Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

Kazlauskienė, Aušra; Gaučaitė, Ramutė; Ortíz, Dolors Cañabate; Colomer, Jordi; Bubnys, Remigijus

doi:10.3390/su131810183

Cited by 3 publications

(3 citation statements)

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“…Individual responsibility was found not to change depending on the type of group, and there were no differences based on gender. This result is consistent with other studies that explain that responsibility in cooperative groups is linked to the intrinsic commitment of students to achieving specific outcomes [60].…”

Section: Discussionsupporting

confidence: 93%

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Fostering Perceptions of Gender through Cooperative Learning

Puiggalí,

Tesouro,

Cañabate

et al. 2023

Education Sciences

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This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree courses in the Faculty of Education and Psychology (FEP) at the University of Girona. In the study, the CAC instrument (20 items) was applied along with 11 items that were added. The results indicated that the participants scored higher in all the categories of cooperative learning when they were in homogenous groups than when in heterogeneous ones. Female students scored higher than male or non-binary students in all the cooperative learning categories in both types of cooperative structure. In both settings, female students valued individual responsibility higher, while non-binary individuals valued it lowest. Male students valued individual responsibility higher when working in heterogeneous groups. Most students believed that their role did not change when carrying out cooperative challenges. However, among those who did believe that their role altered, the majority were female. The study shows that while female, non-binary, and male pre-service teachers are equally sociable, they develop social skills differently. Diversity in educational institutions should therefore be taken into account as an influence on tertiary students’ development and success in later life.

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Section: Discussionsupporting

confidence: 93%

“…It is important to highlight that working in cooperative groups can sometimes cause various kinds of tension, due to different ways of working, diverse ways of thinking, etc. However, education should focus on non-discrimination [3,60] and ensure equality of opportunities in terms of gender, social status, language, etc. [61].…”

Section: Discussionmentioning

confidence: 99%

Fostering Perceptions of Gender through Cooperative Learning

Puiggalí,

Tesouro,

Cañabate

et al. 2023

Education Sciences

Self Cite

View full text Add to dashboard Cite

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“…Sustainable learning is an educational concept based on the principles of sustainable development, which reflects people’s understanding of how to continuously learn different skills to create a more equitable and sustainable living conditions [ 14 ]. Sustainable learning is of great significance for promoting the reform of traditional education as well as realizing the education for sustainable development and building a learning society.…”

Section: Background and Hypotheses Developmentmentioning

confidence: 99%

Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

Chen

2022

IJERPH

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In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice.

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Enhancing Early Adolescents' Sense of Responsibility: The Roles of Different Needs‐Based Support in Teaching Practices

Ma,

Zhang,

Huang

2024

Euro J of Education

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Cultivating responsible future citizens is of increasing importance in school education. The objective of this study is to identify the most prominent factors from the school needs‐based support that enhance early adolescents' sense of responsibility, using Self‐Determination Theory as the framework. A questionnaire survey was conducted with 3034 10‐year‐old Finnish students (from 513 classes, with 50.4% female) and their teachers from the OECD Survey on Social and Emotional Skills. Hierarchical linear modelling was adopted, revealing the following key results: (1) contrary to the expectation, competence evaluation and relatedness support exhibited strong effects on adolescents' sense of responsibility, whereas the effect of autonomy support was indirect; (2) regarding competence evaluation, mastery evaluation emerged as the most effective strategy, whereas ability differentiation in tasks had the most adverse effect; (3) sense of school belonging emerged as a more beneficial form of relatedness support compared with perceived teachers' emotional support and (4) guided inquiry showed indirect associations through its effects on mastery evaluation and two types of relatedness support. Findings imply the most effective needs‐based supports and related teaching practices to nurture adolescents' sense of responsibility.

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Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

Cited by 3 publications

References 50 publications

Fostering Perceptions of Gender through Cooperative Learning

Fostering Perceptions of Gender through Cooperative Learning

Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

Enhancing Early Adolescents' Sense of Responsibility: The Roles of Different Needs‐Based Support in Teaching Practices

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