Abstract:The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensiv… Show more
“…Moreover, following the present results, previous studies have demonstrated that difficulties in achieving sustainable educational institutions continue to be presented [92], and these organizations should move towards sustainable goals [93]. Nevertheless, most studies focused on the students as the most significant agents, integrating the new educational models accordingly o their age [14,73,94]. Despite that, Freidenfelds et al [92] indicated that sustainable goals should focus on the stakeholders, students, researchers, and staff, being optimal to understand the teachers better.…”
Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.
“…Moreover, following the present results, previous studies have demonstrated that difficulties in achieving sustainable educational institutions continue to be presented [92], and these organizations should move towards sustainable goals [93]. Nevertheless, most studies focused on the students as the most significant agents, integrating the new educational models accordingly o their age [14,73,94]. Despite that, Freidenfelds et al [92] indicated that sustainable goals should focus on the stakeholders, students, researchers, and staff, being optimal to understand the teachers better.…”
Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.
“…Universities have established student mental health management institutions such as mental health counseling centers and mental health consultation centers, aiming to care for students' mental health seriously, carefully counsel them on their psychological problems, scientifically diagnose their psychological diseases, and avoid the occurrence of their psychological problem crises [5][6]. Its main form is to map students' mental health problems, identify problems, and initiate psychological education classes such as lectures, mainly by distributing mental health questionnaires and analyzing them statistically [7][8][9]. When students encounter psychological problems, they take the initiative to visit the counseling room and communicate face-to-face with the counselor [10].…”
In this paper, the participants' interaction input emotion is assessed to analyze the current student interaction relationship, and two influencing factors, friendliness and empathy, are extracted. Secondly, the psychological game process of interpersonal interaction is simulated to model the emotion generation process of participants and students, and the sub-game perfect equilibrium strategy of the embedded game is used as the optimal emotion selection strategy. Finally, the student’s emotional states are updated according to the optimal emotional strategy, and the spatial coordinates of students’ emotional states after being stimulated by emotions are labeled with the spatial coordinates of six basic emotions. The results show that the happiness enhancement strategy based on the game model increases from 0 to 0.9, and the effectiveness increases to 1.0.
“…This is because scientific literacy is one of the basic life skills that must be mastered by 21st-century society. Scientific literacy is importantly used to solve various problems related to science and technology (Krejci et al, 2020;Yaacob & Lubis, 2022). The 2013 curriculum states that education should not separate students from their environment so that development is based on educational principles that are relevant to the needs and environment of students.…”
Chemical literacy is important for someone to have to understand scientific problems that occur in everyday life so that they can choose wise decisions in solving them. The objectives to be achieved in this study are to analyze the students' chemical literacy skills on acid-base material using a two-tier multiple-choice instrument SSI based. The research design used is a descriptive qualitative method. The sample in this study was taken or selected using a purposive sampling technique. Data collection techniques are used by researchers in the form of tests and interviews. The steps taken to analyze the data are data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that 1. The results of the students' chemical literacy test on acid-base material showed that as many as 15% of students were in the high category, 62% of the students were in the medium category, and 23% of the students were in a low category. 2. Students' chemical literacy was sufficient in the aspect of content (79%), context (70%), HOTS (69%), and attitudes (66%). The sub-indicator that students mastered the most in context indicators was analyzing the strategies and benefits of chemical applications. In the HOTS indicator, the students' most dominant skills are asking questions and seeking information on chemical issues. The attitude indicator shows the lowest achievement among other indicators due to the lack of student interest in issues related to chemistry.
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