Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs

Hueske, Anne-Karen; Pontoppidan, Caroline Aggestam; Iosif-Lazar, Lavinia-Cristina

doi:10.1108/ijshe-07-2020-0276

Cited by 30 publications

(39 citation statements)

References 46 publications

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“…Early Childhood Education and Care is a high-return investment in individual growth and wellbeing, as well as the peaceful development and stability of society (Nelson and Carver, 1998;Enlow et al, 2012;Ilie and Rose, 2016;Chaleta et al, 2021;Hueske et al, 2021;Nakidien et al, 2021).…”

Section: Implications Implications For Practicementioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

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Section: Implications Implications For Practicementioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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“…Another avenue relates to assessing the contribution to sustainable development by the HEIs for all those elements. Having better measures could not only enhance the credibility and comparability, reporting but also highlight best cases and show opportunities for improvement and collaboration as demonstrated by the SDG analysis for e-learning, especially MOOCs (Hueske and Guenther, 2021; Hueske et al , 2021).…”

Section: Editorial To Special Issue On: Assessing the Contribution Of...mentioning

confidence: 99%

Guest editorial

Sassen

Hüske

Pontoppidan

2022

IJSHE

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“…Several MOOCs are created for different target audiences, primarily advocates of lifelong learning and professional development. Some offer points or credits for university admission or employment (Hueske et al, 2022;Shah et al, 2022). In North America and the United States, there are eight popular MOOC providers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They recognize that one action has an impact on other outcomes and that development should be balanced in terms of social, economic, and environmental sustainability (Fasulo, 2021). The sustainable development goal of the United Nations General Assembly of 2015 aims to promote inclusive and impartial quality education in order to promote lifelong learning opportunities for all (Fasulo, 2021;Hueske et al, 2022). By 2030, all men and women should have equal access to affordable, high-quality education in technical, vocational, and tertiary fields (Fasulo, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…SDG number 4 promotes inclusion with the hope of increasing the number of young people and adults with relevant skills for work and entrepreneurship. Furthermore, the goal ensures that people all over the world have the necessary information and awareness about sustainable development and climate change (de Koning et al, 2021;Fasulo, 2021;Hueske et al, 2022). Massive Open Online Courses (MOOC) engagement before the pandemic was limited to specific platforms in partnership with prominent universities in the United States.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Continuance Intention of Massive Open Online Course Learners in Higher Education: A Sustainable Development Initiative

Guillen

2022

SBR

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This study focuses on higher education institutions in Metro Manila, Philippines, with their initiative to use and adopt Massive Open Online Courses (MOOCs) by analyzing the continuance intention to use MOOC platforms among students or learners. This recently gained popularity due to emergency remote learning in Metro Manila, the pandemic’s epicenter. This study also aims to understand the transformative impact of MOOC education on traditional and online learning. In addition, the study utilized survey research with 122 MOOC learners via purposive sampling, given the nature and composition of the respondents. The data collected were analyzed using the structural equation modeling-path analysis to substantiate the hypotheses using the extended Technology Acceptance Model. The relationship between attitude to continuance intention and continuance intention to transformative impact was significant. However, perceived usefulness, perceived ease of use, and motivation were insignificant. It can be implied from the study the changing values of learners and students during the pandemic. Learning should not be an option but a way of life regardless of the circumstances and complement traditional learning. Finally, the study shows that the integration of MOOCs is the next big thing in global education, an impact on the school’s contribution to sustainable development goals through MOOC coverage by identifying the continuance intention among students and learners.

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Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs

Cited by 30 publications

References 46 publications

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Guest editorial

Continuance Intention of Massive Open Online Course Learners in Higher Education: A Sustainable Development Initiative

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