A Novel Improvement Strategy of Competency for Education for Sustainable Development (ESD) of University Teachers Based on Data Mining

Abstract

Competency for ESD (education for sustainable development) of university teachers is the key to the sustainable development of higher education. Developing teachers’ competency for ESD poses a new challenge for Chinese universities. Ideally, a new faculty development system should be established. However, this strategy is not feasible because of cost concerns, and improving competency for ESD by using the existing teacher competency training system is preferred. Therefore, this paper employed a specific data mining method to create a relationship model between the existing teacher competency system and the ESD competency according to teacher evaluation data. The developed model was used to analyze the teachers’ core competencies that are critical to ESD competency and derive decision rules for formulating improvement strategies. The teacher competency model was applied to the International Scholarly Exchange Curriculum (ISEC) program implemented at regional universities in China to conduct an empirical case study. The results of this study are anticipated to enable the formulation of an effective and appropriate strategy for improving teachers’ competency for ESD in the existing teacher development system.

Use of Decision Trees to Evaluate the Impact of a Holistic Music Educational Approach on Children with Special Needs

“…In the past, research involving the application of data mining techniques has successfully explored sustainability education and development issues [13,14]. This study refers to the data mining techniques developed in the past and uses decision trees to pre-assess the learning effectiveness of the HMEAYC in early childhood education for children with special needs in Taiwan.…”

Integrating Education for Sustainable Development Competencies in Teacher Education

“…Analysing the objectives of the articles revealed that although most researchers highlighted the importance of integrating ESD competencies into teacher education, 36.4% of articles aimed at presenting or proposing competency frameworks, whereas nearly 24% of articles attempted to introduce an assessment tool along with the competency framework or pedagogical approaches [3,9,30,44,46,[51][52][53], while approximately 12% presented a competency framework only without assessment tools [45,49,54,55].…”

“…Moreover, other researchers argued that ESD competencies can serve as standards [54] for curriculum development and could be infused into the programme descriptors [19] whether as educational goals [9] or learning outcomes [48,63,64]. In addition, ESD competency can be addressed as a new indicator within the existing teacher competency model [52].…”

Sorotan literatur bersistematik terhadap kompetensi guru menerapkan konsep pendidikan untuk pembangunan lestari dalam pengajaran

“…Kompetensi profesional keguruan ESD yang dikenal pasti daripada SLR yang dilakukan adalah melibatkan pengetahuan profesional ESD guru iaitu pengetahuan isi kandungan ESD guru (PIK-ESD) (Anđić, 2020;Bagoly-Simó et al, 2017;Bertschy et al, 2013;Brandt et al, 2019;Bürgener & Barth, 2017;Dumitrescu et al, 2014;Lambrechts et al, 2013;Liu & Qi, 2021;Malandrakis et al, 2018;Mróz et al, 2018;Ofei-Manu & Didham, 2018;Rauch & Steiner, 2013;Rosenkränzer et al, 2017;Timm & Barth, 2020;Weng et al, 2020) dan juga pengetahuan pedagogi-isi kandungan ESD guru (PPIK-ESD) (Bagoly-Simó et al, 2017;Bertschy et al, 2013;Brandt et al, 2019;Bürgener & Barth, 2017;Dumitrescu et al, 2014;Fedosejeva et al, 2018;Garrido et al, 2020;Kaya et al, 2021;Liu & Qi, 2021;Malandrakis et al, 2018;Mogensen & Schnack, 2010;Naji, 2015;Ofei-Manu & Didham, 2018;Ou et al, 2021;Rauch & Steiner, 2013;Rosenkränzer et al, 2017;Sund, 2015;Timm & Barth, 2020;Weng et al, 2020). PIK-ESD guru adalah berbeza dengan PPIK-ESD guru tetapi PIK-ESD diperlukan guru untuk membentuk PPIK-ESD mereka (Rosenkränzer et al, 2017).…”