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In a context where artificial intelligence (AI) is transforming higher education, this study analyzes how students' perceptions of AI influence their academic integrity (INA), with a focus on sustainable education. Through a correlational-explanatory analysis based on Structural Equation Models (SEMs) applied to a sample of 659 students from 13 universities in Chile and Peru, it is observed that AI has a significant and direct impact on academic integrity in both countries (β = 0.44). In Peru, the most influential dimension is trust in education (λ = 0.86), followed by social, economic, security, and risk implications (λ = 0.78), while attitudes towards AI also have a direct impact on integrity factors (β = 0.15). In Chile, the dimensions of trust in education (λ = 0.83) and social and economic impact (λ = 0.79) are most relevant, and the relationships between the dimensions of academic integrity such as justice, respect, and responsibility (λ = 0.71) are stronger. The study highlights the importance of incorporating AI literacy into educational curricula and developing regulatory frameworks that promote its ethical use, linking these actions to sustainable education. The findings highlight the need for sustainable educational approaches that enhance understanding of AI and ensure that its use in academia is beneficial, ethical, and contributes to sustainable development. [ABSTRACT FROM AUTHOR]

Developing creativity in socio-educational organizations facilitates progress towards sustainability, benefiting its professionals and users. The objective of this work is to analyze the creative climate in organizations that intervene with vulnerable groups to promote sustainability through Quality Education (SDG 4), Gender Equality (SDG 5), and Reduced Inequalities (SDG 10). A descriptive–correlational study was conducted with 203 professionals from associations, foundations, and social services councils. The CPPC-17 scale was applied, and the data were analyzed using descriptive statistics, nonparametric tests, and cluster analysis. The results showed that the professionals presented high levels of creative potential. The opportunity to participate in work groups and the freedom to perform tasks favored creativity in the organizations. The main obstacles to creativity were the lack of incentive to take risks and of rewards for creative ideas. The profile of professionals with high levels of creative climate was mainly composed of association workers and those trained in Education, Psychology, and Speech Therapy. Significant differences were obtained in variables related to the organization (e.g., typology) and in personal variables, such as the academic background of the trainers. These findings should be considered to improve the creative climate in these organizations with a view to providing quality, egalitarian, and equitable education. [ABSTRACT FROM AUTHOR]

The relationship between education and societal development is unquestionable. Education contributes to achieving both societies' and individuals' social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in education (SDG 4) varies from country to country, according to the 2023 Sustainable Development Report results. Thus, the present study aims to identify the sufficient conditions for achieving higher levels of quality education (SDG 4) globally and to analyze how these conditions vary across different world regions. Applying a fuzzy set qualitative comparative analysis and using data from the 2023 Sustainable Development Report, we focus our analysis on four SDG 4 indicators—early education, primary education, lower secondary education, and literacy rate—across 117 countries, in order to assess the conditions for attaining higher levels of quality education. The results reveal there are specific and identifiable conditions that are sufficient for achieving higher levels of quality education on a global scale, with significant regional variations. These insights contribute to understanding the complex dynamics of educational quality and could be used as guidance for policymakers and educators aiming to improve educational outcomes worldwide. [ABSTRACT FROM AUTHOR]

Formative assessment (FA) provides lecturers and learners with information about the quality and development of different tasks. Formative feedback becomes an essential element that increases the quality of these tasks, guides learners in the process, and motivates them to be actively involved, acquiring the learning objectives and skills. A digital learning ecosystems (DLE) offers the possibility of a quality, effective, and sustainable education, enabling people to carry on with their training from anywhere, at any time, and through personal pathways. In this framework, we present a descriptive study with a qualitative approach to explore the views of 91 participants regarding the process of FA in second language acquisition (SLA) in a DLE. According to the results, the DLE provides the necessary tools to favour FA, and to obtain valuable data on the learners' academic achievements in SLA. The learners take an active role in learning English and competence development such as reading, writing, and listening, and other skills such as digital competence, communication, problem solving, empathy, or creativity. The data obtained help lecturers to identify learners' difficulties in SLA and address them with different didactic strategies. It can be concluded that FA plays a relevant role in SLA in a DLE. [ABSTRACT FROM AUTHOR]

Before COVID-19, universities in the Philippines sparingly used online learning instructional methods. Online learning is now widely known, and universities are increasingly keen to adopt it as a mainstream instructional method. Accounting is a popular discipline of study undertaken by students, but its online adoption is less well known. This study investigated university accounting students' perceptions of the cognitive load of learning and how it influences their effect on learning memory at a university in the Philippines. During the COVID-19 period, after introducing online learning, 482 university undergraduate accounting students provided their perceptions using a five-point Likert scale survey questionnaire. The study measured teaching quality, learning content quality, and learning management system (LMS) quality, representing the cognitive load of learning. It measured electronic learning (e-learning) quality, learner satisfaction, and behavioral intentions to adopt online learning, continually representing the learning memory framework. The data analyzed using a structural equation model showed that students managing their cognitive load positively influenced their short-term learning. Learning content, teaching, and LMS quality positively influenced e-learning quality and student satisfaction. Student satisfaction positively influenced, but e-learning quality did not influence, students' continued willingness for online learning. The findings were largely consistent across the second- and third-year enrolments. Findings from the first-year students showed that teaching quality did not influence student satisfaction and e-learning quality. This is the first study to test the influence of the cognitive load of learning on the learning memory of accounting students in an online learning environment. [ABSTRACT FROM AUTHOR]

In the era of pronounced educational reforms and a strong focus on sustainable development, the role of aesthetic education in augmenting educational quality has become pivotal. This study utilizes the CiteSpace knowledge mapping tool for an in-depth literature review and analysis on integrating aesthetic and quality education within the sustainable development ambit. Through bibliometric analysis of 824 articles from the Web of Science database covering 2015–2023, the evolving research trends, core themes, and future directions in this arena are investigated. This study uncovers a paradigm shift from traditional pedagogical approaches and art appreciation to broader areas like technology integration, educational innovation, and themes of social justice and empathy. The increasing prominence of digital arts and design thinking in educational methodologies underscores a commitment to fostering student creativity and addressing personalized learning needs. This research predominantly focuses on the intrinsic value of aesthetic education in enhancing quality education, emphasizing its comprehensive integration across educational, aesthetic, societal, and emotional dimensions. This paper highlights four principal research themes: the transformation of arts education, the interplay between educational policy and social responsibility, the nuances of educational assessment and student development, and the impact of technological advancements in educational practices. Additionally, it outlines five prospective research areas: the fusion of aesthetic education with cutting-edge technology; the cross-cultural implications in a globalized context; promoting inclusive aesthetic education; the potential of aesthetic education in nurturing social responsibility; and developing robust assessment metrics for the integration of aesthetic and quality education. These directions are aimed at enriching the theoretical and practical discourse, shaping the future trajectory of aesthetic education's role in quality education. [ABSTRACT FROM AUTHOR]

The strategic plans of universities have an important role in enabling HEIs to contribute to sustainability transitions. To address the current lack of studies in HEIs in Türkiye, this paper aims to determine how universities in Türkiye integrate sustainable development goals (SDGs) into their strategic plans to indicate the extent to which these universities align with the 17 SDGs and to discuss the visibility of SDGs in strategies. The research has been designed as a qualitative study involving document analysis. QS World University Rankings or being a research university are the two criteria for the sampling. The scope of the study consists of 27 universities, representing 13.4% of the universities in Türkiye. The most striking result was that, apparently, none of the strategic plans mentioned Goals 1 (no poverty), 6 (clean water), and 13 (climate action). The sampled universities in Turkey have established a restricted set of strategic objectives linked to SD Goals 2, 5, 10, and 11. These remarkable findings prompt inquiries into the underlying reasons for this constrained scope, warranting further investigation. A potential factor contributing to the limited objectives regarding these goals could be traced to a lack of awareness and understanding of the intricate connections between these goals and the overarching mission of higher education institutions. [ABSTRACT FROM AUTHOR]

Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education. [ABSTRACT FROM AUTHOR]

Needs to improve educational access for women in the Global South have been well documented throughout the literature. The need and impact of non-governmental organizations for food security improvement, educational access, and community sustainability work in the Global South has been heightened since the pandemic. Our study focused on several sustainable development goals (SDGs) where we utilized experiential learning and the Targeting Outcomes of Programs (TOP) model to assess participants' needs in developing, implementing, and evaluating the adoption of food and agricultural sciences curricula. We utilized a case study method and semi-structured interviews with primary stakeholder groups to answer each research objective. Most participants had increased confidence in growing food for their families due to the knowledge they gained and the practices they learned by participating in the food and agricultural sciences curricula. TOP indicators aligned with reducing hunger and improving sustainable agriculture are identified in SDG 2. Data regarding knowledge, attitudes, skills, and aspirations revealed that participants wanted to pursue careers in agriculture due to the food security and financial advantages the industry offered. Program graduates indicated their desire for food and agricultural sciences curricula to be provided more to improve girls' self-independence, as well as to address the feasibility and entrepreneurial solutions to reduce poverty, promote learning, and increase community sustainability and vitality. [ABSTRACT FROM AUTHOR]

Economic growth has been attributed to STEM education in many countries. It is widely recognized as crucial to improve science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups. In this age of the fourth Industrial Revolution, we are going through a rapid change. Several difficulties have been associated with STEM's implementation, particularly troubling developing countries. In this article, we investigated STEM teachers' unique challenges in their classroom experiences and how these factors influence their instructional practices and students' learning outcomes. STEM teachers' teaching reflections at the secondary level were examined in this qualitative study. A purposive sampling method was used to recruit ten novice STEM teachers. The data were analyzed using NVivo11. Despite their disciplinary expertise and the variety of teaching methods they employed, the teachers faced numerous challenges. Teachers faced difficulties managing classrooms, developing curriculums, and recognizing practical constraints in STEM education. Teacher beliefs about effective STEM education, the tension between these beliefs and the teaching goals of the teachers were closely linked to the teachers' beliefs about effective STEM education and the educational system's expectations. For STEM teachers, the mastery of content knowledge is critical. A regular exchange of experience is of significant help to teaching. Teachers' pedagogy and professional development in STEM education are discussed concerning underdeveloped countries' contexts. Researchers and educators in developing countries might not understand STEM education's significance. The reason may also be that STEM education in developing countries faces several challenges. [ABSTRACT FROM AUTHOR]

The complexity of today's world demands a shift in education from knowledge acquisition to competency development for students to effectively address profession-related challenges. In particular, there is a need for social entrepreneurs who can act as catalysts for change in complex environments. Understanding the elements that shape students' perception of themselves as social entrepreneurs allows us to grasp their capacity as catalysts for transformative action. The main purpose of this research is to showcase the findings of a diagnostic investigation carried out on a group of Mexican university students, assessing their perceived proficiency in social entrepreneurship and its sub-competencies. The study examined whether age or discipline influenced the perception of entrepreneurship in 328 students. The results revealed that age and study discipline played a crucial role in shaping students' perception of their competency achievement. Younger students tended to perceive their abilities better, while advanced semester students were more cautious in assessing their entrepreneurial competencies. The trend also extended to sub-competencies, with younger students tending to perceive their social skills positively, while older students focused more on practical knowledge such as the economic and administrative aspects of entrepreneurship. Students in business also tended to view their skills more positively compared to students in other disciplines. The findings highlight the need to promote women's social entrepreneurship and emphasize the importance of considering these relevant elements that are crucial to the concrete reality of potential female entrepreneurs. The study has significant implications for policymakers, educators, and researchers interested in promoting social entrepreneurship among women, particularly in the Latin American context. [ABSTRACT FROM AUTHOR]

Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic motivation (IM) in university education and searches for possible interventions have increased exponentially in the last decade. However, no reviews have been published analyzing the interventions and the results obtained. Therefore, the purpose of this review was to systematically analyze the development of IM in online education through the different intervention programs carried out in university teaching. Methods: A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analyzed. Most of the interventions achieved better outcomes after implementation. Five types of possible courses of action to promote IM have been identified. Conclusions: It is worth highlighting the unanimity found regarding the importance of proposing specific approaches based on the development of IM in university online teaching since it promotes satisfaction regarding studying and greater involvement of students. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master's and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies. [ABSTRACT FROM AUTHOR]

Living heritage runs the risk of being lost forever, or frozen as a practice of the past, if not promoted in the community. The preservation of this history, its transmission to following generations, and its ability to transform and adapt to any circumstance, are all made possible by strengthening living heritage. Investigating the function of living heritage in advancing education for sustainable development has been deemed a crucial goal by quality education as Sustainable Development Goal number 4 (SDG 4). The aim of this article is to gather information on living heritage conservation toward creating a sustainability community by using the community-based education model on the communities' attitudes, cultural knowledge, and awareness of the importance of living heritage, and their participation level towards living heritage conservation in Melaka UNESCO World Heritage Site. This study uses the quantitative method of online questionnaire survey technique to collect data. There are 392 respondents from the multicultural community of Melaka World Heritage Site, who randomly responded. Based on the mean comparison in gender, age level, and race, there is a positive significant relationship between the importance of living heritage and the local community's participation level. The increasing of the participation level to ACTIVE would lead to a higher altitude, cultural knowledge, and awareness of the importance of living heritage in the local community. [ABSTRACT FROM AUTHOR]

Accreditation is widely considered to be a vital tool for quality assurance in higher education; however, there is disagreement in the academic community on the intended benefits of accreditation. Preparing for accreditation requires extensive financial and human resources to complete the required documentation. All accreditation agencies require improvements in institutional infrastructure, enhanced student support, appropriate learning environments, and faculty development, which can directly improve students' learning experiences. In this paper, we explore the impact of accreditation on students' learning by using a case study-based approach. We selected four degree programs from a University in Saudi Arabia and compared the performances of students in different courses before and after acquiring local program accreditation (NCAAA). The results highlight that although there is no direct relationship between increased student performance and acquiring accreditation, there is a significant impact on the performance of student learning. However, there is a need for sustained efforts to continuously adopt accreditation-aligned practices to gain a sustained advantage. We have presented a model that can enable academic institutions to continuously adhere to best practices even if no accreditation visit has been scheduled in the near future. This way, academic programs can consistently improve their processes and enhance student learning. [ABSTRACT FROM AUTHOR]

Regional disparities in quality education remain a sensitive issue in developing and developed countries and also in basic and higher education. The issue for the moment is especially crucial for open educational institutions regarding the stability of the open education ecosystem and the capacity for sustainable development. Our research focuses on the aspect of the quality of teaching and learning and its enhancement. In the study, we systematically explored the regional disparities of teaching and learning quality in local study centres with samples of 72 from Jiangsu Open University (JOU), China. With statistical toolkits and a typological research paradigm, we have identified the ranking of the local study centres according to holistic performance. By the clustering methods, we categorised the local study centres as belonging to four types: potentially contradictory, urgently to be reformed, less cost-effective, and normatively autonomous in terms of their basic attributes, learners' support services, and teaching commitment. The research findings proved that the region where the study centres are located did have impacts on the quality of teaching and learning, and the scalability of student enrolment. The authors conclude and suggest that mitigation of the regional disparities in quality education will facilitate the optimisation of the local study centres in the regional education ecosystem and maintain sustainable development. [ABSTRACT FROM AUTHOR]

As widely acknowledged and targeted in Transforming Our World: The 2030 Agenda for Sustainable Development, talents education and training is an important measure to systematically solve the problem of economically, societally, resource, and environmentally sustainable development, and so as the post-graduate geographical talents education and training. Whether post-graduate geographical talents education and training can meet the need of sustainable development is an increasingly significant issue in geography science. Therefore, from the perspective of population scale, education quality, and education input, taking Chinese post-graduate geographical education as an example, the paper empirically investigated the spatial differentiation and talents production mechanism. With the support of spatial analysis tools by ArcGIS and GeoDa software, the strong inter-regional differentiation and imbalance characteristics of post-graduate geographical talents education were detected, outlining a general east-west geographical pattern in China. Moreover, the spatial production mechanism of post-graduate geographical talents has its own global and national scale, regional comprehensive and province-related characteristics, and production of the talents education and training in human geography, physical geography, and cartography. GIS also has its own focuses and demands. [ABSTRACT FROM AUTHOR]

The complex nature of sustainability challenges implies the need to provide students with interdisciplinary learning experiences and environments based on active and reflective learning. To know whether these experiences result in real learning, there must be a way of capturing and measuring the competences required to promote sustainable development using suitable indicators. This paper presents the process of building a competence map that is used as a navigation chart to monitor the sustainable education competences in the Ocean i3 experience. An action-research methodological approach is used involving participant observation, field notes, informal interviews, and documentary analysis. The participants were 38 students, 23 teachers, 3 project coordinators, and 2 researchers, and the context of the study is the five workshops carried out in the Ocean i3 project. The result is a navigation chart that traces the students' learning journey through dialogue between the competences, learning outcomes, and activities. In conclusion, this approach to curricular planning can serve to inspire other learning environments and experiences on how to tackle the challenge of envisioning their sustainability competence development pathway. Above all, it can serve to improve competence development training schedules for sustainability. [ABSTRACT FROM AUTHOR]

The 17 sustainable development goals (SDG) established by 2030 Agenda cannot be achieved unless the learners are educated about sustainable development. Education for sustainable development (ESD) is a key component in preparing individuals to cope with sustainable challenges and paves the way towards a more sustainable aware society and life satisfaction. However, ESD is very complex as it depends on numerous factors and needs significant development all over the word. The paper aims to design an original and easy-to-apply framework which maps and tracks the actual performance in quality education across the European Union member states (EU27), focusing on SDG4—quality education from Agenda 30. The framework integrates three interventions—formal, non-formal, and essential education—and delivers a useful tool, a composite index, which maps and tracks the performance of the EU27 in the transition to ESD in a practical manner. The research categorizes four clusters of countries and tracks the Nordic countries of the EU27 among the high performers tier, allowing the identification of the best practices which can be spurred at European level. The findings of this paper may be used by educators, researchers, national and European authorities, and other stakeholders to monitor and accelerate progress in ESD, especially for low performers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exposed a plethora of inequalities in South Africa. These inequalities have had a direct impact on the 2030 Agenda for Sustainable Development Goals (SDGs). SDG 3 (good health and well-being) and SDG 4 (quality education) were the focus of this article. This article investigated how students enrolled at a South African residential university perceived the impact of the COVID-19 pandemic on their well-being, their success in completing their studies and their future career prospects. A quantitative survey research design was followed. Data were collected by means of a questionnaire from 537 students in a South African university. Statistical Package for Social Sciences software version 27 was used to analyze the data. The results indicated direct influences on student well-being from concerns that arose from COVID-19 about future job concerns, degree completion, social support and belonging. The relationship between concerns about degree completion was moderated by a sense of belonging (social identification) but not by social support. The study has significant implications for how higher education institution governors and academics might consider reconceptualizing notions of student support, beyond the narrow, technical and basic curriculum support for degree completion, towards the affective and social as it relates to creating conditions for students to identify with and experience a profound sense of belonging. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals (SDGs) and the Education for Sustainable Development (ESD) framework propose the concept of competencies as a key cognitive, attitudinal, and procedural aspect aimed at the integral development of students, which implies a challenge in the way of evaluating them. Thus, the traditional monitoring of students' progress through their grades is not enough, and monitoring competency is becoming more important. This research proposes a system for monitoring competencies in engineering programs. The system identifies the expected learning outcomes (LOs) of each course and cross-references them according to the ponderation of each evaluation planned. Subsequently, it links each LO with the competencies of the course, allowing the student to be monitored throughout their career. The strategy was applied to a civil engineering course. The students' results, according to the course competencies, were obtained, linking them correctly with the LO and the grades obtained. The evolution of these competencies was evaluated until the end of the semester in which the students were taking the course. The analysis of the results shows the differences between the monitoring by grades versus by competencies, evidencing that there were cases in which a student passed the course by grades but failed to develop the expected competency. [ABSTRACT FROM AUTHOR]

This research arises from the university's need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students' using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers' socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes. [ABSTRACT FROM AUTHOR]

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students' perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students' learning out of class in the flipped classroom. To explore students' learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach. [ABSTRACT FROM AUTHOR]

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology. [ABSTRACT FROM AUTHOR]

The study of entrepreneurial intention sheds new light on the complex dynamics of entrepreneurial behavior. This research contributes to the academic debate by examining the gap in studies on entrepreneurial intention in Latin America, considering the importance of gender differences and their effects on entrepreneurial intention. Thus, this study is a contribution to research on the Sustainable Development Goals (SDGs) related to social equity, in the areas of quality education (SDG 4), gender equality (SDG 5), and inequalities reduction (SDG 10). To study gender entrepreneurial intention phenomena differences, researchers have taken refuge in the Theory of Planned Behavior (TPB) and focused their analysis on a group of economics and business students from a coastal campus of a Chilean University. In a two-step methodological process, the authors verified the applicability of the entrepreneurial intention questionnaire (CIE) with the selected sample and then calculated entrepreneurial intention using the CIE instrument. Contrary to general literature results, the study shows that there are no significant gender differences in entrepreneurial intention levels. Furthermore, there is neither evidence for gender differences in any of the three entrepreneurial intention factors, i.e., (a) attitudes, (b) subjective norms, and (c) control of perceived behavior. [ABSTRACT FROM AUTHOR]

This descriptive study intends to identify the satisfaction perception among the teachers of the Universidad del Valle de México (UVM) concerning the use of the Microsoft Teams platform in the transition from traditional model (face-to-face) to 100% online education [Emergency Remote Teaching (ERT)]. The proposal aims to determine the perspectives of teachers regarding the use of the Microsoft Teams platform during the crisis caused by COVID-19. UVM has 6938 full-time teachers and part-time teachers who collaborated in educational programs during January-June 2020 in the 33 campuses of UVM. And an instrument was developed and applied using finite population sampling, UVM perspective of teachers, which was distributed via Google Forms. The feasibility of the data collection instrument was determined by the Cronbach's Alpha coefficient, with a result of 0.926. The data collection period was aligned with the first isolation period: 23 March to 20 April. The results in the perception of teacher satisfaction in the different sections of the instrument established an agreement in the answers (very satisfied or satisfied) regarding values that were higher than 60% in terms of satisfaction using the equipment. The analysis of the data collected was performed to verify the proposed hypothesis with the R version 4.0 software. A G-test was performed with the Logverosimilitude coefficient to test whether the categorical variables were independent (qualitative variables that are not defined continuously). The Krammer coefficient of association was then calculated to measure the correlation. [ABSTRACT FROM AUTHOR]

Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning. [ABSTRACT FROM AUTHOR]

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students' motivation and is more effective than lecture-based methods in learning theoretical content. [ABSTRACT FROM AUTHOR]

In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master's Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master's course being mandatory for working as a secondary professor. The Master's students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master's thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students' perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-to-day secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master's thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them. [ABSTRACT FROM AUTHOR]

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project's effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning. [ABSTRACT FROM AUTHOR]

The aim of this paper is to collect evidence-based experience on a co-creation multi-stakeholder participatory process in a non-formal academic environment. We use the Sustainable Development Goals (SDGs), the "6i model," and a participatory approach as background methodologies. Within the long-lasting process of collaboration with Eurochild (Eurochild advocates for children's rights and well-being to be at the heart of policymaking. A network of almost 200 organizations internationally recognized for its work to promote children's rights and well-being. It influences policies, builds internal capacities, and facilitates mutual learning and exchanges of practice and research), the event started with an open session followed by a World Café dynamic with 50 participants from different age groups (13–81), cultures (Spain, United Kingdom, Finland), professions, academic fields, and socioeconomic backgrounds. Several types of data were collected: participant observation during four months (20 h), informal communication with participants, and three in-depth interviews. Based on overall analysis, the application of both the 6i model and the child participation approach had an impact on three different levels: (1) in the functioning of the core group; (2) in the experience of the participants in the event; and (3) in the final outcome of the whole process. [ABSTRACT FROM AUTHOR]

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to "Ensure inclusive and quality education for all and promote lifelong learning" as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development. [ABSTRACT FROM AUTHOR]

Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country's priorities is making educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (quality education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and the legal rights to education of ethnic minorities. Additionally, this research employs an exploratory method to investigate the four major conditions for the implementation of quality education for ethnic minorities, namely legal–political, economic, socio-cultural factors, and participation pride. We also investigate three main barriers that hinder SDG4 implementation and human rights practices, namely child labor, language, and gender inequality. The contribution of this study is necessary for establishing more informed strategies and policies towards sustainable development in education for multi-ethnic countries. [ABSTRACT FROM AUTHOR]

As a generation of 'digital natives,' secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s "Digital Kids Asia Pacific (DKAP)" project, employs Bayesian statistics to explore the relationship between the students' background and their digital abilities. Results show that economic status and parents' level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students' digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students. [ABSTRACT FROM AUTHOR]

This piece of research focusses on the sustainable development goal (SDG) number four of the 2030 Agenda for Sustainable Development: quality education. The main objective of this research was to determine whether introducing a High Achievement Academic Program (ARA Groups) at a Spanish public university could enhance its graduates' employability. According to the existing scientific literature, some variables related to the students' accomplishments during college are good predictors of future employability: academic performance, participation in international exchanges, and participation in traineeships. In the empirical part of this research, our objective was to compare, using descriptive and bivariate statistical analysis, the behavior of the students of the ARA Groups and the regular ones, regarding a set of variables related to the above-mentioned predictors of employability. The outcomes allow us to conclude that ARA students performed academically better and that they participated more in international exchanges. Participation in business internships did not present significant differences, although ARA students scored higher in the employers' assessment of the internship. Our results suggest that graduates of this program will be more sought-after by companies, and therefore it contributes positively to one of the key objectives of quality higher education, which is employability, and hence to sustainable development. [ABSTRACT FROM AUTHOR]

Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students' academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations' Sustainable Development Goal 4: Quality Education. [ABSTRACT FROM AUTHOR]

An international context of increasing attention to the quality of educational systems in school establishments is becoming more important to develop a governance that is compatible with the principles of sound and prudent management, inspired by effectiveness, efficiency, and sustainable development, in the long run. The article initially investigates the evolution of national evaluation system of schools as an important tool for management and for school quality improvement. The analysis is carried out on the 43 education systems belonging to the Eurydice Network in the period July–September 2018. Mainly, we have noticed a wide diffusion of evaluation and self-evaluation mechanisms and therefore the development of a school management culture to improve the quality of the system and students' performance. Subsequently, we aim to verify whether it is possible to identify a linear relationship between the assessment indicator expressed by the international statistical surveys on student performance and the overall quality of the school system. In this regard, the research data on the evolution of the national evaluation system and the statistical data of the OECD-PISA surveys are cross-referenced. Briefly, results on student performance show that the assessment of the quality improvement of the school system cannot be based exclusively on pupils' performance. However, there is a generalized evolution in the adoption of national evaluation systems, confirming that the managerial culture in European schools is growing. As a further future study, the research will observe the above reflections taking into account the evolution of student performance results for the three-year period of 2015–2018 (OECD-PISA 2018 will be published in December 2019), considering a substantial evolution of national evaluation systems in schools during this three-years period. [ABSTRACT FROM AUTHOR]