Measuring the impact of student knowledge exchange for sustainability: A systematic literature review and framework

Yakar-Pritchard, Gamze; Mazhar, Muhammad Usman; Domingues, Ana Rita; Bull, Richard

doi:10.1016/j.clpl.2024.100056

Cited by 3 publications

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“…Саме за таких умов майбутні фахівці творчих спеціальностей будуть працювати та задовольняти потреби суспільства. Виникає значна потреба у підготовці студентів до умов сталого розвитку під час навчання у вищій школі [8]. Більшість науковців наголошують на необхідності трансформувати ЗВО у напрямку сталого розвитку [5].…”

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Розвиток Складових Професійної Діяльності Студентів Творчих Спеціальностей

Гапон-Байда,

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2024

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The analysis results of developing scientific, creative and technological components of professional activity among students of creative specialities 015, 022, 023 are described. The development of the components of professional activity was based on the analysis of the program learning outcomes (PLO), which are contained in the approved standards of specialities, educational and professional programs (EPP) of individual institutions of higher education (IHE), as well as taking into account the content of the syllabi of individual educational components (OC) of professional disciplines. The distribution of PLO was carried out by an expert based on the descriptions of valid standards, EPP and syllabi, and Bloom's taxonomy. It has been established that the formation of one, two, or three components is laid down in the PLO. In all IHEs, the technological component's indicator outweighs the creative component's contribution by 1.48-3.82 times. The indicators of the scientific component are inferior to the creative one in the range of 0.75-0.9 for specialities 022 and 023, and for speciality 015, they exceed the creative one by 1.27-1.32 times. Corrections of the 015 professional training program led to further growth of scientific and creative components in all training programs. The contributions of higher education institutions of speciality 022 did not affect the increase of the indicator of the scientific aspect relative to the creative aspect. Still, they increased the technological aspect to 1.89-2.54. For speciality 023, teachers of various higher education institutions contributed to either the growth or reduction of the scientific component. The hypothesis about an insufficiently formed scientific component in all future specialists in creative fields has been refuted. This

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