Quality education as a predictor of education for sustainability

Anghel, Gabriela Alina; Neculau, Bogdan Constantin

doi:10.2478/jesm-2022-0008

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…It is also an integral part of serving a quality education. The quality of education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental, and economic (Anghel & Neculau, 2022).…”

Section: Discussion Of Findingsmentioning

confidence: 99%

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Effect of Zakat Potential Management on Achieving SDGs: Case of the Indonesian National Amil Zakat Agency

Said

DARMAWATİ

HADİNİNGDYAH

et al. 2023

IJISEF

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This study aims to analyse the influence of zakat potential on sustainable development goals (SDGs), i.e., no poverty, no hunger, and quality education. The study’s findings show that zakat potential influences SDGs even though the correlation is low when it comes to poverty (0.103), no hunger (0.193), and quality education (0.079). Additionally, it is also found that access to quality education through the allocation of BAZNAS scholarship programs for undergraduate, Master, and Doctoral programs and research assistance bring positive changes. Scholarship recipients hold periodic meetings with inspirational figures to disseminate practical experience and encourage BAZNAS Scholarship awardees to become business actors to be independent and help others. Zakat potential empowers teachers' book writing skills through writing awards to increase intellectual potential, academic potential, and thinking productivity. Zakat potential is also distributed for psychosocial visiting children and communities affected by natural disasters. In addition to educating them and raising their self-confidence, it also releases them from prolonged psychological trauma.

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Section: Discussion Of Findingsmentioning

confidence: 99%

“…3, Law no. 86/2006) (Anghel & Neculau, 2022). Quality education implies the ability or degree with which an educational system confirms the established standard and appropriateness of the inputs available for the delivery of the system (Ubogu, 2022).…”

Section: Quality Educationmentioning

confidence: 99%

Effect of Zakat Potential Management on Achieving SDGs: Case of the Indonesian National Amil Zakat Agency

Said

DARMAWATİ

HADİNİNGDYAH

et al. 2023

IJISEF

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“…The school is defined as an organization by the goals and processes it promotes, but also by the interactions between the members of the organization. At the same time, it is part of the category of "learning organizations", facilitating the learning of all members at the level of the organization, this learning representing its fundamental basis ( Anghel, 2023). Emile Durkheim defined school as a social group that has its own entity and physiognomy, an organization similar to that of adult society (Barbu, 2009).…”

Section: Introductionmentioning

confidence: 99%

Is the School a Learning Organization?

Matei,

Lincă

2024

Journal of Education, Society &Amp; Multiculturalism

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The concept of an organization that learns “learning organization” is one of the most mentioned ideas in management, representing a subject of great interest for theorists in the field and for those involved in the functioning of organizations. The actuality of the topic consists in the fact that today learning has an important role within organizations. Learning and teamwork are highly encouraged in order to achieve common goals and to achieve the results that the members of the organizations really want. In contemporary times, society is in a continuous process of change. Under these conditions, the school must develop its ability to change to the new in order to face the challenges so that its role as a factor in the development of society becomes more and more obvious. Thus, permanent learning appeared as a reaction to the rapid transformations taking place in society, representing at the same time a necessity and a solution. The school is part of the category of organizations that learn, it being different from the others due to the specificity of the dominant activity, namely the instructive-educational process. In this article, we addressed the main characteristics existing in the specialized literature that define the learning organization, the school as a learning organization, as well as the identification of the existence of a possible relationship between the personal factors of teachers and the strategies that make the school a learning organization. The results illustrate the necesity of a correlation factors, such as function, teaching degree, seniority at work, with the strategies that make the school a learning organisation. In the table below we can see that the education level of the teaching staff is the only variable that does not correlate with the strategies that make a school a learning organisation.

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“…ES in Higher Education gained attention after the approval of the 2030 Agenda for Sustainable Development, and it is considered one of the contemporary indicators of educational quality ( Anghel and Neculau, 2022 ). Moreover, ES in higher education “aims to encourage young people to become active participants in building more sustainable societies” ( Finnveden et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country

Idoiaga Mondragon,

Yarritu,

Saez de Cámara

et al. 2023

Front. Psychol.

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IntroductionOne of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching. In this regard, this research aimed to analyze if members of the teaching staff have started this integration and, if so, which sustainability-related topics have been introduced and which skills do they consider contribute to the development of future graduates.MethodsA questionnaire was administered to teaching staff at the University of the Basque Country in 2022. A total of 403 teachers completed the questionnaire, expressing their perceptions through open-ended questions.ResultsIn general terms teachers incorporate ES into their teaching (71.22%). However, they do this mainly within the framework of two general themes: “Environmental awareness and energy” – most used by teachers of experimental sciences and engineering – and “Social commitment,” most used by teachers of social sciences and those who are familiar with the UN 2030 Agenda for Sustainable Development. Regarding the key competences that ES provides for future graduates, those most frequently mentioned were “training of professionals committed to society” and “critical thinking and ethics.” These competences were particularly notable in the discourse of teachers who were aware of the 2030 Agenda and who use active methodologies in their classrooms. Finally, the opinion that sustainability has little to do with their teaching (28.78%) was notably expressed by teachers less familiar with the 2030 Agenda.DiscussionThus, it can be concluded that, aside from knowledge of the 2030 Agenda, factors such as the sustainability policy of the institution, area of teaching expertise, and the use of active methodologies all play a significant role in determining whether competences for sustainable development are integrated into higher education teaching.

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Quality education as a predictor of education for sustainability

Cited by 8 publications

References 4 publications

Effect of Zakat Potential Management on Achieving SDGs: Case of the Indonesian National Amil Zakat Agency

Effect of Zakat Potential Management on Achieving SDGs: Case of the Indonesian National Amil Zakat Agency

Is the School a Learning Organization?

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country

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