Sustainable Development of Collaborative Problem Solving Competency for Technical Students through Experiential Learning (A Case Study in Planning Skills Subject at Ho Chi Minh city University of Technology and Education)

The Development of Science Teaching Model by Using Research-Based to Promote Creative Problem-Solving Skills of Students of Faculty of Education Chiang Mai Rajabhat University Thailand .

“…For the meaning of collaborative problem solving, some people give similar meanings in the following principles: according to a study published in psychology in the school of psychology, Ablon & Pollastri (2018) defines a collaborative solution as a collaborative consultation between mentors, to assist with children' problems. This is in line with Dieu, Kim & Bich (2018), which says that the existing discussions form, in addition to supporting collaborative behavior, are not only encouraging, it can also be used as a framework for collaborative solutions.In conclusion, collaborative solutions refer to a person's ability to participate in two or more joint problemsolving processes, by sharing the understanding that is, mutually acceptable and well, there is a combination of knowledge, and skills, and efforts together to solve the problem, as well as more than one way and solution that can lead all parties to the same goal and get the most out of it.…”

A case study of student development across project-based learning units in middle school chemistry

“…Collaboration in PBL is not ordinary cooperation, rather, it is reflected in the process of solving problems. The Assessment and Teaching of twenty-first Century Skills (ATC21S) project (Griffin et al, 2012) defined ways of measuring individual person skills in collaborative problem solving (CPS) and has been cited by many studies in the field of education (Camacho-Morles, Slemp, Oades, Morrish, & Scoular, 2019;Dieu et al, 2018;Pöysä-Tarhonen et al, 2018). One of the evaluation dimension of CPS is collaboration, which is consistent with collaboration in PBL.…”

Towards symbiotic approaches between universities, sustainable development, and cities

“…Information and technology developed in a university context, and extended to society, have the potential to influence the decision-making process of individuals towards sustainability 2 . Through scientific research cooperation, countries like China are distributing knowledge through higher education resources sharing, aiming to raise talent and establish high-tech research and development 3 , 4 , thus promoting regional sustainable development, and contributing to global economic development and sustainability through universities. Other countries such as the case of Vietnam, where universities are not used to full engagement in the local community 5 , have started to invest in knowledge as potential drivers to advance sustainable development, aiming to spread knowledge and improve the human condition.…”

“…Despite previous evidence in a changing world addressing sustainable development change through cooperative means at the local level, the mutual influence on the interconnection between universities and cities is not always considered 7 . The collaborative problem-solving competency of students, highlighted by the Organization for Economic Cooperation (OECD) as a key competence in the twenty-first century plays an important role in the context of sustainable development, through preparing students for a job as well as learning for life, in the context of Industrial Revolution 4.0 3 , 8 , an example of how universities may strongly influence society towards sustainable development achievement. This mutual cooperation is seen as evidence of civilization and playing a major role in the urban economy, contributing to a better society through teaching, learning, and civic engagement.…”