COVID-19: the impact of a global crisis on sustainable development teaching

Filho, Walter Leal; Price, Elizabeth; Wall, Tony; Shiel, Chris; Azeiteiro, Ulisses Miranda; Mifsud, Mark C.; Brandli, Luciana Londero; Farinha, Carla Sofia e Sá; Caeiro, Sandra; Salvia, Amanda Lange; Vasconcelos, Claudio R. P.; Sousa, Luiza Olim de; Pace, Paul J.; Doni, F; Ávila, Lucas Veiga; Fritzen, Bárbara; LeVasseur, Todd

doi:10.1007/s10668-020-01107-z

Cited by 54 publications

(42 citation statements)

References 51 publications

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“…The focus of most articles is distance learning or the change from face-to-face to distance learning. There are several perspectives, like mobile learning methodology [34] and gamification [35], for a specific subject [36,37]; for a specific group of students, such as international mobility students [38] or first-year students [39]; concerned with the quality of educational process on online platforms [40], the level of communication of social responsibility by higher education institutions [41] or technical conditions of distance learning [42]; adaptation of the learning process [43], concern about connecting to the digital world [44][45][46]; the influence of some factors on students' acceptance of shifting education to distance learning [47], Evaluation of the Emotional and Cognitive Regulation [48], comparison of face-to-face classes with distance learning [49] by the student's perspective [50,51], teacher's perspective [43,52], organization [53], or various actors [54].…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

“…Most studies included surveys answered by students. the sample size varies widely: from 100 or less [38,39,51], 250 or less [37,40,45,46,49,50,55], less than 1000 students [42,44,54], or more than 1000 [47,48]. Two studies use the General Extended Technology Acceptance Model for E-Learning (GETAMEL) [39,47], one study uses the Digital Citizenship Behavior Scale (DCB) [45] and another uses the Cognitive Emotion Regulation Questionnaire (CERQ) [48].…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

“…The level of social responsibility communication by higher education institutions in the Czech Republic is low [41]. The sampled HEI have adequate infrastructure to continue to teach during the lockdowns [37]. The institution's management needs to invest in additional infrastructure and educational technologists who would support the teaching staff to systematically widen their pedagogical repertoire and raise their digital competencies to the next level [52].…”

Section: Systematic Literature Reviewmentioning

confidence: 99%

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EU27 Higher Education Institutions and COVID-19, Year 2020

Sobral

Jesus-Silva

Cardoso

et al. 2021

IJERPH

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COVID-19 forced higher education institutions to reinvent themselves. The (usually) face-to-face education has swapped to distance contingency education. This change brought about numerous challenges that impose adjustments in several dimensions, such as pedagogical strategies and the dependence on teaching platforms and computer systems—and, above all, the new relationship between the various actors (students, teachers, and management staff). All the sudden changes, combined with uncertainty concerning what was happening, created several strategies and options. This paper has the main purpose of analyzing the scientific production on higher education of EU27 academic institutions during the 2020 COVID-19 pandemic in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed of 22 articles in total. The results show that the articles were published in 19 journals; their main focuses are Higher Education, COVID-19, and distance learning. In our database, we find several types of concerns, which shows that HEIs have a wide range of dimensions. We intend this article to be an instrument, not only to identify what was done in 2020, but to point out clues for the future.

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Section: Systematic Literature Reviewmentioning

confidence: 99%

Section: Systematic Literature Reviewmentioning

confidence: 99%

Section: Systematic Literature Reviewmentioning

confidence: 99%

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EU27 Higher Education Institutions and COVID-19, Year 2020

Sobral

Jesus-Silva

Cardoso

et al. 2021

IJERPH

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“…As a result, it appears that broader research activity into sustainable development research has been affected; academic forums have moved online, and funding and existing budgets have been shifted towards COVID-19 crisis action, and research centres have been closed ( Leal Filho et al, 2020a ). Indeed, the education system has changed dramatically to accommodate the new context, emphasising e-learning and digital platforms ( Ali, 2020 ; Crawford et al, 2020 ; Leal Filho et al, 2021 ). Similarly, researchers' free movement restrictions preclude their field data collection ability, promoting more desk research opportunities ( Berwyn, 2020 ).…”

Section: Covid-19 and Climate Changementioning

confidence: 99%

The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making

Filho¹,

Wall²,

Alvés³

et al. 2021

Environmental Science & Policy

Self Cite

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“…There is a need for future teachers to develop understanding about the dominant challenges of the society, as well as the tension between contradictory demands of economic and cultural forms of globalisation, and between globalisation and localisation (Bates, 2008;Rieckmann, 2012). Also, research shows that COVID-19 pandemic already made an impact on higher education and the need to provide sustainable development education and competencies is only going to grow in the coming years (Leal Filho et al, 2021). Research results did not confirm the second hypothesis (H2) because the level of learning outcomes according to Bloom's revised taxonomy differ according to the categories of crisis on meso and micro level (Bautista & Ortega-Ruiz, 2015;Opfer & Pedder, 2011).…”

Section: Discussionmentioning

confidence: 99%

Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia

Rajić¹,

Diković²,

Koludrović³

2021

Human, Technologies and Quality of Education, 2021

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Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content analysis of initial teacher education curriculums on a national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes in a broad field of society, education, ecology, technology, but there are no learning outcomes related to economy. Most learning outcomes in the area of crises in society were at the level of evaluation (27,3%), as well as the learning outcomes in the area of crisis in education (34%). Since there is no national standard for teacher education, significant differences were found in the scope and number of learning outcomes according to the year of study as well as the university. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis.

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COVID-19: the impact of a global crisis on sustainable development teaching

Cited by 54 publications

References 51 publications

EU27 Higher Education Institutions and COVID-19, Year 2020

EU27 Higher Education Institutions and COVID-19, Year 2020

The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making

Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia

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