scholarly journals Analyzing Student Satisfaction in the Technical and Vocational Education System through Collaborative Teaching

2019 ◽  
Vol 11 (18) ◽  
pp. 4856 ◽  
Author(s):  
Shiow-Luan Wang ◽  
Hsiou-Ping Chen ◽  
Shiow-Lin Hu ◽  
Chien-Ding Lee
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Vocational Education ◽  
Education System ◽  
Collaborative Teaching ◽  
Learning System ◽  
The Sustainable Development ◽  
Learning Satisfaction ◽  
E Learning ◽  
Technical And Vocational Education

The sustainable development of science and environmental education is a core mechanism in the world education system. The implementation of the goal of establishing science and environmental education comprehensively in higher education, especially in vocational education, poses a challenge. Basic vocational education is a category of the education system, as well as sustainable development, which involves the technical and vocational education (TVE) system (20–30 general/compulsory/elective credits required). Awareness of the sustainable development in science and environment is getting more and more emphasized by educators. For students’ learning to use, it was recommended that universities use education for sustainable development (ESD) in TVE programs. This study proposes clarifying whether anticipating the needs of TVE university students is more conducive for them. Also, for the global understanding about innovative education, the “awareness of the sustainable development in science and environment” was involved in our experimental items. The learning satisfaction derived from students from the collaborative teaching of the industry experts in the TVE system is another point of focus. Students who take the course attend six weekly three-hour periods in class. An e-learning system is utilized so that learning resources created by industry experts can be provided. The deployment facilitates the evaluation of basic vocational education because teaching is not only performed in a traditional class but also prompted via a valuable e-learning system. The results showed that “Level of respect during the collaborative teaching of industry experts” (mean = 3.93; S.D. = 0.751) was rated by students as satisfactory and “Overall efficiency of teaching materials” (mean = 3.47) was rated as the lowest of the items. “Awareness of the sustainable development in science and environment” (mean = 3.86; S.D. = 0.752) was rated by students as highly satisfactory. To verify the result, an analysis of the improvement of learning satisfaction is discussed. Practical implications and future work are also discussed.

LA EDUCACIÓN AMBIENTAL PARA EL DESARROLLO SOSTENIBLE EN LA FORMACIÓN DE TÉCNICOS COMPETENTES.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pedro Rodríguez Orozco ◽  
Madelin Rodríguez Rensoli
Keyword(s):  
Environmental Management ◽  
Sustainable Development ◽  
Environmental Education ◽  
Key Words ◽  
Professional Education ◽  
Middle Level ◽  
The Sustainable Development ◽  
Palabras Clave ◽  
Middle Level Students

El desarrollo de la educación ambiental para el desarrollo sostenible, se convierte en una necesidad de la formación de los estudiantes del nivel técnico medio dentro de la Educación Técnica Profesional (ETP), es por ello que en el presente artículo, a partir de aplicar los métodos de revisión documental y sistematización, se debate acerca de los términos educación ambiental y gestión ambiental para el desarrollo sostenible, posibilitan identificar la necesidad que tienen el tratamiento metodológico y didáctico para que los docentes y funcionarios incorporen los temas medio ambientales en la formación de los técnicos medios de la especialidad de Refrigeración.   Palabras clave: Educación ambiental; Desarrollo sostenible y Educación Técnica Profesional   ABSTRACT   The development of the environmental education for the sustainable development becomes a necessity for the formation of the technical middle level students of the Technical Professional Education. Hence, it is debated in this article, by applying the methods of documentary review and systematization, the terms environmental education and environmental management for the sustainable development, identify the need for the methodological and didactic treatment, so that the docents and officials incorporate the environmental topics into the technician´s formation in the specialty of refrigeration.   Key words: Environmental Education, Sustainable development, and Technical Professional Education   Recibido: diciembre 2015Aprobado: febrero 2015

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

scholarly journals Os entraves da tendência pragmática para uma educação ambiental emancipatória / The challenges of the pragmatic tendendy for emancipatory environmental education

2017 ◽  
Vol 7 (2) ◽  
pp. 146
Author(s):  
Liliane Samira Becari Nogueira ◽  
Catarina Teixeira
Keyword(s):  
Sustainable Development ◽  
Critical Theory ◽  
Environmental Education ◽  
Environmental Crisis ◽  
Central Position ◽  
Theoretical Discussion ◽  
Educational Problem ◽  
The Sustainable Development ◽  
Educational Issue ◽  
Educational Field

Este artigo é um ensaio teórico fundamentado em autores que analisam as correntes e tendências político-pedagógicas da Educação Ambiental (EA). A discussão se apoia na ideia de crise ambiental da sociedade contemporânea e as compreensões acerca do conceito inerente ao termo “Desenvolvimento Sustentável”, característico da macrotendência pragmática. Discute-se as características de cada tendência da EA e os entraves do pragmatismo em contraposição a uma Educação Ambiental Emancipatória, tendo como referencial epistemológico e filosófico a Teoria Crítica. De forma geral, o pragmatismo se apresenta como um problema da Educação e, por consequência, da EA. A valorização do pragmatismo em detrimento do fazer permeado pelo pensamento crítico constitui um dos problemas da vertente hegemônica da EA. Embora haja um crescimento da vertente crítica da EA, a posição central dentro do campo ocupada atualmente pela tendência pragmática nos impõe uma Educação Ambiental incapaz de realizar o seu potencial emancipatório, por estar apoiada em práticas que não se orientam para a transformação das relações sociais vigentes.Palavras-chave: Educação Ambiental; Pragmatismo; Teoria crítica; Emancipação. ABSTRACT: The present article is a theoretical discussion based on authors who analyze current political-pedagogical trends of the Environmental Education. The discussion is substantiated on the idea of the modern society's environmental crisis and the understanding of the concept associated with the "Sustainable Development" term, representing a predominant pragmatic macrotendency in the Environmental Educational field. The article discusses the aspects of each Environmental Education tendency and the challenges of the pragmatism opposed to the Emancipatory Environmental Education idea, taking as a phisophical and as an epistemological reference the Critical Theory. In general, the pragmatism is presented as an educational problem and consequently an Environmental Educational issue. The appreciation of pragmatism compared to the devaluation of the acts reasoned on the assumptions of the critical thinking is one of the problems of the hegemonic strand of the Environmental Education. Although there is some growth of the critical strand of the Environmental Education, the central position in this field, currently occupied by the pragmactic tendency, imposes on us an Evironmental Education incapable of fulfilling its emancipatory potencial for being supported by practices that are not oriented towards the transformation of the current social relations.Keywords: Environmental education; Pragmatism; Critical theory; Emancipation.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

THE V.I. VERNADSKY FOUNDATION: EDUCATING, DEVELOPING, ACTING

2021 ◽  
Vol 43 (4) ◽  
pp. 495-503
Author(s):  
Olga Pliamina
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Educational Practices ◽  
The Sustainable Development ◽  
Previous Decade ◽  
Development Goals ◽  
Main Factors ◽  
Ecological Culture

The article discusses the best educational practices of the V.I. Vernadsky Non-governmental Ecological Foundation (the V.I. Vernadsky Foundation), based on Vernadsky’s doctrine of the noosphere. The V.I. Vernadsky Foundation has been working on the environmental education of Russian citizens for more than a quarter of a century. Since the previous decade, the issue of the Sustainable Development Goals adopted by the United Nations (the SDGs) has been an integral part of most of the V.I. Vernadsky Foundation’s programs and projects. The article presents possible ways of creating incentives for contributing to the development of ecological culture across the population of our country. The necessity of greening the consciousness of the population has been proven, which implies an unconditional understanding of the need to introduce environmental ideas into all spheres of life. The main factors of the adolescents’ interest in ecology and the major directions of attracting a youth audience to environmental activities and building an eco-oriented lifestyle model have been determined.

scholarly journals Benefits and challenges of applying e-learning in the Georgian higher education system

2021 ◽  
Vol 16 (02) ◽  
pp. 12-32
Author(s):  
Giorgi Abashishvili Giorgi Abashishvili
Keyword(s):  
Higher Education ◽  
Education System ◽  
Tertiary Education ◽  
Developed Countries ◽  
Learning System ◽  
Teaching Staff ◽  
Deep Roots ◽  
Learning Platform ◽  
Percentage Points ◽  
E Learning

E-learning has an increasingly important role within the ever-growing tertiary education system in many developed countries. While the research on e-learning is still relatively a novel discipline, with even a universally accepted definition being absent, there are numerous indications pointing to its increasing importance. For example, in the US alone, some 35% of university students take at least one online degree, while the ratio has been steadily increasing in the recent years. There are numerous underlying factors which support the intensification of e-learning. Most countries cannot keep up with the increasing demand for tertiary education by merely expanding their traditional universities – be it because of high needed fixed investments, or because or elevated costs of engaging the relatively scarce teaching staff. In the same time, the ICT revolution – as well as the ongoing COVID outbreak – both facilitate and require shifts to a delocalized contact between students and the teaching staff. In sum, this provides many developing countries with a mechanism of provision of tertiary education to large masses of prospective students without having to invest in physical infrastructure. However, this is not a process without challenges. Regulation in many countries is only yet to cope with these technology and demography-induced shifts in education. Some academic fields are not yet appropriate for distance learning. Cheating and plagiarism could be widespread if not tackled with appropriate strategies and technological solutions. This document examines these elements by providing an overview of the experiences in some of the countries where the e-learning system already took deep roots. Georgia has much to gain if it includes e-learning in its tertiary education system. Georgia at this moment is, seemingly, one of the few relatively developed countries which still do not have a fully-fledged and accredited e-learning platform within its tertiary education system. However, as World Bank data show, some 64% of Georgia’s high school graduates successfully enroll to a university, which is approx. 10 percentage points lower than OECD average, or as much as 25-30 percentage points lower than some of the world’s top education performers, such as Finland, the Netherlands or South Korea. While this gap needs to be bridged if Georgia is to tap the potential of the ongoing technological revolution, introduction of e-learning to its system may be of significant help, while it would not incur large additional costs. Indeed, numerous international examples show that in many countries, the number of students enrolled to universities soared following the introduction of e-learning, while the quality of education has not declined. In terms of increasing the base of potential enrollments, in Georgia’s case it is important to underline that e-learning may also be a mean of reaching out and connecting with members of the numerous Georgian diaspora. Also, setting up an e-learning platform also helps the universities to engage top lecturers in many educational domains at relatively low cost, meaning that more students may be given a higher quality education. COVID-19 outbreak is a case in point. The ongoing pandemics outbreak has shown, among other, that true business continuity for many education institutions, at all education levels, could have only been reached by employing adequate e-learning procedures. This means that those who have already instituted some forms of e-learning had fewer difficulties in overcoming the operative issues, while continuing to deliver education. Keywords: Higher education, E-lerning.

scholarly journals On the nature of the sustainability of the process in time

2021 ◽  
Vol 11 (5) ◽  
pp. 27-42
Author(s):  
Victor Maratovich Trofimov ◽  
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Educational Process ◽  
Point Of View ◽  
Measuring Time ◽  
Natural Conditions ◽  
The Sustainable Development ◽  
Constructive Process ◽  
Branching Points ◽  
Inanimate Matter

Introduction. Why do the ideas about time in ‘The Iliad’ and in the conditions of modern transmission speeds of large flows of information unexpectedly converge, and the key point is the study of the forms of stability of the process in time? What do we really mean by ingrained thinking and sustainable development, and how do they relate to the evolutionary nature of sustainable processes? The purpose of this paper is to present the form of a sustainable process, its constructive deployment in time by means of a natural science analysis. Materials and Methods. Based on the materials and methods of measuring time-varying quantities, as well as set-theoretic prerequisites for branching the process, it is proposed to look for natural scientific grounds for analyzing the sustainable development of trends in culture in general, in information processes and the education system, in particular. Here we will also try to take a well-known point of view (K. Lorentz, I. Prigozhin), when time, irreversibility, randomness in some constructive process relate to inanimate matter, to life, and to human. Results. Based on the analysis carried out by the author, the answer to the question of whether there are natural conditions for the sustainability of the object-process, in what aspect we can discuss the constructiveness of time, the evolutionary rooting of sustainable processes, branching points and the ‘stretching’ of a sustainable educational process into the future is presented. Conclusions. Our ideas about the processes in time and the conditions of their sustainability in the broadest cultural aspect, including the education system, need to be clarified. The constructive deployment of the process in time has its own structure that ensures the evolutionary rooting of the process and, in particular, the educational process.

scholarly journals E-course as a form of implementation of innovation in high school

2019 ◽  
Vol 7 (3) ◽  
pp. 2
Author(s):  
E. Yu. Malushko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Theoretical Research ◽  
Quality Of Education ◽  
Global Changes ◽  
Electronic Environment ◽  
E Learning ◽  
The University

Introduction: The article is devoted to the use of e-learning as a form of implementation of innovations in the university, which allows to improve the quality of education through the use of rapidly growing world educational resources and due to the fact that the use of e-learning elements and distance learning technologies increases the share of independent work of students in mastering the material . As the author of the article shows: in recent years, global changes have occurred in the modern higher education of the Russian Federation. They were caused by the new demands of the state and society, as well as innovations in the country's economy. In modern higher education there is a need for the development of innovations and their continuous improvement.Materials and methods: the article developed the question of the introduction of e-learning in higher education. For this, the problems of creation, development and dissemination of pedagogical innovations were considered. Identified various aspects of studying the problems of education, which reveal the positive impact of information technology on the education system. The definition of innovation in the vocational education system is given as a result of practical and theoretical research, various developments in the field of vocational education, which lead to an increase in its effectiveness.Results: The article analyzes the use of electronic courses in the electronic educational environment of the university, which showed that the teacher’s readiness to use the electronic environment has increased significantly.Discussion and Conclusions: the article discusses the existing tools and technologies for the application of innovative teaching methods that have many advantages and their joint use makes it possible to simplify the learning process as much as possible, to make it more convenient and intensive. The electronic courses developed by university teachers in the electronic environment allow to improve the level of development and the quality of education of students in general.

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