scholarly journals Learning in Global Settings: Developing Transitions for Meaning-Making

2012 ◽  
Vol 7 (4) ◽  
pp. 514-529 ◽  
Author(s):  
Birgitta Nordén ◽  
Helen Avery ◽  
Elsie Anderberg
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
Empirical Study ◽  
Transition To Adulthood ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Global Learning ◽  
School Students ◽  
International Programme ◽  
Knowledge Capability

Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

scholarly journals Typical dynamic peculiarities of the spheres of manifestation of social activity among student youth

2019 ◽  
Vol 70 ◽  
pp. 08009
Author(s):  
Elena Bocharova
Keyword(s):  
High School ◽  
High School Students ◽  
Young People ◽  
Empirical Study ◽  
University Students ◽  
Social Activity ◽  
School Students ◽  
Youth Policy ◽  
Age Related ◽  
Life Values

The purpose of the study presented in the article is an empirical study of typical dynamic peculiarities spheres of young people’ social activity manifestation. The study sample consisted of 240 participants (Saratov region, Russia), including: university students (n = 120), age M = 18.22 (SD = 0.87) and high school students (n = 120), age M = 16.43; SD = 0.53. We used a questionnaire (R. M. Shamionov, I. V. Arendachiuk, E. E. Bocharova et al.) to register various forms of social activity and the degree of their manifestation, and the “Morphological Test of Life Values” technique (V. F. Sopov, L. V. Karpushina) to study various spheres of life. In the sample of students we have recorded a trend towards negative dynamics in the range of typical spheres of social activity manifestation, which, moreover, differs in its substantive multidirectionality. The study has shown that manifestation of various forms of social activity in the typical spheres of life is characterized by multidirectional dynamics of their motives’ actualization, depending on the person’s social and age-related status. The applied aspect of the problem under study can be implemented in the development of youth policy programs.

scholarly journals World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

2014 ◽  
Vol 6 (3) ◽  
pp. 5-30 ◽  
Author(s):  
Tine Béneker ◽  
Hanneke van Dis ◽  
Daniel van Middelkoop
Keyword(s):  
Young People ◽  
The Netherlands ◽  
International Schools ◽  
International School ◽  
Geography Education ◽  
Global Perspective ◽  
Global Learning ◽  
School Students ◽  
Global Issues ◽  
Insight Into

This article reports the results of a study conducted to gain insight into the worldmindedness of young people living in the Netherlands. Two groups are compared: students attending 'regular' Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their geography education in terms of global content and pedagogy. In our limited study, international school students were overall more world-minded than young people attending Dutch conventional schools. However, similarities were also seen: both groups were positive about values such as respect, diversity, and sustainability, and less positive about values such as solidarity and equality. International schools aimed more towards global learning than did Dutch schools, because of the experiential learning of students exposed to an international educational environment. In the opinion of the students, geography education at Dutch schools was often limited to learning about global issues and perspectives, while at international schools it seemed also to encompass learning for a global perspective.

scholarly journals Typical Spheres of Social Activity Manifestation in Modern Youth

2019 ◽  
Vol 16 (3) ◽  
pp. 359-376
Author(s):  
Elena E Bocharova
Keyword(s):  
High School Students ◽  
Young People ◽  
Empirical Study ◽  
Family Life ◽  
Social Activity ◽  
Professional Life ◽  
Educational Institutions ◽  
School Students ◽  
Youth Policy ◽  
Life Values

The purpose of the study presented in the article is the empirical study of the typical life spheres where social activity of young people is manifested. The empirical study was carried out on a sample of student youth ( N = 236), which included high school students from secondary schools ( n = 118) and students from higher educational institutions ( n = 118) from Saratov and the Saratov region. We used the questionnaire aimed at registering various forms of social activity and the degree of their manifestation (by R.M. Shamionov, I.V. Arendachuk, E.E. Bocharova, M.V. Grigorieva, A.I. Zagranichniy, M.A. Klenova, N.V. Usova, O.A. Cherekayeva, A.A. Sharov, 2018) and the technique called “Morphological Test of Life Values” (by V.F. Sopov, L.V. Karpushina, 2001) to study various life spheres. Presumably, there are typical spheres of manifestation of various forms of social activity, differing in content orientation. It has been established that the typical spheres of social activity manifestation in young people are the spheres of professional (educational and professional) life, social activity, education and hobbies. The study revealed the typical spheres for various forms of social activity manifestation. Among them are the sphere of professional (educational and professional) life, i.e. leisure, altruistic, socio-economic, spiritual, Internet-network, socio-political, and civil forms of activity; the sphere of social activity, i.e. leisure, altruistic, socio-economic, and socio-political forms of activity; the sphere of education, i.e. leisure, altruistic, educational and developmental, protest forms of activity; the hobby-related sphere, i.e. leisure, altruistic, spiritual, civil forms of activity; the sphere of family life, i.e. altruistic and subcultural forms of activity. We have discovered contradictory tendencies regarding functional manifestation in some forms of social activity in various life spheres and the restriction of other forms of social activity and areas of their manifestation. The applied aspect of the problem under study can be implemented in the development of youth policy programs.

scholarly journals Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

2021 ◽  
Vol 13 (18) ◽  
pp. 10183
Author(s):  
Aušra Kazlauskienė ◽  
Ramutė Gaučaitė ◽  
Dolors Cañabate ◽  
Jordi Colomer ◽  
Remigijus Bubnys
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Participatory Action ◽  
School Students ◽  
Education Development ◽  
Education Process ◽  
Development Of Students

The goal to ensure sustainable development in the education process obliges to create such practices of teaching and learning which would create conditions for individuals to act in complex situations in a sustainable manner. Personalized, perceived responsibility of a learner for one’s own learning becomes important for implementation of sustainable learning. This research is aimed to reveal authentic experiences of school students assuming responsibility for learning, emphasizing prospects of sustainable education development in practice and possibilities for improvement by employing the strategy of participatory action research. The data was collected according to the stages of the chosen action research during lessons on learning to learn. Forty-six school students and two teachers took part in the research. On the basis of content analysis, it was revealed that school students assume the responsibility for learning when it is grounded on cooperation taking place in the dialogue-based culture, where negotiation and creation of opportunities to choose are among the most important strategies making the assumed responsibility relevant. Intervening conditions emerging in the context of the strategies were also identified: making learning experiences relevant, clarity of criteria, attitude towards failure and the self as a major resource of learning, expectations, and goals and feedback of learning. Interacting with each other, prevailing strategies, and intervening conditions act as components of sustainable development of school students’ assumed responsibility for learning.

scholarly journals An exploration of how teachers’ attitudes to global learning can be used to inform primary science education

2020 ◽  
Vol 12 (2) ◽  
pp. 121-132
Author(s):  
Amy Strachan
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Learning Approach ◽  
Primary Science ◽  
Global Learning ◽  
Primary Science Education ◽  
Global Issues

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.

scholarly journals Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program

2019 ◽  
Vol 11 (20) ◽  
pp. 5817 ◽  
Author(s):  
Chambers Ian ◽  
Roberts John ◽  
Urbaniak Suzy ◽  
Gibson David ◽  
Durant Graham ◽  
...  
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Young People ◽  
Strategic Planning ◽  
Experiential Learning ◽  
School Students ◽  
Post Intervention ◽  
Action Orientation ◽  
Quantitative Evidence ◽  
Global Challenge

In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 296-326 ◽  
Author(s):  
Jacqueline D'warte
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Learning Opportunities ◽  
Language Practices ◽  
Diverse Classrooms ◽  
Linguistic Backgrounds ◽  
Learning Analysis ◽  
Academic Content

Although unevenly distributed, many Australian classrooms are increasingly diverse and include young people from a wide variety of cultural and linguistic backgrounds, young people who speak many different languages and dialects of English. These diverse classrooms offer rich and exciting teaching and learning opportunities and require innovative pedagogies that bolster the abilities of educators to draw upon young peoples' transcultural and translingual competencies. This paper details curricula and pedagogies employed in a classroom with six- to eight-year old children newly arrived in Australia. In this classroom, children were positioned as ethnographers of their own language practices; language repertoires were recognized, validated and treated as resources for learning. Analysis centres on the relevant connections made between academic content, children's experiences and the promotion of children's identities as bilingual meaning-makers.

scholarly journals Cuando los memes me enseñan algo bueno (a escribir).

2019 ◽  
Vol 2 (6) ◽  
pp. 25-35
Author(s):  
Yessenia Fabiola López-De Jesús ◽  
Justo Díaz-Ortiz
Keyword(s):  
High School ◽  
High School Students ◽  
Young People ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Final Section ◽  
Visual Learning ◽  
School Students ◽  
Teaching Resource

This paper exhorts you to think of the meme as an implement that high school students can use to improve their learning of spelling and writing, as well as a tool to be used by teachers to widen their teaching strategies. This paper is divided into three sections: in the first one we discuss what learning means, in the second one we point out and submit three learning styles, highlighting the visual learning, and in the final section the meme is displayed as a teaching resource that can impact the processes of teaching and learning for young people.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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