The Essence of Education in Disruptive COVID-19 Crisis: Capturing the Lived Experience of College Students in the Philippines

Asserting a responsive, appropriate, and relevant education has historically always been a problem for most learners from marginalized groups. This extant inequality has been magnified in the present novel crisis. Thus, drawing from the lived experience of college students belonging to the marginalized group of indigenous peoples, this research described the essence of education in the context of the current COVID-19 crisis. Following the phenomenological approach based upon the hermeneutic rule of Dahlberg et al. (2008), the researcher interviewed 10 Filipino college students who identify themselves as indigenous peoples. Four themes emerged: 1.) It surprised me: Education has a changed ecology; 2.) It overwhelmed me: Education is fraught with divides; 3.) It motivated me: Education is a driver of aspiration beyond crisis; and 4.) It taught me: Education has unintended positive outcomes. These themes form the structure of the essence of education amid the COVID-19 crisis from the perspectives of college students belonging to the group of indigenous peoples. This research underlines the practical significance of analyzing the state of the students amid a virulent crisis. Given the extant inequality and considering the anticipated educational recovery phase, measures should be planned towards the attainment of responsive, appropriate, and relevant education.

Phubbing, Clima Familiar y Autoestima en Adolescentes Peruanos en el Contexto del Aislamiento Social

La interacción social es pieza fundamental en el desarrollo del ser humano; sin embargo, los teléfonos inteligentes y el internet vienen cambiando la forma cómo los adolescentes interactúan con sus pares y familias. Es por ello, que en el contexto del aislamiento social por Covid-19, es importante conocer la relación entre el phubbing, el clima familiar y la autoestima de los adolescentes. La investigación tuvo un enfoque cuantitativo, correlacional, no experimental y participaron 322 adolescentes de la ciudad de Lima, Perú. El phubbing se relaciona negativamente con la autoestima (-.47) y con el clima familiar (-.48). Se evidenció una correlación positiva y grande entre la autoestima y el clima familiar (.51); además, no se encontró diferencias significativas según género, edad, tipo de escuela o modalidad de estudio. El phubbing y la autoestima presentaron resultados diversos según el tipo de familia. Finalmente, se observó que la cantidad de horas de conexión al móvil se relaciona negativamente con la autoestima y el clima familiar, pero de manera positiva con el phubbing. En conclusión, las conductas asociadas al phubbing se relacionan negativamente con el clima familiar y con la autoestima; convirtiendo al phubbing en un peligro para el desarrollo de los adolescentes.

Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

The Role of Economic Freedom in Interpreting Corruption Perception

The main purpose of the study is to examine the nexus between corruption and economic freedom to determine the most influencing factors to be focused on to reduce corruption. With this aim, two different machine learning algorithms are performed to find out the single effect, two-way, and three-way interaction effects of factors affecting corruption. As a result of the analysis, tax burden, government integrity, and government spending are the main indicators to be focused on to improve corruption steadily. Besides, critical thresholds of the tax burden, government integrity, and government spending are 83.3, 50.9, and 40.6, respectively. Since there are a limited number of studies to predict corruption by machine learning algorithms in the extant literature, this research provides highly detailed information to policy-makers where they can focus on reducing corruption perception.

The Effect of Sustainable Development on Economic Complexity in OECD Countries

Economic complexity showing a holistic measure of countries' economic productive power and characteristics has become a new tool for understanding the dynamics of the economy. Examining the relationship between sustainable development and this new tool is vital in determining new policies. By applying panel data of OECD countries covering different development levels from 1996 to 2017 to a data-driven dynamic econometric model, the research provides fresh insight between sustainable development and economic complexity. The results indicate that economic complexity is significantly affected by sustainable developments’ economic indicators such as GDP, FDI, R&D expenditure, social indicators such as human development, income inequality, and environmental indicators such as production-based CO2 emissions, renewable energy consumption, and greenhouse gas. The research, consequently, suggests that switching to technology and knowledge-based production processes, expanding qualified production factor capacity, raising social living standards, and making investments in the green economy will foster economic complexity while ensuring stable sustainability.

Perspectiva de género en la educación universitaria: el caso de los grados en turismo en Cataluña

Como recoge el Objetivo de Desarrollo Sostenible (ODS) número 5, diferentes normativas y la literatura científica, la formación de los directivos en perspectiva de género es necesidad y requisito para conseguir unas organizaciones que eliminen las normas masculinas invisibles y transformen las relaciones tradicionales de género. Así, uno de los desafíos que afronta la sociedad actual es formar y concienciar a los futuros ejecutivos en la relevancia de la igualdad de género en las estructuras organizativas venideras. En este sentido, el presente artículo tiene como objetivos analizar el diseño de las asignaturas y la asimilación de contenidos por parte del alumnado universitario del Grado en Turismo y del Grado en Gestión Hotelera y Turística de Cataluña acerca de la implantación de las políticas institucionales y de las iniciativas privadas en igualdad de género. Para ello, se realiza una revisión de los planes docentes de las distintas universidades públicas y privadas y se recogen datos acerca del conocimiento del estudiantado a través de un cuestionario dicotómico. Los resultados indican que, a pesar de que la perspectiva de género se está incorporando lentamente en la docencia universitaria de los grados en turismo, todavía queda un largo recorrido. Consecuentemente, los conocimientos que manifiesta tener el estudiantado acerca de esta temática son todavía mínimos.

Fear to Retaliation: The Most Frequent Reason for Not Helping Victims of Gender Violence

When faced with situations of gender-based violence, one becomes exposed to risk in giving support to the victim (van Reemst, Fischer, & WC Zwirs, 2015, Hamby, Weber, Grych, & Banyard, 2016; Liebst, Heinskou & Ejbye-Ernst, 2018). This form of violence, second order of sexual harassment (SOSH), occurs when people who support victims of gender-based violence experience violence themselves because of this positioning (Vidu et al., 2017; Flecha, 2021). There is little research on the subject. Through a quantitative study carried out with 1541 Spaniards over 18 years of age, we provide, for the first time, quantitative evidence of the incidence of SOSH in the responses of people who have been aware of a situation of gender-based violence. Our results show that SOSH is an important obstacle; 40% of people who did not offer help in the case of gender-based violence did not do so for reasons that correspond to SOSH.We concluded that the fear of suffering SOSH can condition people’s reactions in the environment, thereby limiting the possibility of female victims of violence receiving help.

Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya

Kenya introduced Digischool to public primary schools to prepare children for today’s digital world attracting a cyber-threat landscape. Utilising a descriptive cross-sectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers and child protection officers. Godden’s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data was analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using a number of strategies. The study revealed a significant relationship between the type of school and exposure to online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is need for a systems thinking and concerted multi-sectorial approach to improvement of digital literacy hence protecting children online.