Teacher education students self-assessement of their social competencies in the context of sustainable development

Abstract

Social competence is an important outcome of education for sustainable development since the process of social learning contributes to real change. Sustainable development refers to development processes combining economic and social well-being and efficiency with environmental resilience and health, both here, now, elsewhere, and in the future. Aim of the research was to examine students’ self-assessment of social competence. A total of 127 students of the Faculty of Teacher Education in Rijeka participated in the research. A Scale of self-assessment of social competencies in the context of sustainable development was also constructed and validated. The analysis of scale identified three factors – Goal Orientation, Self-Expression and Global Competences. The results of the research indicate satisfactory applicability of the constructed scales, but as this is preliminary research, therefore these conclusions should be handled with caution. The self-assessment of student social competencies was found to be from moderate to high. Although the results are not worrying, they indicate the need to enrich interpersonal skills fur future teachers to increase their confidence in their own performance.

Social Networks and the Development of Students’ Social Competences

“…Social competencies are a crucial aspect of individual development, particularly for students, as they play a vital role in academic and professional success. These competencies include a range of skills such as communication, empathy, teamwork, conflict resolution, and emotional intelligence (Ćurić, 2021;Mikanović, Popović, 2021). For students, the development of these skills begins during their education through interactions with peers, professors, and the broader social environment.…”

Influence of Information Technologies on the Quality of Study Programs in Higher Education

“…The use of information and communication technology by teachers can be observed through several aspects. One interesting aspect is the degree of utilization of the classroom in which the "classroom of the future" is located, as the authors of the research [4] call it, in which they state that such a classroom is used by teachers in the highest percentage (39%) in a time unit of only 1 hour per month.…”