@article {1679, title = {FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {598-611}, abstract = {This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants{\textquoteright} perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants{\textquoteright} perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.}, keywords = {early childhood education, PDCA, preschool teacher, sustainable development, system thinking}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.598}, url = {https://oaji.net/articles/2023/457-1698379127.pdf}, author = {Cheng, C.-C. and Huang, K.-H. and Yi-Kai Lin} } @article {1432, title = {ENVIRONMENTAL AWARENESS OF CIVIL ENGINEERS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT OF SOCIETY}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {568-584}, abstract = {In the context of the man-made burden on the natural environment, the issues of developing civil engineering students{\textquoteright} environmental awareness are important and particularly relevant to low environmental security countries, which include Ukraine. The authors emphasize the need for broad implementation of the Concept of Sustainable Development in professional training of civil engineering students, determine the level of their environmental awareness, compare the levels of formation of environmental awareness components, and pursue to identify effective ways to environmentalize engineering training. The study involved the students of Donbas National Academy of Civil Engineering and Architecture. The authors selected the semi-structured questionnaire method combining rating, Likert and importance scales, alternative and unstructured questions, as well as elements of the Azapagic and the Naturafil techniques. The results did not prove the formation level of the civil engineering students{\textquoteright} environmental awareness to be unsatisfactory. It was also found that the civil engineering students have steady environmental beliefs and are willing to comply with environmental norms in their activities. This fact brought the authors to the conclusion that the current practice of higher technical education in Ukraine takes account of sustainable development. The level of the civil engineering students{\textquoteright} environmental knowledge was also determined as sufficient, while their environmental activity and environmental management skills were seen as low. According to the authors, the use of integrated and practice-oriented approaches to teaching professional subjects and the introduction of environmental topics into general education subjects will contribute to strengthened environmentalization of professional training of civil engineers.}, keywords = {civil engineer, environmental awareness, higher school, sustainable development, technical education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.568}, url = {http://oaji.net/articles/2021/457-1628686998.pdf}, author = {Inna Khyzhniak and Vasyl Kravets and Larysa Lysak and Vita Hryhorieva} } @article {1286, title = {AN EXAMINATION OF TEACHERS{\textquoteright} SUSTAINABLE DEVELOPMENT AWARENESS IN TERMS OF BRANCHES, GENDERS, AGES AND YEARS OF SERVICE}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {342-358}, abstract = {Sustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as .05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers{\textquoteright} sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers{\textquoteright} ages and gender and their sustainable development awareness scores.}, keywords = {descriptive research, science education, sustainable development}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.342}, url = {https://journals.indexcopernicus.com/search/article?articleId=2537291}, author = {Ayse Ceren Atmaca and Seyit Ahmet Kiray and Mustafa Hilmi Colakoglu} } @article {1212, title = {EDUCATION AS A HUMAN RIGHT AGAINST HATE SPEECH AND INTOLERANCE}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Editorial}, chapter = {314-316}, abstract = {On January 24, 2019, the International Day of Education was celebrated for the first time. One of the celebrations was a speech by the Secretary-General of the United Nations (UN), in which Mr. Ant{\'o}nio Guterres highlighted the role of education in combating hate speech, intolerance in various aspects and also in xenophobia. In the words of the Secretary-General of the UN: "Such a situation constitutes a violation of his fundamental right to education. The world cannot afford to deprive a generation of children and young people of the knowledge they will need to have a place in the economy of the 21st century. " }, keywords = {International relations, quality education, secondary education, sustainable development}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.314}, url = {http://oaji.net/articles/2019/457-1561381761.pdf}, author = {Agnaldo Arroio} } @article {1056, title = {ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {182-193}, abstract = {In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document, considering society and economy not just as conditions for environmental sustainability, but as equally important pillar of the {\quotedblbase}building of sustainability{\textquotedblright}. Fulfilment of these goals and targets needs active participation of present and future generations, hence education of these tasks is inevitable. The aim of the research is to specify those goals and detailed targets in which renewable energy sources are involved. The latter is just one aspect for bringing the whole complex closer to the adults and youngsters to educate. This topic, however, is characterised by three features that make this aspect appealing: renewable energies are (i) fast developing, (ii) future oriented by saving the environment and (iii) they represent relatively new pieces of knowledge, so contemporary information should not fight with older learning. Before turning to these goals and targets, a reasonable classification of the 17 goals, listed without any systematic order in the UN document, is provided. The presented classification of the goals recommends the following groups: (i) Primary needs of humans (Goals 2, 3, 6 and 7) (ii) Equality between humans (1, 4, 5 and 10), (iii) Efficient, sustainable production (8, 9, 12 and 13), (iv) Landscapes in danger (11, 14 and 15) and (v) Worldwide cooperation (16, 17). From these Goals, No. 7 (affordable and clean energy) and No 13 (climate action) are in full synergy with the aim of extended renewable energy utilisation, but No 2 (zero hunger) might be in contradiction with extensive land use for bio-energy. If consumption of timber for bio-energy continues to be intense than No. 15 (life on land) may also contradict to other goals of sustainable development. Six further targets are identified as related to renewable energies without relatedness of the complete goals. So, we may consider 14 targets belonging to 9 goals to be related to energy sources. The recommended classification of the goals and quotations of the energy-relevant targets are illustrated by some world-wide and Hungarian indicators. Being acquainted with these objectives is useful for all youngsters, presented at their level of knowledge, and it provides a good basis to refresh one{\textquoteright}s activity expressed in the environmental education. }, keywords = {climate change, environmental education, renewable energy, sustainable development}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.182}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1237099}, author = {Janos Mika and Andrea Farkas} } @article {1092, title = {TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {535-549}, abstract = {The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended. }, keywords = {job creation, Nigerian economy, social ills, sustainable development, TVET skills}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.535}, url = {http://oaji.net/articles/2017/457-1513710378.pdf}, author = {James Edomwonyi Edokpolor and Robinson Osarumwense Owenvbiugie} } @article {509, title = {RECONCILING ADULT EDUCATION NEEDS FOR SUSTAINABLE DEVELOPMENT: THE CASE OF TRINIDAD AND TOBAGO SMALL SCALE FISHERIES}, journal = {Problems of Education in the 21st Century}, volume = {52}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {72-83}, abstract = {The critical role of fisheries to food security and coastal livelihoods, as well as its impact on dwindling marine resources, motivate an examination of the degree to which education and training needs in the fisheries sector are met. This paper investigates the specific case of Trinidad and Tobago small scale fishers, a particularly vulnerable population whose livelihoods are bidirectionally linked to sustainable development. The challenges of declining fish stocks, increasing market prices and the fierce competition presented by technology-based fishing techniques, present a persuasive case for context-appropriate education and training for Trinidad and Tobago small scale fisherfolk. Research was conducted to examine the training needs of these fisherfolk, as articulated by key industry stakeholders, including the fishers themselves; and to set these needs off against available training provisions. A reconciliation strategy for education and training was developed to respond to the needs of the industry as well as to the Caribbean priorities of sustainable development and fisheries management.}, keywords = {small scale fisheries, sustainable development, training needs specification}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.52.72}, url = {http://oaji.net/articles/2014/457-1419412721.pdf}, author = {Kim I. Mallalieu and Candice V. Sankarsingh} }