scholarly journals Evaluating Lifewide Learning Habits of Academicians for Sustainable Development

2016 ◽  
Vol 7 (2) ◽  
pp. 132-143 ◽  
Author(s):  
Buket Aslandağ Soylu ◽  
Tuğba Yanpar Yelken ◽  
Mustafa Kemal Külekci
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Role Models ◽  
Personal Development ◽  
Complex Nature ◽  
Development Tool ◽  
Explanatory Factor Analysis ◽  
Reconstruction Period ◽  
Faculties Of Education ◽  
Made In

Abstract In today’s higher education institutions in which sustainable development has been highly emphasized, individuals have changed the understanding of graduates of higher education; as such universities have emerged into a reconstruction period. In such a process, universities have been in need of academicians who are well development in both personal and professional domains. The concept of Lifewide learning, which is an important sustainable development tool, has underlined the fact that people should graduate as wholly-developed people to fulfill the needs of future societies, which releases the idea that academicians are to be role models for students. This study reflects on the research designed to develop and test an instrument that could identify the component of an academician’s Lifewide learning habits. Because of the complex nature of the Lifewide learning, considerable attempts were made in order to handle the process of classifying the cognitive, affective, social, technical and cultural domains related to academicians working in faculties of education. The developed instrument was trialled with 50 academicians, and the data was subjected to an explanatory factor analysis, allowing the identification of 6 sub-dimensions of Lifewide learning. These dimensions appeared to be capable of differentiating between problem-solving, professional habits, cultural interaction, leadership, care-based habits and leisure habits of academicians. The final version of the scale was applied to 211 academicians from faculties of education at 30 universities via “Google Drive”, and Lifewide habits of related people were assessed regarding their gender, title and department. Depending on the collected data, Lifewide learning habits of academicians were discussed, and some suggestions were proposed to support their professional and personal development.

scholarly journals The interrelations between competences for sustainable development and research competences

2016 ◽  
Vol 17 (6) ◽  
pp. 776-795 ◽  
Author(s):  
Wim Lambrechts ◽  
Peter Van Petegem
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Single Case ◽  
Complex Nature ◽  
Holistic View ◽  
Content Type ◽  
Depth Analysis ◽  
Research Competences ◽  
General Perspective

Purpose The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach Following a hermeneutic–interpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences. Findings The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing. Research limitations/implications First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields. Practical implications There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development. Social implications Framing research competences within the concept of sustainable development enables a thorough and “conscious”, rather than coincidental, acquisition of competences for sustainable development. Originality/value The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences.

scholarly journals Higher education as a sustainable development tool

2021 ◽  
Vol 291 ◽  
pp. 05040
Author(s):  
Elena Molokova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Institutions ◽  
Regional Differentiation ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Development Tool ◽  
Development Goals ◽  
Impact Of Higher Education ◽  
The Impact

The article is devoted to the assessment of the role of higher education in ensuring socio-economic sustainability of society development. Based on the analysis of international and Russian legal acts, it identifies the main indicators that allow analyzing the impact of higher education system on the implementation of sustainable development goals. Particular attention is paid to assessment of accessibility of education. Based on the analysis of statistical data, it is concluded that there is a problem of differentiation of regions and territories in terms of access to higher education due to uneven location of educational institutions, different density of students, low inter-regional mobility of population and disproportions in incomes of the population. Regional differentiation in access to higher education in Russia leads to a number of socio-economic problems that reduce the sustainability of regional development, including the outflow of young people and uncompensated labour migration.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

2021 ◽  
Vol 13 (3) ◽  
pp. 1393
Author(s):  
Karolina Adach-Pawelus ◽  
Anna Gogolewska ◽  
Justyna Górniak-Zimroz ◽  
Barbara Kiełczawa ◽  
Joanna Krupa-Kurzynowska ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Raw Materials ◽  
Research Question ◽  
Science And Technology ◽  
Mining Industry ◽  
Mining Engineer ◽  
European Institute ◽  
Innovation And Technology ◽  
Development Goals

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

scholarly journals Adolescence as a “critical period” in the heritage language use. Polish in Germany

2021 ◽  
Vol 7 (1) ◽  
pp. 301-315
Author(s):  
Hanna Pułaczewska
Keyword(s):  
Role Models ◽  
Personal Development ◽  
Critical Period ◽  
Growing Up ◽  
Age Related ◽  
The Media ◽  
Role Of Parents ◽  
Qualitative Part ◽  
The Impact

Abstract In the article, we consider the impact of adolescence upon the usage of Polish in Polish-German bilinguals raised and living in Germany and demonstrate how adolescence surfaces as a socially based “critical period” in this usage using results from a survey and interviews conducted with 30 teenagers. In the quantitative part of the study, we seek to establish whether adolescents’ age affected the pattern and quantity of their usage of Polish in the media and contacts with age peers, whether the latter two facets of growing up with Polish were interrelated, and which other factors affected peer-relevant activities in Polish. Both age and peer contact turned out to significantly affect the use of the media in Polish, while peer contact in Polish was affected by the parental use of Polish in parent-child communication. The qualitative part presents the context and motivation for using Polish by the youths in peer-relevant activities. We integrate the results with insights provided by child development psychology from the perspective of language socialisation theory and interpret the age-related decline of interest in the Polish media as an effect of a diminishing role of parents and the increasing role of age peers as role models in personal development.

scholarly journals Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

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