<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yuan-Lung Tsai</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPORTANCE OF “DIALOGUE CAPACITY” IN SUSTAINABLE DEVELOPMENT GOALS COMMUNITY PRACTICES: FROM THE PERSPECTIVE OF SDGs AND ITS EDUCATIONAL REFLECTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community practice</style></keyword><keyword><style  face="normal" font="default" size="100%">dialogue capacity</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustainable Development Goals (SDGs)</style></keyword><keyword><style  face="normal" font="default" size="100%">University Social Responsibility (USR)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055715.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years, universities worldwide have actively embraced University Social Responsibility (USR) to address the Sustainable Development Goals (SDGs). Expanding beyond traditional roles in teaching and research, universities now focus on societal service and national development to enhance their social impact. This study examines how the Nordic Walking Program in Xinwen, Budai Township, Chiayi County, Taiwan, employs “dialogic capacity” to support SDG 3 (Good Health and Well-being) and SDG 5 (Gender Equality) as part of a university’s commitment to USR. The researchers observed classes and interviewed three participants, a coach, and an assistant. These observations and in-depth interviews provide insights into how dialogic capacity aids in achieving SDG 3 and SDG 5.
For SDG 3, the program enhances mental health by fostering emotional support, reducing isolation, and alleviating stress. It also addresses physical health by promoting regular exercise and educating participants on cardiovascular and metabolic risks, motivating healthier behaviors. Personalized coaching and monitoring empower participants to adopt preventive health practices and manage their health more effectively.
The program also advances SDG 5 by creating an inclusive learning environment open to all genders, especially in rural Budai Township, where women often face gender-based limitations. Through awareness and advocacy, the program helps women recognize and overcome discrimination, asserting their right to participate in sports. This inclusive approach not only fosters gender equality but also boosts women’s confidence and engagement in a supportive, non-discriminatory setting.
</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1065-1080</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shan-Wen Chu</style></author><author><style face="normal" font="default" size="100%">Chia-Hui Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING CULTURAL CREATIVITY AND INDUSTRY COURSES INTO SUSTAINABILITY PRACTICE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural and creative industries</style></keyword><keyword><style  face="normal" font="default" size="100%">social practice</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustainable Development Goals (SDGs)</style></keyword><keyword><style  face="normal" font="default" size="100%">University Social Responsibility (USR)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055253.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study explored how cultural creativity courses can enhance university students’ awareness of sustainability issues and inform the design of sustainable development practices aligned with local cultural values. A total of 75 university students participated in an 18-week general education course, with 50 valid responses analyzed through a mixed-methods approach. Quantitative data were collected via a semi-structured questionnaire, while qualitative data included reflections and interviews analyzed using thematic analysis.
The findings reveal that students developed significant insights into environmental, economic, and social sustainability dimensions through experiential activities, such as field visits and creative product designs. These results align with prior research on experiential learning, highlighting the importance of integrating cultural creativity into sustainability education. However, this study contributes a novel framework by demonstrating how localized, hands-on courses can foster community engagement and sustainable practices. This research provides implications for designing university curricula that address sustainability while preserving local cultural heritage. This study has addressed a gap in sustainability education literature by integrating cultural creativity and experiential learning. The creative outputs, such as cultural products designed by the students, reflected the integration of sustainability practices with local cultural heritage.
</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">965-985</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Ming-Chung Chen</style></author><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Yumiko Takagi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING SUSTAINABLE DEVELOPMENT GOALS (SDGs) AT SCHOOLS: ACHIEVEMENTS AND CHALLENGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">emotional intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustainable Development Goals (SDGs)</style></keyword><keyword><style  face="normal" font="default" size="100%">University Social Responsibility (USR)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055097.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The articles in this theme issue collectively emphasize the intersection of education, sustainability, and community engagement. They underline the importance of innovative teaching practices, emotional intelligence, and sustainable facility design in achieving broader societal goals. Promoting SDGs at schools represents a complex yet rewarding endeavor. While significant achievements in quality education, gender equity, and early childhood development are evident, challenges such as resource inequalities, digital divides, and cultural barriers persist. Educators and policymakers can advance the dual goals of sustainability and social equity by integrating innovative practices, fostering emotional intelligence, addressing systemic issues, and strengthening community ties. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">947-948</style></section></record></records></xml>