On Safe Space in Education: A Polish-Vietnamese Comparative Study

Domalewska, Dorota; Gawlik-Kobylińska, Małgorzata; Yen, Phuong Hoang; Webb, Rebecca K.; Thiparasuparat, Nakonthep

doi:10.12924/johs2021.17010035

Cited by 9 publications

(8 citation statements)

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“…This means that for the Polish students ‘it is important that the teacher is respectful, supportive, open, is not biased nor judgmental, and encourages class participation. ’ Whereas from the Vietnamese students' perspective teachers can ‘build a safe space if they are informative, knowledgeable, respectful and supportive.’ [ 10 , p. 41]. Their study, which provides a temporal snapshot of the opinions of Polish and Vietnamese students, statistically confirms that national culture can play a big role in how people perceive what makes the school atmosphere safe.…”

Section: Introductionmentioning

confidence: 72%

“…According to Yorio, Edwards and Hoeneweld, an individual’s subjective perspective on safety is also affected by the national culture along with institutionalised values, which creates a socially constructed framework for what is locally considered meaningful and rational [ 9 ]. Domalewska, Gawlik-Kobylińska, Yen, and Thiparasuparat have described how cultural background can influence students' opinions about safety, what could be done to make the atmosphere safer in a school, and what is the role of teachers and students in it [ 10 ]. More specifically, their article compares the views of Polish and Vietnamese students on school safety.…”

Section: Introductionmentioning

confidence: 99%

“…The paper implies that to make the environment safe there needs to be an atmosphere of trust. Teachers' “good” leadership skills promote organisational safety culture and a safe atmosphere even though the “good” leadership style might differ a lot between these two cultures e.g., Vietnamese students appreciate a more authoritarian leader compared to Polish students [ 10 ]. This means that for the Polish students ‘it is important that the teacher is respectful, supportive, open, is not biased nor judgmental, and encourages class participation.…”

Section: Introductionmentioning

confidence: 99%

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A safe learning environment from the perspective of Laurea University of applied sciences safety, security and risk management students and staff

Savolainen

2023

Heliyon

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Section: Introductionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A safe learning environment from the perspective of Laurea University of applied sciences safety, security and risk management students and staff

Savolainen

2023

Heliyon

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“…Meanwhile, it is teachers, together with parents, who pass on knowledge, skills and models of behaviour to young people so that civilisational development can flourish. On the other hand, in the consciousness of this professional environment, it is difficult to see the imperative for didactic-educational interactions aimed at constructing and developing the personality of students towards their independence of thought and action [40]. Such an education would, in turn, give students the qualifications to participate fully in adult public life and, thus, make responsible decisions on, among other things, zero greenhouse gas emissions.…”

Section: Discussionmentioning

confidence: 99%

Perception of the Transition to a Zero-Emission Economy in the Opinion of Polish Students

Kaczmarczyk¹,

Urych²

2022

Energies

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Renewable energy sources are an alternative to traditional sources and are based on inexhaustible and environmentally friendly supply. Various controversies have been stirred up by the development of energy production from renewable sources, e.g., due to the high cost of these investments or carbon footprint at the production stage of renewable installations, or later in the disposal process. However, they seem to be gradually offset by the numerous benefits that outweigh the initial costs of their support. Therefore, it is not surprising that European Union (EU) countries are at the forefront of the transition to a low-emission economy. This is evidenced, e.g., by a 22% reduction in greenhouse gas emissions in Member States, with gross domestic product (GDP) growth of 58% between 1990 and 2017. Nevertheless, the use of renewable energy sources such as sun, wind, water, etc. is much more expensive than burning fossil fuels. This argument of high investment costs can be decisive in decisions of both public debates and individual households. Therefore, education on renewable energy sources is needed to facilitate the process of transition to a zero-emission economy in the European Union countries. This education should, above all, be addressed to young people, who will be making these decisions in the future. Reduction of greenhouse gas emissions by 2050 will largely depend on the knowledge and awareness of young people. The aim of the paper is to diagnose the perception of the transition to a zero-carbon economy in the opinion of Polish schoolchildren. We put a particular emphasis on renewable energy sources as a key element shaping the security of the state in terms of sustainable ecology and friendly social development. We achieved the aim of the study through a research process with use of theoretical and empirical research methods. We analysed the literature on the subject and the current legal acts in the field of renewable energy sources. We also conducted a survey of high school students in Poland. The analysis of the research results allowed us to formulate recommendations on the possibility of shaping state security in the field of sustainable ecology and friendly social development.

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“…These elements are similar to Domalewska et al's (2021) findings of promoted psychological safety in their study. In their study on 360 undergraduate students in Poland and Vietnam, Domalewska et al (2021) found that Vietnamese students rated 'being knowledgeable', 'being respectful and supportive' and 'being friendly and caring'…”

Section: Psychologically Safe Learning Environmentmentioning

confidence: 99%

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

Anh¹

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<p>An increasing number of mental health problems have been found in Vietnamese undergraduate students, including stress, anxiety, depression and suicide. One of the factors linked to increased mental health problems in Vietnamese undergraduate students is low emotional intelligence and a lack of coping skills. Emotional intelligence is involved in coping and problem-solving processes, reduces stress and has been found to improve physical and psychological wellbeing. Individuals who lack emotional intelligence experience more stress, have more mental health issues, lack adaptive coping skills and adopt unhealthy or risk-taking behaviours. Research demonstrates that many Vietnamese undergraduate students have difficulty adapting to changes, lack assertiveness and experience relationship instability. Their 7roblems also are thought to be partly caused by the pressures they experience while trying to adhere to social and cultural norms, which are strongly influenced by a mixture of value systems, including Confucianism, Taoism, Buddhism and Socialism. The purpose of the present study is to explore the experiences of Vietnamese undergraduate students and their learning about emotional intelligence and coping strategies within Vietnam's social and cultural context. This research was conducted in the Vietnamese language. A descriptive qualitative study was used to explore participants' experiences of a programme designed to develop emotional intelligence and coping strategies. The participants were 21 undergraduate students aged 17–25 years old, living and studying in Hanoi. Audio diaries, interviews and cogenerative dialogues were utilised as data collection methods. Thematic analysis was used to analyse the data and present the main findings. The study showed that participants used avoidance and emotional suppression to cope with stress and interpersonal conflicts. These strategies were culturally shaped and aimed at maintaining interconnectedness and social harmony but had negative consequences on their wellbeing. Participants’ self-reported changes indicated some improvement in their perceived coping ability and their emotional abilities that contribute to emotional intelligence. The programme helped participants develop their emotional literacy, awareness and understanding. These abilities enabled them to develop a broader range of problem-solving skills, emotional acceptance, and increased self-control, leading to their changes. This change was evidenced in participants reporting feeling more liberated, empowered, and autonomous. They also felt more confident in their problem-solving ability and had more control over stressful situations.</p>

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On Safe Space in Education: A Polish-Vietnamese Comparative Study

Cited by 9 publications

References 0 publications

A safe learning environment from the perspective of Laurea University of applied sciences safety, security and risk management students and staff

A safe learning environment from the perspective of Laurea University of applied sciences safety, security and risk management students and staff

Perception of the Transition to a Zero-Emission Economy in the Opinion of Polish Students

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

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