Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Journal of Teacher Education for Sustainability
Journal Prestige (SJR): 0.313
Citation Impact (citeScore): 1
Number of Followers: 23  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1691-4147 - ISSN (Online) 1691-5534
Published by Sciendo Homepage  [370 journals]
  • What do We Know About Teacher Educators’ Perceptions of Education for
           Sustainable Development' A Systematic Literature Review

    • Abstract: Teacher educators prepare prospective teachers to deliver Education for Sustainable Development (ESD) in schools. Lecturers’ personal perceptions of ESD guide them in this work. While there has been some research into lecturers’ perceptions of ESD in general, teacher educators as a group have been given scarcely any consideration. As groundwork for further research in this area, the research question that is the focus of this paper is: What do we know about teacher educators’ perceptions (understanding, attitudes, ideas about implementation) of ESD' We carried out a systematic literature review, including bibliographic analysis and qualitative content analysis of all the papers identified (N = 12). We found both broad and relatively limited understanding and mainly positive but also some negative attitudes. Common perceptions and/or experiences of barriers and drivers are set out below, as are reports on implementation. We conclude that further research is needed in this important field in order to develop measures to bring about systemic change in teacher education.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • When Our Will is Big, the Obstacles are Small!

    • PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Present and Future of Teacher Education Admission: Perspectives From
           Europe

    • Abstract: The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on teacher education admission criteria (TEA) today and in the future world. This exploration would open the international debate on the future need to reinvent the TE, TEA, and rethink the qualities of the TE candidates in a sustainable TE framework for the wide diversity of European countries. Data were collected from ten experts using a qualitative questionnaire with eight open questions, including one multiple choice question. Inductive and deductive qualitative content analysis was performed on the qualitative data collected. This study gives voice to professionals in TE and TEA, allowing them to express concerns, perspectives, and visions of current and future TE and TEA. In light of the cultural, social, political, and educational context in several European countries, the findings illustrate the scope of similar and unique discourses that are considered crucial in educational politics and decision making on the national, regional and pan-European scale.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment
           for a Sustainable Future

    • Abstract: The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Reflection of Concept Modelling on Student Teachers’ Learning
           Experiences From a Primary Education Perspective

    • Abstract: It is important to be able to make better informed decisions about issues such as sustainability and climate change that have both personal and global impact as early as possible in life. Primary teachers have a significant role in supporting students’ learning and understanding of these concepts. One important teaching skill that needs to be improved for understand sustainable development is the creation of meaningful generalizations, including models. Therefore, the learning experiences of pre-service primary teachers (N = 28) in regard to modelling was our focus. The results of our case study indicated concrete and visual modes as most common in student teachers’ experiences and understandings of modelling. The symbolic mode is less in evidence and an understanding of gestural and verbal models is rather unambiguous. Thus, we see a need and the potential to improve teaching and learning experiences in teacher education about the modelling of complex concepts.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Parental Engagement in Online Teaching and Learning During COVID-19
           Pandemic: Implications for Sustainable Education

    • Abstract: The present study aimed at exploring the challenges faced by Jordanian parents and ways of support they provided to their children during online classes at the time of COVID-19 pandemic. It also aimed at investigating the difference between parental engagement in online education and two variables (i.e., school type and level of education). The researcher designed a questionnaire to collect the data from 181 Jordanian parents who were engaged in online education during the pandemic. The questionnaire consisted of 22 items, 15 items asked about challenges, and 7 items were related to parents’ support to their children. The results of this study revealed that parents reported pedagogical, personal, technical, and financial challenges during the pandemic. They also reported some ways of support to their children such as providing additional digital devices, explaining and completing new worksheets and assignments, and checking new required worksheets and assignments. The study provided some implications based on the obtained results.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Climate Strikes and Curricula: Insights from Norway

    • Abstract: In this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • The Discourse of Sustainability in English Language Teaching (ELT) at the
           University of Oxford: Analyzing Discursive Representations

    • Abstract: The article presents and discusses a study that focuses upon discursive representations of sustainability in English Language Teaching (ELT) that are found on the official web-site of the University of Oxford in the United Kingdom. The study involved a corpus of texts related to sustainability in ELT that were collected on the website of the University of Oxford. The corpus was analyzed qualitatively to identify and classify the types of discursive representations of sustainability in ELT. After that, it was investigated quantitatively to calculate the most frequent types of discursive representations of sustainability. The results of the corpus analysis revealed that the most frequent types of discursive representation of sustainability in ELT at the University of Oxford involved “lifelong learning” and “digital sustainability”, respectively. It was found that the aforementioned discursive representations did not reflect the main sustainability goals that were set by the University of Oxford, inter alia, zero carbon emissions and biodiversity. It is suggested in the article that the discursive representations of sustainability “lifelong learning” and “digital sustainability” are indicative of an ELT-specific aspect of the discourse of sustainability that is communicated online by the University of Oxford.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Role of Social Justice in the Relationship Between Cultural Intelligence
           and Attitude Toward Teaching Profession

    • Abstract: The research investigated the role of social justice in the relationship between cultural intelligence and attitude toward teaching profession. For a sustainable education, social justice and cultural intelligence are seen crucial in teaching profession. The data of the study were collected from 404 prospective teachers studying at a state university in Turkey by using a paper-based survey. For collecting the data, “Cultural Intelligence Scale (CIS)” developed by Ang et al. (2007) and adapted into Turkish by Ilhan and Cetin (2014); “Social Justice Scale (SJS)” developed by Torres-Harding et al. (2012) and adapted into Turkish by Cirik (2015); and “Attitude Scale of Teaching Profession” developed by Üstüner (2006) were used. A structural model was established and conducted to hypothesize the research questions. Confirmatory factor analysis (CFA) was used to validate the measurement and structural model. The SEM-based mediating analysis using SPSS AMOS was employed to test the hypothesized relationships. According to the results, cultural intelligence predicted the attitude towards the teaching profession and also social justice. Moreover, social justice was found to be in the full mediating role in the relationship between cultural intelligence and attitude towards the teaching profession. The research concluded that social justice was an important factor in increasing cultural intelligence competencies of teacher candidates to enhance their positive attitude towards teaching profession.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Preserving World Cultural Heritage: Social Justice and Sustainability
           Competencies via Socially-Oriented Interdisciplinary Education

    • Abstract: The world’s cultural heritage (customs, practices, places, objects, artistic expressions, and values that signify a legacy of the history of humanity) provides identity to communities. In Mexico, the case of the World Heritage City of Xochimilco involves a sustainable agroecological system designed by its ancient inhabitants more than 500 years ago. Currently, the biodiversity and the chinampas (floating agricultural gardens) are at risk due to inconsistent government oversight and the lack of incentives for communities to carry on with the culture of agricultural production on Lake Xochimilco. Through a Challenge-Based Learning, a culturally relevant academic experience for university students was designed to involve them in preserving biodiversity while developing research and problem-solving skills. Satisfaction surveys and course evaluations indicated that this didactic methodology encouraged students to consider their connection to social justice issues and prompted them to expand their knowledge in their different disciplines. Socially-oriented experiential learning is an effective pedagogy that fosters a sense of social responsibility in students.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • Competences for Sustainable Development Goals: The Challenge in Business
           Administration Education

    • Abstract: This research aims to answer the following question: How to advance in the development of competences aimed at the Sustainable Development Goals (SDGs) in business administration education' An exploratory literature review was conducted to discuss human competences for the SDGs and to propose advances for their conception and development in undergraduate courses in Business Management. The discussion was based on the guidelines established by the main body engaged in the cause, UNESCO. Education for sustainable development (ESD) guided the proposal of this study for the operationalization of competences for the SDGs, organized into: i) information used in the development of competences for the SDGs; ii) how competences should be defined; iii) competency based ESD content; iv) expected results from the operationalization of competences and v) who is involved in the process.
      PubDate: Sat, 09 Jul 2022 00:00:00 GMT
       
  • How Do We Interact With the World in Creating Our Lived Experiences and
           Maintaining the Vitality of the World'

    • PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Motivation and Challenges of Teleworking Employees of Educational
           Institutions in Latvia During COVID-19

    • Abstract: This study reflects motivation as one of the most important resources for achieving the goals of sustainable education. Motivation is a challenge as well as an important goal for the sustainability of education. The impact of COVID-19 has reached such proportions that the professional life of educators may never be the same again. Some of the key questions to consider in the context of educational sustainability: What are the most effective tools for motivating educators' What are the most important mechanisms for supporting telework'The aim of this study was to find out the motivation and challenges of teleworking employees of educational institutions in Latvia during the COVID-19 pandemic. The data of the study were obtained using an employee survey of 495 remote-working respondents in the period from September to October 2020. The main sources of theoretical data were the analysis of literature, policy documents and publications. For quantitative data processing, IMB SPSS and MS Excel software were used.The authors found remarkable differences and similarities in motivation and challenges between the employees of educational institutions and the rest of the group of employees. The results showed that the main work motivations were salary, good working conditions, social guarantees, stable work, career opportunities, training opportunities and the interesting job.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • The Information Search Habits Investigated by an Eye Tracking Technique:
           How to Manage the Documentary Heritage of the National Library of Latvia

    • Abstract: The aim of the large-scale research entitled “Exploring Documentary Heritage for Building Synergies between Research and Society” is to investigate previously unexplored aspects of the documentary heritage, including the part of the legacy that has previously been subject to censorship and has therefore not been studied in depth. In order for these layers and stories to reach the public, it should initially be informed of the existence of such information, which, in turn, could create awareness and encourage action. As part of the large-scale research, the present article, using an eye tracking tool, reveals how target groups search for information on the Internet. The usability test indicates that respondents do not go to a specific information resource to search for specific information, but search is primarily started using one of the Internet search engines. The main conclusion is that, in order to ensure the availability of reliable high-quality information to the public, which is one of the key conditions for sustainable development, databases of the National Library of Latvia (NLL) should be designed in such a way that Google search engine can easily index the information contained in them.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Opinion of Pre-service Preschool Teachers on Responsiveness: A Comparative
           Study of Latvian and Polish Students in the Aspect of Sustainable
           Education

    • Abstract: The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment.The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • The Role of Feedback in the Distance Learning Process

    • Abstract: In the distance learning process, teachers, students, parents and institutions must continue the teaching and learning process despite the various limitations. During the face-to-face learning process, instructions, concepts and feedback can be verbally communicated within a relatively short period of time; while teachers in the distance learning process must briefly express their thoughts in written form so that every student can clearly understand what is being done. It is not always an easy task. One of the challenges of the distance learning process is to find ways how to provide feedback to students in a timely and meaningful way to help them improve their performance, actively engage in the learning process, and not to lose the link between a student and a teacher. The article, using theoretical (scientific and methodological literature analysis) research methods, analyzes the concept and theoretical models of the distance learning process, describes the preconditions for feedback and the importance of feedback in the teaching and learning process. By analysing the importance of feedback, suggestions for improving the distance learning process have been developed.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Promoting Sustainability Through Multimodal Storytelling

    • Abstract: In recent years, sustainability has been increasingly recognized within the early childhood education and care (ECEC) context. Early childhood educators’ capacities to design meaningful learning opportunities for young children have been underlined. The article reports on a study of student teachers’ learning during a project about multimodal storytelling and sustainability in ECEC teacher education. The study explores how multi-modal storytelling might contribute to the capacity to conduct education for sustainability in the context of ECEC. The participants were first-year student teachers at a Finnish university. The results show that multimodal storytelling can contribute to addressing challenging issues linked to sustainability through holistic learning processes. Hereby, multimodal storytelling opens for the exploration of existential issues and complex aspects of sustainability education. It contributes to the reflection and discussion of values, knowledge and skills that are vital for the capacity to conduct sustainability education in the early childhood.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Sustainable Teacher Professional Development Through Professional Learning
           Community: PLC

    • Abstract: In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Pre-Service Teachers’ Beliefs on Human Population Growth in the Context
           of Education for Sustainable Development: Development and Validation of an
           Instrument

    • Abstract: The ongoing debates about the effects of human population growth (HPG) is one of the concepts in education for sustainable development (ESD). Beliefs toward HPG are an important construct for teacher education because beliefs potentially interfere with their instructional practices and students’ beliefs, attitudes and behaviors. Accordingly, this study focused on developing and validating an instrument to explore pre-service teachers’ beliefs toward the effects of HPG. The instrument was piloted, revised, and the main study was administered to 658 pre-service teachers. The instrument revealed five dimensions: requirements to support HPG; neo-Malthusian environmentalism; population and national economy; quality of human life; and population, resources and environment. Pre-service teachers’ beliefs revealed that they needed additional support to understand multiple and nested interactions among HPG, urbanization, energy demand and national economy within the context of sustainability. This instrument is a promising tool to provide insights when designing courses on ESD for pre-service teachers.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
  • Doctoral Students as Future Teachers at Universities: Factors Related to
           Professional Identity

    • Abstract: Doctoral students’ professional identity in higher education institutions is a relevant field of research in the context of education for sustainable development. Higher education institutions face the following challenge: it is very important for the Doctoral students to develop the skills of the researcher during their studies; however, the competencies of the teacher are crucial in order to become part of the higher education institution. Thus, sustainable development of teacher’s professional identity of Doctoral students plays a meaningful role in retaining gifted young scientists at higher education institutions. The article analyzes the psychological, social and academic environmental factors that are important for identification of the teacher’s professional role during Doctoral studies. The sample of the study consisted of 494 Doctoral students from 22 higher education institutions in Lithuania. The study was conducted using Teachers’ Professional Role Identity Scale, Big Five Inventory, Social Support Questionnaire and two scales compiled to measure academic environmental factors. The results revealed that Doctoral students’ external thinking style, personality traits of extraversion and conscientiousness, perceived support of family and friends, material conditions for internships and conferences and other academic environment factors are significant for Doctoral students’ identification with the teacher’s professional role. These results have practical application for Doctoral students’ satisfaction with studies, productivity and career management. This is important for the seeking sustainable development goals of higher education.
      PubDate: Fri, 21 Jan 2022 00:00:00 GMT
       
 
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