Sustainable Development and Soils in the Portuguese Education System: Open Problems and Further Challenges

João, Patrícia; Henriques, Maria Helena; Rodrigues, Ana

doi:10.3390/educsci12100672

Cited by 3 publications

(2 citation statements)

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“…The data collection techniques and respective instruments were selected and adjusted during the study whenever deemed necessary and are referred to in Table 2. The results were previously published [42,43], and data were crucial for the successive validations of this ISTEP, thus adjusting and improving it until the model described below (Table 1).…”

Section: Design and Implementation Of The In-service Teacher Educatio...mentioning

confidence: 99%

“…Inquiry -questionnaire [42][43][44] Documents compilation -in-service teachers' works (didactic resources) [42] -in-service teachers' final posters (oral communication of the developed work) -in-service teachers' self-assessment [42] Participant observation -researcher's notes -researcher's diary (notes, reflections) -video recording -summary of video records…”

Section: Data Collection Techniques Data Collection Instrumentsmentioning

confidence: 99%

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In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda

et al. 2023

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Science education plays a key role in promoting Education for Sustainable Development (ESD) through the training of informed and participatory citizens committed to the management of our planet and its resources. This work presents the design and assessment of an In-Service Teacher Education Program (ISTEP) through an Educational Design Research approach aiming at developing skills that make it possible to operationalize the experimental practical teaching of science topics, within the scope of ESD, in an articulated, coherent, and progressive way throughout Basic Education. It was implemented with 14 teachers from the three cycles of Portuguese Basic Education (ages 6–15), and focused on “Soils”. An integrated set of activities and respective didactic resources were co-built (the trainer-researcher with the in-service teachers) with a progressive, systematic, and sequential vision of the “Soils” theme. The content analysis of the teachers’ answers to questionnaires and during the final reflection point to an improvement in their practices regarding the ability to plan and design didactic resources on science topics from a Sustainable Development perspective. This ISTEP can be adapted to other themes and educational contexts, namely through close cooperation on education issues, which is one of the lines of action of the Community of Portuguese-Speaking Countries.

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Section: Design and Implementation Of The In-service Teacher Educatio...mentioning

confidence: 99%

Section: Data Collection Techniques Data Collection Instrumentsmentioning

confidence: 99%

In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda

et al. 2023

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Different scenarios to activate sustainable development in Iraqi educational institutions

Jabbar

2024

AIP Conference Proceedings

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Building a Sustainable Future: Investigating the Role and Contributions of Higher Education Institutions Instructors in Promoting Social Sustainability—Empirical Evidence from Ethiopia

Tafese,

Kopp,

Likassa

2024

Education Sciences

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The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers of this study conducted a study on the contributions of instructors in public higher education to social sustainability in Ethiopia. The study aimed to provide evidence for policy briefs and guide public universities. A quantitative method was employed, and the reliability of the structured questionnaire was tested using Cronbach’s alpha. The data were analyzed by descriptive and inferential statistics. The findings revealed that 62.9% of instructors contributed to social sustainability, with significant predictors identified at 5%. Research and applied university instructors were 3.36 and 2.20 times more likely, respectively, to contribute compared to comprehensive universities. Furthermore, the results indicated that females were 0.64 times less likely to participate compared to males. Instructors who were optimistic about research implementation were 4.9 times more likely to engage, and those indicating “probably yes” were 18.5 times more likely as compared to the reference category. Educators involved in multiple roles were 0.13 times less likely to contribute than those focused solely on teaching. Ethiopia’s Ministry of Education and university leaders should support female teachers and master’s-level faculty at applied and comprehensive universities.

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Sustainable Development and Soils in the Portuguese Education System: Open Problems and Further Challenges

Cited by 3 publications

References 29 publications

In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda

In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda

Different scenarios to activate sustainable development in Iraqi educational institutions

Building a Sustainable Future: Investigating the Role and Contributions of Higher Education Institutions Instructors in Promoting Social Sustainability—Empirical Evidence from Ethiopia

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