Using normative case studies to examine ethical dilemmas for educators in an ecological crisis

Gurr, Sarah K.; Forster, Daniella

doi:10.1080/00131857.2023.2169128

Cited by 2 publications

(1 citation statement)

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“…The importance of integrating environmental education in primary schools in Aceh is underscored by the unique post-tsunami context and rich ecological diversity of the region. Even though environmental education has been integrated into the curriculum (Benavides Lahnstein, 2018;Shabalala et al, 2023), there are still gaps in the effectiveness of its implementation (Gurr & Forster, 2023), as seen from the varying perceptions of stakeholders including teachers, school principals, and curriculum experts Loubser et al, 2014;Ma & Chen, 2023;Parry & Metzger, 2023). Challenges such as limited resources, curriculum overcrowding, and teacher training requirements hinder the realization of the full potential of environmental education (Hudson, 2001;Marques & Xavier, 2020;Ngwenya, 2020).…”

Section: Introductionmentioning

confidence: 99%

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

Fajri,

Sanusi,

Saputra

et al. 2024

JPLSE

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This study examines the integration of environmental education (EE) in Aceh, Indonesia's primary schools, highlighting challenges and stakeholder perspectives in a post-tsunami context. With Aceh's rich ecological diversity, the implementation of EE faces hurdles like limited resources, curriculum overcrowding, and insufficient teacher training. Despite these challenges, stakeholders, including teachers, principals, curriculum experts, and parents, show a strong interest in EE. However, they are hindered by practical issues. The research aims to understand these barriers and explore strategies for effectively integrating EE into school curricula and daily activities. It emphasizes the importance of a collaborative, context-sensitive approach, acknowledging the need for better support structures, resource allocation, and teacher training to achieve EE goals and cultivate environmentally aware students. Employing qualitative methods with an interpretive ontology, the study focuses on the perspectives of Aceh's education stakeholders. The findings underscore a mix of enthusiasm and challenges, stressing the importance of making EE a core component of education. The research advocates for enhanced collaboration among schools, government, and the community, and for innovative approaches to support EE. It highlights the significance of community involvement and flexible policies for successful EE implementation in Aceh's primary schools. The study underscores the urgent need for comprehensive efforts to address these issues and integrate EE effectively in the education system.

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Section: Introductionmentioning

confidence: 99%

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

Fajri,

Sanusi,

Saputra

et al. 2024

JPLSE

View full text Add to dashboard Cite

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Learning about AI ethics from cases: A scoping review of AI incident repositories and cases

Knight,

McGrath,

Viberg

et al. 2024

Preprint

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Background Cases provide a practical resource for learning regarding the uses and challenges of AI applications. Cases give insight into how principles and values are implicated in real contexts, the trade-offs and different perspectives held regarding these contexts, and the – sometimes hidden – relationships between cases, relationships that may support analogical reasoning across contexts. Objective We aim to (1) provide an approach for structuring ethics cases and (2) investigate how repositories of cases structure those cases and their content. Approach : We motivate a scoping review through a conceptual analysis of ethics case desiderata. The review sought to retrieve repositories, (sometimes known as observatories, catalogues, galleries, or incident databases), and their cases, for analysis of their expression of ethics concepts. Results We identify n = 14 repositories, extracting the case schema used in each, to identify how this metadata can express ethical concepts. We find that most repositories focus on harm-indicators, with some indicating positive impacts, but with little explicit reference to ethical concepts; a subset (n = 4) includes no structural elements addressing ethical concepts or impacts. We extract a subset of cases from the total cases (n = 2,000) across repositories, identifying and extracting the subset of cases addressing education (n = 100). These are grouped by topic, with a structured content analysis provided of ethical implications from one sub-theme, offering qualitative insights into the ethical coverage. Implications Our conceptual analysis and empirical review exemplify a model for ethics cases (shorthanded as Ethics-case-CPR), while highlighting gaps both in existing case repositories and specific examples of cases.

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Using normative case studies to examine ethical dilemmas for educators in an ecological crisis

Cited by 2 publications

References 50 publications

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

Learning about AI ethics from cases: A scoping review of AI incident repositories and cases

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