rss_2.0Discourse and Communication for Sustainable Education FeedSciendo RSS Feed for Discourse and Communication for Sustainable Educationhttps://sciendo.com/journal/DCSEhttps://www.sciendo.comDiscourse and Communication for Sustainable Education Feedhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/6471b0db215d2f6c89dad34c/cover-image.jpghttps://sciendo.com/journal/DCSE140216Discourse on Unequal Power Relations in Knowledge Sharing Transactions at Selected Township Schools in Nkangala Education Districthttps://sciendo.com/article/10.2478/dcse-2023-0019<abstract> <title style='display:none'>Abstract</title> <p>Sustainable Development Goal No 4 (SDG4) resonates with all education systems of the world. It has resulted in education policies being created and promulgated with sustainability and development in mind. In the context of the Fourth Industrial Revolution (4IR), sustainability speaks to the need for schooling systems to operate as a knowledge society and to maximally exploit the abundance of knowledge assets that exist in their ecologies. This implies that they must adopt knowledge management (KM) to take advantage of the 4IR era aligned technological innovations, instructional practices and administrative standards. In light of the view that, of all KM processes, knowledge sharing reigns supreme and gives rise to the generation of new organisational knowledge as well as the innovation of existing organisational knowledge; the study adopted a qualitative approach embedded in an interpretivist paradigm to explore the perceptions of teaching and support staff- specifically six teachers and four administrative clerks (altogether ten participants) - of factors contributing to unequal power relations in knowledge sharing practices at two selected schools in Nkangala Education District, Mpumalanga Province (South Africa). The study found that poor leadership practices contributed to unhealthy professional interactions, knowledge hoarding, contravention of contextual ethics (of Ubuntu), trust deficit, top-down communication and workplace bullying.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00192024-02-09T00:00:00.000+00:00School Leadership under Covid-19 Pandemic: A Critique of the South African School Contexthttps://sciendo.com/article/10.2478/dcse-2023-0014<abstract> <title style='display:none'>Abstract</title> <p>The advent of COVID-19 exposed the lack of readiness for school leaders to cope with demands of leading during a pandemic. Globally, school leaders were not trained to deal with a crisis of COVID-19 proportions. Leaders in the twenty-first century need to have the required skills like the twenty-first century leadership skills and Fourth Industrial Revolution skills. This study investigated how school leaders are handling the challenges of school leadership under the COVID-19 pandemic in the 4IR era. This study adopted a qualitative research approach. An analysis of local and international literature was done to identify gaps. The study revealed that school leaders and teachers have inadequate information and communication technology skills. Leadership preparation programmes are lagging behind in preparing school leaders to lead in a crisis. Furthermore, the study revealed that school leaders and teachers do not establish communities of learning to learn leadership skills from each other. The study has concluded that there is no alignment between the level of readiness for school leaders and leadership skills of the twenty-first century.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00142024-02-09T00:00:00.000+00:00The Self-Efficacy Perception for Environmental Education and Ecological Footprint Awareness of the Child Development Programme Studentshttps://sciendo.com/article/10.2478/dcse-2023-0018<abstract> <title style='display:none'>Abstract</title> <p>The purpose of this study was to examine the correlation between the self-efficacy perception for environmental education and ecological footprint awareness of the child development programme students. Sample group of the study which was carried out according to the correlational survey model was specified according to convenience sampling. The sample group consisted of students studying in child development departments in four universities in Turkey. In the study, “Self-Efficacy Scale for Environmental Education” and “Ecological Footprint Awareness Scale” were used as data collection tools. For the data analysis, the Kolmogorov-Smirnov, t, variance tests and The Spearman’s correlation coefficient was used. In the research results, it was revealed that the environmental education self-efficacy perception and ecological footprint awareness levels of the students of the child development programme positively affect each other at a moderate level.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00182024-02-09T00:00:00.000+00:00Women’s Empowerment and Economic Sustainability During the COVID-19 Pandemic in Davao Oriental, Southern Philippineshttps://sciendo.com/article/10.2478/dcse-2023-0021<abstract> <title style='display:none'>Abstract</title> <p>The crisis during the pandemic restrained the livelihood of women and disrupted their economic opportunities. Specifically, during the height of the lockdown, when people were restricted from going out, the livelihood of women who sold and peddled seafood products was greatly affected. This paper unfolds women’s socio-demographic profile and knowledge regarding the laws for protecting women’s rights in the lexis of the Republic Act No. 9710, also known as the Magna Carta of Women, and their economic condition in the informal economy during the pandemic. This descriptive mixed method quantitatively surveyed 70 women and another 10 women for the Key Informant Interviews (KIIs). The findings have shown that women in the informal economy were predominantly in the middle and late adulthood stage, married, the majority had a low level of education (i.e., elementary &amp; high school levels) and were the breadwinners in the family. Also, the average size of each family consisted of 7 members with an average family monthly income of 7,407 pesos. The themes unearthed that informants perceived the Magna Carta of Women as unfamiliar and vague concepts, inconsistent implementation, and responsive leadership. On the other note, informants highlighted that the imagery of women in society gained parity in gender roles. It was revealed that women struggled with delayed assistance, parental obligations, prejudice, and partial treatment.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00212024-02-09T00:00:00.000+00:00High School Teachers’ Work Motivation: A Mixed Research Methodhttps://sciendo.com/article/10.2478/dcse-2023-0015<abstract> <title style='display:none'>Abstract</title> <p>This study aims to reveal the work motivation of high school teachers and was carried out with an explanatory sequential design, which is one of the mixed research methods. There were 284 participants in the quantitative stage and 15 participants in the qualitative stage of the study. At the quantitative stage, a work motivation scale was used, while in the qualitative part, an interview form consisting of 4 questions was used. As independent variables, gender, branch, professional experience and education level were used. As a result of the analysis, high school teachers’ work motivation levels do not significantly differ in terms of educational level and professional experience but significantly differ in terms of gender and branch. The mean score of high school teachers’ team cohesion, job integration, commitment to the institution and personal development level are found high. The Kaiser-Meyer-Olkin (KMO) value of the work motivation scale used in the quantitative part of the study was found as .892 and the Bartlett Test as 1490.185. As a result of analysis teachers’ work motivations rise with peace, efficiency, academic success, balanced relationships, love of the job, communication, organizational belonging, organizational management, organizational culture, in-service training, self-confidence, research and experience.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00152024-02-09T00:00:00.000+00:00Model of Sustainable Collaborative Network for Educating Digital Literacy: A Case Study of Schools in the Sub-districts of Nakhon Pathom Province, Thailandhttps://sciendo.com/article/10.2478/dcse-2023-0020<abstract> <title style='display:none'>Abstract</title> <p>This study aimed to investigate the need for digital literacy for teachers in schools in the sub-districts of Nakhon Pathom Province; to design a model of teacher digital literacy development and create a model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province, Thailand. The research was action research. The samples were teachers from schools in the sub-districts of Nakhon Pathom Province; by selecting schools from the Office of Nakhon Pathom Primary Education Service Area Office 2, 32 teachers from Phutthamonthon District, Bang Len District, Nakhon Chai Si District, and Sampran District. The findings indicated that the digital literacy needs assessment of teachers, based on the application of OCSC (2020) digital literacy framework, suggested that the highest PNI<sub>modified</sub> score was 0.492 for Using Digital Media Creation Software, whereas the lowest PNI<sub>modified</sub> score was 0.205 for Using the Internet. The model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province is developed based on the system theory and education philosophy as core principles. The model consists of 4 main components such as 1) education philosophy; 2) input from external driving forces, organization factors, operation factors, and teachers’ factors; 3) processing factor in developing digital learning management skills and building a sustainable collaborative network; and 4) output of students, teachers, school administrators and schools.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00202024-02-09T00:00:00.000+00:00Development of Communications Identification Matrix of Early Screening for Autism Childrenhttps://sciendo.com/article/10.2478/dcse-2023-0016<abstract> <title style='display:none'>Abstract</title> <p>People with autism show identifiable impediments in three central aspects, namely communication, social interaction, and repetitive and restrictive behavior, which is called the triad of impairments. The communication observation of children with autism is relatively complex, so a specific procedure to identify their communication is required. A specific identification procedures on children’s communication aspect facilitate teachers and parents to provide an optimum alternative program for children with autism. This study aims to identify and develop an identification matrix focusing on the communication aspects of children with autism. This study used development methods and a qualitative approach. For the data validity test, we used data triangulation through interviews with experts. The results of this study are the development of a communication identification matrix as an approach on early detection on autism symptom. Despite the development of the identification matrix related to communication aspects, it is recommended to identify aspects related to social interaction and repetitive and restrictive behaviors according to the triad of impairment. As a highlight, early detection or screening cannot directly label that a child has autism, but early detection can be the first step to identify any developmental issues, and parents can refer the child to a psychologist or doctor for a clinical diagnosis.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00162024-02-09T00:00:00.000+00:00Editorial: Navigating Leadership Challenges in the Post-Pandemic Worldhttps://sciendo.com/article/10.2478/dcse-2023-0013ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00132024-02-09T00:00:00.000+00:00Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Ugandahttps://sciendo.com/article/10.2478/dcse-2023-0023<abstract> <title style='display:none'>Abstract</title> <p>It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of Africa. It is for this reason that policies like the Universal Primary Education were adopted. Children have the right to basic quality education as espoused in several agreements such as the Convention of Childrens Rights of 1989 and the Sustainable Development goals. Access to quality education for success is a social justice trajectory and promotes social justice principles. This article was intended to examine the impediments in the effective implementation of Universal Primary Education policy in Uganda. The authors view the identified impediments as social injustice practices. In exploring the phenomenon, this study deployed a qualitative research approach within a constructivist paradigm. The authors located their thesis within Rawl’s perspective of social justice. This theoretical lens is fundamental and apposite in education in that social justice theorists believe that schools as social systems should create opportunities for inclusive and enabling schooling environments, and in addition provide quality education for students. This study is of great significance in that it contributes to the epistemology in the discipline of the management of universal primary education. The study yielded critical findings which can be summarized as follows: limited capitation grants, demotivated teachers, challenges related to stakeholder collaboration and coordination, communication, cooperation, engagement and consultation.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00232024-02-09T00:00:00.000+00:00Determining the Size of the Carbon Footprints of Secondary School Studentshttps://sciendo.com/article/10.2478/dcse-2023-0022<abstract> <title style='display:none'>Abstract</title> <p>A large part of the environmental problem, which is defined as the ecological footprint, is the carbon footprint. As a matter of fact, the consumption activities of the individual have many destructive and permanent effects on nature. In this research, it is aimed to determine the size of the carbon footprint, which is an important component of the ecological footprint of secondary school students, and to evaluate their views on the carbon footprint. The research is carried out with mixed method in accordance with its purpose and content. The quantitative sample group of the research consists of 750 students in total, studying at secondary schools in the Western Black Sea Region in the 2022-2023 academic year, with the maximum diversity sampling. The qualitative study group consists of 20 secondary school students randomly selected from the students participating in the quantitative part. In the research, “Carbon footprint calculation questionnaire” developed by Ertekin (2012) and “Semi-structured interview form” developed by researchers were used as data collection tools. As a result of the research, it is seen that the carbon footprints of the students are moderate. In addition, it was determined that the class level and family income status were effective on the carbon footprint size of the students. It is seen that the results obtained from the qualitative data support the quantitative results.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00222024-02-09T00:00:00.000+00:00Educational Simulation Play as a Transcultural Approach to Resilience and Reconciliationhttps://sciendo.com/article/10.2478/dcse-2023-0017<abstract> <title style='display:none'>Abstract</title> <p>Educational simulation plays facilitate real experiences in a safe environment and, therefore, are appropriate for gaining a better sense of the dynamic relationships at work in complex environments, for exploring good fits and practical solutions, and for understanding how mistakes occur, mainly when plays, built upon an explicit or implicit model of reality, engage multiple participants and reproduce some of the political, coordination, communication, and coalition-building challenges that often accompany peace and stabilization operations that exist in the real world. Thus, they become an exercise in social science theorizing and a research tool to examine the implications of hypothesized relationships and conflict dynamics in a variety of forms (abstract plays or role-playing activities). By emphasizing needs, interpretations, stereotypes and resources of all participants, simulation plays facilitate strategies for resilience and reconciliation.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00172024-02-09T00:00:00.000+00:00Inclusion of Newcomer Children in Preschool: The Case of Latviahttps://sciendo.com/article/10.2478/dcse-2023-0024<abstract> <title style='display:none'>Abstract</title> <p>The ethnic and cultural diversity of today’s society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in an inclusive environment, children’s knowledge and skills are fostered to find solutions in the sustainable society of the future. The readiness of preschool teachers for working with newcomer children is determined by the set of competences teachers have in place for the successful inclusion of newcomers in preschool education. A preschool teacher’s competence to work with newcomers is a complex construct which includes many sub-competences. In their research, the authors identify knowledge, skills and attitudes that characterize a teacher’s work with newcomer children in an inclusive environment. The results show that Latvia’s preschool teachers lack the knowledge and skills for working with newcomer children, and their attitude towards these children is not always positive.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2023-00242024-02-09T00:00:00.000+00:00Sustainability Education Using ICT-Supported Dialogue – Towards Transforming Adolescents’ Perceptions of Alcohol in the Punjab, Indiahttps://sciendo.com/article/10.2478/dcse-2018-0014<abstract><title style='display:none'>Abstract</title><p> A potential health crisis looms large in the Punjab, India where alcohol consumption has risen dramatically. Adolescents are especially vulnerable to the toxic effects of alcohol. This empirical study presents a pedagogical intervention, Children as Agents of Social Change (CASC), which aimed to raise awareness about the effects of alcohol using an ICT-supported educational dialogue among adolescent students and alcohol-experts from multiple domains. Primary data consists of pre- and post-test questionnaires from the control and experimental groups (N=379) and an interview of the teacher-in-charge of one experimental school. Results indicate that the intervention significantly improved students’ scientific knowledge about alcohol; changed their attitudes towards media and celebrity promotion of alcohol; and enabled them to surmount the odds to spread information - acquired during the CASC intervention- to people outside the school, including adult drinkers. Learner-centric pedagogy combined with ICT clearly amplified transformative learning. CASC appears to be a promising approach in Education for Sustainable Development (ESD). It can be used for multiple sustainability issues.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00142019-01-11T00:00:00.000+00:00Embracing the Culture of Resilience and Remembrance in Teaching Contested Historical Narrativeshttps://sciendo.com/article/10.2478/dcse-2018-0018<abstract><title style='display:none'>Abstract</title><p> The article focuses on a discourse of resilience and remembering and its interconnectedness in teaching contested historical narratives. History mainly consists of events, remembrance, narratives, rituals, discourses, and stereotypes which can facilitate or prevent resilience. Since such purposes are part of religious and values education, a multidimensional approach is needed, which combines historical, psychological, religious, sociological, educational and literary aspects in a kind of ‘grammar of remembrance’, in order to motivate and facilitate autonomous and supervised research with discussions and sharing of experiences in different projects. The aim of this conceptual study is to facilitate interdisciplinary research and educational projects concerning memory cultures and conflict management.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00182019-01-11T00:00:00.000+00:00Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soilhttps://sciendo.com/article/10.2478/dcse-2018-0011<abstract><title style='display:none'>Abstract</title><p> Research on the impact of place-based education (PBE), in which educational experiences are situated in the local environment (Smith, 2002), consistently suggests academic, social, and affective benefits across demographics. Traditionally, professional development supporting PBE has been designed to support large-scale initiatives. In this study, a bottom-up approach for expanding the reach of place-based art education (PBAE) was implemented with teachers (n=11) from a school district in the southeastern United States through two sequential professional development workshops. We examined the extent to which this minimal intervention impacted teachers’ understanding, buy-in, and creation of PBAE curricula. Results suggest that this organic approach, with teachers positioned as agents of change, can build upon pre-existing teacher interest and equip teachers to expand PBAE into their teaching contexts.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00112019-01-11T00:00:00.000+00:00Traditional and Technological Methods for Raising Pre-school Children’s Awareness of Environmental Pollution for Sustainabilityhttps://sciendo.com/article/10.2478/dcse-2018-0020<abstract><title style='display:none'>Abstract</title><p> In the preschool period children develop rapidly in cognitive, social-emotional, physical, psycho-motor, language, and aesthetic areas. In this period, besides basic habits and skills, it is important for children to gain environmental awareness. Research shows that children are mostly affected by environmental problems. Yet, living in a clean and healthy world is a basic necessity for children. For this reason, it is possible that children can show a healthy development in all developmental areas and create a healthy future by establishing ecological balance through gaining environmental awareness during the preschool period for sustainability. Science and nature activities in the preschool education program play an important role in creating an environmental awareness of the children in this period as they include activities to acquire environmental awareness and provide important contributions to helping children gain environmental awareness for sustainability. The present study was conducted using a total of 80 students attending pre-school institutions in Konya province. The environmental pollution awareness scale was used as pre - test and post - test prepared by the researchers. The data was analyzed via the SPSS 18 program. As the post test scores of preschool students revealed, there was a significant difference for the experimental group with regard to environmental pollution awareness.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00202019-01-11T00:00:00.000+00:00Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectivenesshttps://sciendo.com/article/10.2478/dcse-2018-0012<abstract><title style='display:none'>Abstract</title><p> This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00122019-01-11T00:00:00.000+00:00Technical and Vocational Education and Training Curricula at the Lower Secondary Level in Jamaica: A Preliminary Exploration of Education for Sustainable Development Contenthttps://sciendo.com/article/10.2478/dcse-2018-0017<abstract><title style='display:none'>Abstract</title><p> Education for Sustainable Development (ESD) is critical for Caribbean countries such as Jamaica as the country grapples with various sustainability issues. The integration of ESD into formal and non-formal education therefore becomes a necessary undertaking. At the formal level, reorienting curricula at all levels is important and advocated for in various international documents such as Agenda 21 and by agencies such as the United Nations Educational, Scientific and Cultural Organization. With this in mind, this study utilised a qualitative content analysis approach to undertake a preliminary exploration of ESD content in TVET curricula at the lower secondary level (grades 7-9) in Jamaica. Analysis of three of the subjects as taught in the TVET area of Resource and Technology revealed that though ESD issues, perspectives and skills are integrated into various components of the curriculum, many of the ESD issues, perspectives and skills the research sought to identify were not evident in the curricula. Additionally, based on the analysis, it was felt that the curriculum lacks alignment among the components (objectives, content, learning experience, assessment, teaching strategies) that reflected ESD content, and that there is need for integration of more such content in the curricula to ensure that TVET and ESD yield the relevant benefits.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00172019-01-11T00:00:00.000+00:00Sustainability in English Academic Writing: The Binary Dilemma on Pronoun Utilizationhttps://sciendo.com/article/10.2478/dcse-2018-0013<abstract><title style='display:none'>Abstract</title><p> Discussion on sexism regarding language focuses on how women are discriminated against in our daily language and in academic writing. Although we are against any kind of discrimination, when it comes to dealing with this phenomenon in language and language use, we should be more careful. Language is not only a symbolic means whereby humans interact, it is also a product of human intellectual activity imbued with various experiences of our past and recent ancestors. Thus, it is also a reflection of our society’s conceptual system through which we interpret physical and mental phenomena. In this paper, we have analyzed views regarding sexism and language; tried to display how improving the so-called injustices in language would result in some dire situations which may have never been foreseen. We finally put forth our own solutions to overcome the problems of sexism in academic writing.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00132019-01-11T00:00:00.000+00:00International Exchange of Ideas in Student-Interactive Videoconferences – Sustainable Communication for Developing Intercultural Understanding with Student Teachershttps://sciendo.com/article/10.2478/dcse-2018-0019<abstract><title style='display:none'>Abstract</title><p> International communication with different digital tools is now established both at universities and in other contexts worldwide. It is therefore relevant to describe how one of these tools is used in higher education. In the present study the focus is on seminars carried out in student-interactive video-conferences on didactic and pedagogical issues with student teachers. The participants were international and Swedish student teachers at the Department of Education at a Swedish university and at two different campuses. The results are based on analyses of the students’ written reports completed after the seminars and show that the interactive video-conference is useful to establish contacts between students in different places and to develop intercultural understanding of school-related matters. The video-conference is thus a way to work with internationalization in a sustainable way in teacher education, giving opportunities for the exchange of ideas and experiences both at personal and professional levels without mobility.</p></abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/dcse-2018-00192019-01-11T00:00:00.000+00:00en-us-1