Investigating the Critical Issues for Enhancing Sustainability in Higher Education Institutes in Thailand

Tabucanon, Allan Sriratana; Sahavacharin, Alisa; Rathviboon, San; Lhaetee, Husna; Pakdeesom, Dhitiya; Xue, Wenchao; Charmondusit, Kitikorn

doi:10.18280/ijsdp.160311

Cited by 15 publications

(18 citation statements)

References 35 publications

(48 reference statements)

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“…Similar studies aimed at improving universities' recycling rates and practices have been conducted in the UK [12,13] and beyond. A study in Thailand aimed at investigating important issues for sustainability implementation in higher education noted that waste remains a critical issue for HEIs [14].…”

Section: Studies On the Effectiveness Of University Recycling Programsmentioning

confidence: 99%

Strategies to Increase Sustainability Awareness in Higher Education: Experiences from Abu Dhabi Women’s College

Griffin¹,

Barona²,

Gutierrez³

2022

IJSDP

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Environmental sustainability remains an important challenge worldwide, and multiple studies highlight the need to increase individuals' knowledge of such issues. A number of researchers suggest that universities are in a unique position to increase awareness of environmental sustainability issues and effect change in young adults and surrounding communities. This paper chronicles one interdisciplinary team's attempt to increase sustainability awareness in a university setting within the United Arab Emirates. The research team collaborated over an 18-month period to plan and execute a series of strategic events aimed at increasing sustainability awareness among students, staff, and other university stakeholders. Having adapted a Participatory Action Research (PAR) approach, the researchers collected largely qualitative data from periodic meetings, survey results, observation, and reflection activities to evaluate the success of each event. The collected data was subsequently used to plan each succeeding strategy and increase the likelihood of its success. The PAR process encouraged team reflection and facilitated collective action throughout the campaign. As a result, the team observed heightened levels of participation as the sustainability campaigned progressed. There was also a marked improvement in the attitudes of stakeholders towards the protection of the environment and sustainability practices. The study concludes with lessons learned and recommendations for best practices to manage environmental sustainability awareness campaigns. Recommendations include the employment of collaborative partnerships, effective marketing, and motivational practices. Such findings may be of practical value to Higher Education Institutions and other organizations seeking to promote sustainability awareness and create a structured awareness campaign.

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Section: Studies On the Effectiveness Of University Recycling Programsmentioning

confidence: 99%

Strategies to Increase Sustainability Awareness in Higher Education: Experiences from Abu Dhabi Women’s College

Griffin¹,

Barona²,

Gutierrez³

2022

IJSDP

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“…Thailand has yet to improve the quality of its information, and foreign languages are currently a barrier to understanding global happenings. It is crucial to realize between policy and vision for higher education (Tabucanon et al, 2021). Learning English, for example, is a challenging subject due to the limits of the teaching profession, resulting in a weak learning system, and social impact and government policies are insufficient in providing material resources in Thai schools (Khaur et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Role of AIESEC in Implementing SDGS No. 4 Through Global Volunteers in the Suphanburi, Thailand

Wiranto

Deniar

Pornsuratana³

2022

QLMN

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This research examines the role of AIESEC as an international organization in facilitating the implementation of SDGs through Global Volunteers in Suphanburi, Thailand. The SDGs' implementation affects getting involved and contributing actively to making the world a better place, especially regarding "Quality of Education." As a forum for facilitating education, it is necessary to consider the need for space for international organizations to provide various roles. As one of the significant organizations, AIESEC plays a role in providing real action to youth by contributing to the development of globalization. The research method uses qualitative research through library research from several journals, news, and data from AIESEC in this research. The result shows that the implementation of SDGs through Global Volunteers realizes and facilitates the development of education, especially in Suphanburi, which is a challenge, but can develop and will continue to evaluate how to create a globally supportive role. Therefore, AIESEC facilitates global values, activities, and program initiatives to support by implementing SDGs no 4, which is in the form of direct teaching materials to educate children in schools and communities to improve the quality of education and broaden horizons globally from English Day Teaching, Community Service, and also Global Village.

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“…As new education information applications are being developed and updated constantly, the conventional off-line classroom teaching has transformed to "smart class" and "distance education" which are formed based on online learning behaviors [1][2][3][4][5][6][7][8]. Distance education is very different from the conventional off-line classroom teaching in terms of organization form, mode, method, and tool [9][10][11][12][13][14][15]. With such transformation, the teaching interaction method gradually changes from the simple teacher-student interaction to the interaction among three parties: teachers, students, and distance platforms [16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Students’ Willingness to Participate in Interactive Teaching in the Context of Distance Education

Pan¹

2022

Int. J. Emerg. Technol. Learn.

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Figuring out students’ willingness to participate in interactive teaching activities is conductive to promoting the application of distance education, thereby assisting teachers to better formulate and implement their teaching plans of distance education. In common practical research on teacher-student and student-student interactions in the context of distance education, the interactive behavior data are mostly collected at certain fixed time points, and the influence of the information technology of distance education platforms on students’ motivation and willingness to participate in interactive teaching activities has been ignored. To make up for these shortcomings, this paper aims to analyze students’ willingness to participate in interactive teaching in the context of distance education. At first, this paper built a hidden Markov model to describe the changes from the current state to the future state of students’ willingness to participate in interactive teaching. Then, based on the data of teacher-student and student-student dialogues, this paper built a prediction model to identify students’ willingness to participate in interactive teaching. At last, the effectiveness of the constructed models was verified by experimental results.

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Investigating the Critical Issues for Enhancing Sustainability in Higher Education Institutes in Thailand

Cited by 15 publications

References 35 publications

Strategies to Increase Sustainability Awareness in Higher Education: Experiences from Abu Dhabi Women’s College

Strategies to Increase Sustainability Awareness in Higher Education: Experiences from Abu Dhabi Women’s College

The Role of AIESEC in Implementing SDGS No. 4 Through Global Volunteers in the Suphanburi, Thailand

Students’ Willingness to Participate in Interactive Teaching in the Context of Distance Education

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