translation teaching mode. This study developed an empirical study in which such [...] Read more.
The language service industry needs more qualified translators. The training of qualified translators needs innovation of translation teaching mode. The combination of crowdsourcing and translation teaching can realize the innovation of translation teaching mode. This study developed an empirical study in which such quantitative and qualitative methods are conducted as classroom observation, case analysis, translation quality analysis, questionnaire survey, and email interviews. Participants in the study included university students registered in the English and Translation degrees in Chinese universities. Statistical analyses were carried out with IBM Statistical Package for Social Sciences (IBM SPSS 26). Validation of the survey instruments, descriptive statistics, and group comparisons were all accomplished. The results demonstrate that the integration of crowdsourcing with translation teaching worked well. The mode has positive significance for exploring learner autonomy, stimulating students’ motivation, improving students’ translation ability, and training qualified translators. The mode is of sustainable value, with the development of AI-driven machine translation technology, and the innovation of translation teaching mode is significant for professional translator training. This mode of translation teaching based on crowdsourcing has a certain reference value for the cultivation of high-quality language service talents and the construction of a new mode of personnel training in the language service industry. Full article
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Review
Toward High-Quality Adult Online Learning: A Systematic Review of Empirical Studies
Sustainability 2022, 14(4), 2257; https://doi.org/10.3390/su14042257 - 16 Feb 2022
Cited by 4
Abstract
Adult education is a key policy to achieve the sustainable development goals. Large-scale open online courses are gradually increasing with the continued spread of COVID-19 all around the world, which has also attracted more and more adults to participate in such courses. However, [...] Read more.
Adult education is a key policy to achieve the sustainable development goals. Large-scale open online courses are gradually increasing with the continued spread of COVID-19 all around the world, which has also attracted more and more adults to participate in such courses. However, despite the fact that the research on adult online learning is abundant, there is still a lack of systematic summaries that can guide the design and selection of course content and instructional methods. Therefore, the purpose of this study is to systematically examine the factors and related strategies that influence adult online learning, and to some extent also provide directions for future research. Using a systematic literature review, with the help of literature visualization software CiteSpace, this study summarized and analyzed 124 SSCI literature of empirical studies. The findings show that although some conclusions of adult online learning research are controversial, there is still some consensus, which is worthy of our attention. First, adult learners have time constraints and more responsibilities, hence life oriented, structured, and flexible online courses are more suitable for them. Secondly, adult learners have less scholastic aptitude and are less ICT skilled than normal students, so preparatory learning is necessary. Finally, in terms of an online instructional approach, integrated online discussions are recommended, as adults are prone to inefficient and superficial discussions in open discussions. This study contributes to theory and practice by expanding the systematic understanding of online learning for adults. Full article
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