scholarly journals Design for youth development and engagement in sustainability

2020 ◽  
Author(s):  
Najla Mouchrek
Keyword(s):  
Higher Education ◽  
Youth Development ◽  
Transition To Adulthood ◽  
Learning Experiences ◽  
Youth Empowerment ◽  
Collaborative Practices ◽  
Preliminary Results ◽  
Strategic Approach ◽  
Interdisciplinary Study ◽  
Innovative Action

The paper presents an interdisciplinary study aiming to investigate the potential of Design to support youth development and promote the culture of sustainability in the transition to adulthood. Increasingly considered as an integrative discipline, a strategic approach, and a catalyst for change, Design offers a range of potentialities and interfaces for innovative action in diverse areas, including youth development. The present study investigates how the integration of Design cognition and design-based collaborative practices into learning experiences in Higher Education can promote youth empowerment and engagement in sustainability. Preliminary results show that Design is a promising methodology for intervention: as a way of knowing and inquiring and as engaging activities.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

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 COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Exploring Sport As Effective Engagement Mechanism For Youth Empowerment And Youth Development In Nigeria’s Niger Delta Region

2021 ◽  
Vol 9 (3) ◽  
pp. 157-182
Author(s):  
Douglas O. Nwaokugha
Keyword(s):  
Multinational Corporations ◽  
Youth Development ◽  
Niger Delta ◽  
Youth Empowerment ◽  
Philosophical Method ◽  
Youth Engagement ◽  
Delta Region ◽  
Human Rights Abuses ◽  
Niger Delta Region ◽  
Sustainable Peace

The Niger Delta region of Nigeria is synonymous with crisis occasioned by militancy, agitations and insurgency from the youth, who in recent times have become aware of the neglect, marginalization, human rights abuses, environmental degradation etc, people of the region suffer in the hands of the Nigerian government and Multinational Corporations that explore and exploit the Niger Delta environment for its rich natural resources. Investing time in militancy, agitations and insurgency as presently spearheaded by youth in the region has created more problems than solve the Niger Delta crises. Using the philosophical method, this paper makes a case on how sport can be an effective engagement mechanism for youth engagement and youth empowerment. The paper sees sport as a human engagement whose effective exploration and utilization can lead to the empowerment of youth in Nigeria’s Niger Delta and consequently recommends that states intervention agencies, politicians and philanthropists should make the provision of sport infrastructure a topmost priority for youth development and empowerment. The paper strongly maintains that policies that target youth empowerment in the Niger Delta region of Nigeria will surely be a foundation for sustainable peace and stability not only in Nigeria but across the globe.

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