scholarly journals Environmental Education for Sustainability in Higher Education Institutions: Design of an Instrument for Its Evaluation

2021 ◽  
Vol 13 (13) ◽  
pp. 7129
Author(s):  
María Delfina Luna-Krauletz ◽  
Luis Gibran Juárez-Hernández ◽  
Ricardo Clark-Tapia ◽  
Shafía Teresa Súcar-Súccar ◽  
Cecilia Alfonso-Corrado
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Higher Education Institutions ◽  
Expert Judgment ◽  
Target Population ◽  
Education For Sustainability ◽  
Pilot Test ◽  
Institutional Identity ◽  
Expert Review ◽  
Optimal Value

Higher Education Institutions (HEI) play a fundamental role in the transition towards Environmental Education for Sustainability (EES). As a consequence, one of the most critical challenges is the need to know their level of incorporation into the environmental agenda. Therefore, an instrument was made and validated to determine the level of incorporation of Environmental Education for Sustainability into the environmental agenda of HEIs. For its construction, the dimensions of Institutional Identity, Teaching, Research, Extension/dissemination, and Linkage were considered, relying on a total of 17 items. Its validation was carried out through an expert review and expert judgment, and a pilot test was carried out to adapt it to the target population. The main result was an instrument that integrates the substantive and procedural functions of HEIs. Following the expert review, the instrument was improved according to their suggestions. The expert judgment showed an adequate content validity (Aiken’s V > 0.80; LL > 0.60). The pilot test also suggested that the understanding of instructions and items was adequate with an optimal value of internal consistency (Cronbach’s alpha of 0.862). An instrument that determines the level of incorporation of the EES in the substantive and procedural functions of HEIs is presented, valid in content, and with adequate levels of clarity and understanding of the target population.

scholarly journals The preparedness of subject librarians to meet the challenges of information technology in higher education institutions in Kwa-Zulu Natal

2015 ◽  
Author(s):  
◽  
Sizeni Makhathini
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Data Collection ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Target Population ◽  
Training And Development ◽  
Skills Transfer ◽  
Electronic Questionnaires ◽  
Technology In Higher Education

This study investigates the preparedness of subject librarians to meet the challenges of information technology in higher education institutions in the province of Kwa-Zulu Natal. The objectives of the study were to identify different technologies that subject librarians use, also to investigate the preparedness of subject librarians to meet the challenges of information technology as it changes rapidly. Furthermore to determine the areas in their technological skills that subject librarians need to improve or strengthen; and to investigate whether the surveyed institutions are providing training and development programmes to re-skill and update subject librarians on new technologies. The target population for this study was subject librarians from major academic institutions in Kwa-Zulu Natal. Electronic questionnaires were administered to subject librarians for data collection purpose. The study revealed some weaknesses in the use of some technology as well as challenges being faced in skills transfer using technology. Recommendations were made on support from the management of universities in re-skilling subject librarians and pro-active actions from subject librarians should they encounter something new in technology.

scholarly journals THE QUALITY STANDARD FOR MULTIMEDIA CONTENT IN E-EDUCATION ON THE EXAMPLE OF HIGHER EDUCATION IN BIH

2019 ◽  
Vol 34 (1) ◽  
pp. 263-270
Author(s):  
Siniša Tomić ◽  
Dalibor Drljača ◽  
Igor Grujić
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Bosnia And Herzegovina ◽  
Quantitative Data ◽  
Higher Education Institutions ◽  
Target Population ◽  
Multimedia Content ◽  
Central Research ◽  
E Learning ◽  
Electronic Education

Today, more than ever, it is necessary to standardize the electronic teaching content, to set quality standards and to separate quality from bad content. Higher education institutions must take an active role in the development and use of information technologies in teaching processes. The central research topic in this paper is the empirical research, where the collected primary quantitative data is stored in the corresponding database and further analyzed. This paper examines the effects and inductive character of the multimedia concept of electronic education in Bosnia and Herzegovina. The research was conducted on students of the higher years of studies at various higher education institutions in Bosnia and Herzegovina. The knowledge, experience and skills that students acquire are the most merits and relevant results of the e-learning implementation. In order to achieve good results, it is necessary to create an adequate online learning environment and, if possible, to personalize it. Unfortunately, the non-standardization of multimedia content and of the process of delivering electronic content reduces the effects of such teaching. This problem is expressed everywhere in the World, and so with us. Higher education institutions must accept and even design new e-learning models in order to meet the needs of users for this type of teaching and learning.The target population in this research were students of higher years of study at various higher education institutions in Bosnia and Herzegovina, where electronic education was represented. An additional requirement was that universities have implemented Distance Learning systems providing free and unrestricted access to the target population. The idea was that the students of the first year of graduate studies do not enter the research, as they hypothetically do not yet have established a critical opinion about the field of interest of this research, which would probably adversely affect the quality of the obtained results. The empirical research was conducted through a questionnaire (period: October 2016 - January 2017), where primary quantitative data were collected, compiled into an appropriate database and further analysed.

scholarly journals Trends in Using ICT Resources by Professors in HEIs (Higher Education Institutions)

10.28945/4601 ◽  
2020 ◽  
Vol 19 ◽  
pp. 395-425
Author(s):  
Carmen Tulia Ricardo-Barreto ◽  
Daladier Jabba Molinares ◽  
Humberto Llinás ◽  
Judith M Peña Santodomíngo ◽  
Cinthia Milena Astorga Acevedo ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Educational Innovation ◽  
Target Population ◽  
Educational Process ◽  
Educational Resources ◽  
Future Research ◽  
University Professors ◽  
Ict Use

Aim/Purpose: This study aimed at recognizing and analyzing the trends of ICT use (hardware, software, and digital educational resources) by higher education professors in the Antioquia region (Colombia), and characterizing this population according to their context. Background: The inexorable growth of ICT and the convergence of networks have produced great changes in human culture, and particularly in the educational environment. As a result, the development of appropriate technological competencies and the study of the trends of ICT use to meet this requirement become necessary. Methodology: The study follows a quantitative approach, with a non-experimental and correlational design. The sample consisted of 97 professors from different universities of the Antioquia region (Colombia), age between 21 and 60 years old, selected in a non-aleatory way, to fill in an online survey. Contribution: A contribution is the identification and characterizing of an active population in higher education and the trends in use of digital resources in the classroom from the professors’ perception that allows recognizing the pedagogical potential of these resources to enrich the process of social and educational appropriation of ICT in higher education institutions (HEI). Findings: Findings show the level of use (low and high) of ICT (hardware, software, and digital educational resources) by university professors, identifying those that still maintain a predominant use (e.g., desktop PC); those that are innovative (e.g., laptop, smartphone), and those that appear with low frequency (e.g., apps, digital blackboard, clickers). These results show some factors that may influence the development of these trends, such as technological infrastructure, HEI support, teachers’ training, the accessibility and availability of resources, and preference for digital open resources. Recommendations for Practitioners: According to the results, universities should provide technological resources and suitable connectivity necessary for educational innovation to professors. Besides, it is suggested to strengthen the pedagogical use of ICT by training according to the trends of use and professors’ competency levels. Recommendation for Researchers: This study made evident professors’ great preference of using storage, display, and sound devices, among them the desktop PC and the laptop continue being the key tools to boost the educational process, in contrast to the low use of tools to detect plagiarism, social networks, and apps to boost activities with emergent technologies. Considering the potential and richness these tools may offer in the educational processes, it should be interesting to carry out studies on factors or motivations that influence the little inclination to use them. Impact on Society: The analysis of the trends of ICT use from the perspective of university professors about hardware, software, and digital educational resources may suggest greater attention to the permanent training to take advantage of the pedagogical and technological potential of these tools. Future Research: This study allows thinking of other ways and lines of research that are the base to develop future proposals exploring the reality of new generations of professors. It also could be the base to carry out comparative studies in other regional contexts, which permit to compare, contrast and enrich professors’ diversity. On the other hand, this research also shows the importance of carrying out mixed studies that offer a greater level of comprehension, analysis, and reflection about the target population and the trends of use of ICT.

scholarly journals Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Melissa Franchini Cavalcanti-Bandos ◽  
Silvia Quispe-Prieto ◽  
Alberto Paucar-Caceres ◽  
Toni Burrowes-Cromwel ◽  
Héctor Heraldo Rojas-Jiménez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Latin American ◽  
Higher Education Institutions ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Content Type ◽  
Business Programs ◽  
Sustainability Literacy ◽  
The Usa

Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

scholarly journals How Teaching Affects Student Attitudes towards the Environment and Sustainability in Higher Education: An Instructors’ Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 172-182 ◽  
Author(s):  
Anastasia Misseyanni ◽  
Christina Marouli ◽  
Paraskevi Papadopoulou
Keyword(s):  
Higher Education ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Essential Element ◽  
Learning Objects ◽  
Education For Sustainability ◽  
Emotional Engagement ◽  
Environmental Pressures ◽  
Attitudes And Behaviors ◽  
And Behaviors

In the rapidly changing, 21st century globalized world, with increasing environmental pressures and challenges, education for the environment and sustainability is a priority at all levels; from  kindergarten to higher education. It is the education that will create the environmentally aware and socially responsible individuals, capable of addressing existing and future environmental challenges. Courses on the environment and/or sustainability are now an essential element of all Higher Education Institutions with a sustainability vision. But, does teaching about the environment and sustainability lead to a change in student attitudes? What teaching and learning methods seem to have a more significant effect on attitudes and behaviors and what are the challenges for instructors? In this study, instructors reflect on which educational methods seem most effective in promoting change in student attitudes and behaviors towards the environment and sustainability. This reflection is based on instructor experiences from selected courses or course activities (learning objects) and it focuses on the goals, teaching methods and effect on student learning and attitudes; changes in student attitudes in the course of the last years are also discussed. Suggestions are offered and implications for higher education institutions are outlined. Keywords: education for the environment, education for sustainability, higher education, active learning, student behaviors, emotional engagement

scholarly journals Sustainable development in higher education

Economica ◽  
2021 ◽  
Author(s):  
Natalia Timbaliuc ◽  
◽  
Aliona Gusuvati ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Classification System ◽  
Higher Education Institutions ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Important Work ◽  
Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

scholarly journals Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

2020 ◽  
Vol 8 (1) ◽  
pp. 173 ◽  
Author(s):  
Tadesse Abera ◽  
Sohayl Mohajer ◽  
Dawit Negassa ◽  
Missaye Mulatie
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
Reliability And Validity ◽  
Sampling Technique ◽  
Target Population ◽  
Faculty Members ◽  
Public Higher Education ◽  
Mekelle University ◽  
Experience Questionnaire

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.

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