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This research aims to examine the influence of learning motivation based on environmental conditions, desire to work, and main desires. To achieve this, a quantitative research design was used, and a total of 500 students (101 boys and 399 girls) in Indonesia were selected as respondents using proportional random sampling techniques. Data collection was carried out using a learning motivation scale questionnaire. The results showed that students had a high level of motivation, with an average score of 50.8. The desire to work can be seen from hopes and dreams, as well as a conducive environment. It is known that external factors such as encouragement from others and involvement in activities have a greater influence with significance scores of 0.801 and 0.766 respectively. Meanwhile, appreciation and hopes or aspirations each received a score of 0.709 and 0.704. This implies that encouragement and activity can be integrated into the student's self. The research also shows that gender does not have a significant effect on the desire to learn. However, providing appropriate encouragement and rewards will increase students' willingness to learn, which can be maintained by educational institutions and parents and instill a desire for personal progress and development.

Environmental risk perception has a long-time travel in the public participation in environmental fields. This perception involves individually socially constructed physical and mental experiences that involve many factors just for knowledge, attitudes, and the culture that develops in society. An individual's understanding of environmental risk provides an overview of an individual's preparedness for appropriate environmental risk strategies and measures. This cross-sectional survey study aims to collect data on the environmental risk perception of Indonesian students. The survey data instrument used in this study is the environmental risk perception scale (ERPS) questionnaire, transformed into Google Forms in the Indonesian language. The target respondents were 1,267 students from 1,300 undergraduate population size of educational study programs in the field of biology who came from various institutions in Indonesia. Sexual category, grade point average (GPA), and university status to explore the perception of the active student environment of prospective biology teachers with various parameters. The results showed several interesting findings: the female sex is more sensitive to environmental risks, academic abilities play a more logical role in environmental risk analysis, and respondents who have taken environmental courses have a higher sensitivity to environmental risk.

Purpose: The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country. Design/methodology/approach: This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex. Findings: The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation. Originality/value: By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.

Purpose: The aim of this study is to gauge the consideration toward sustainability and sustainable development in the creative process or activities in design practices among the design undergraduates of University A, Russia, and University B, Malaysia. The beliefs, attitudes and intentions toward all the dimensions of sustainability -- environmental, social and economic -- were assessed and compared between both institutions. Design/methodology/approach: A questionnaire was administrated to 127 design undergraduates from University A, Russia, and 135 design undergraduates from University B, Malaysia, to assess their beliefs, attitudes and intentions toward sustainability and sustainability development in their creative practices. Findings: The outputs of this investigation suggested that the courses related to education for sustainable development that preached in design programs at University A, Russia, have developed appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative process or activities among the learners on environmental and social sustainability issues. The subject on sustainable development offered in design programs at University B, Malaysia, has mold positive beliefs, attitudes and intentions on the environmental sustainability issues in creative practices among the design undergraduates. The outcomes of this study shed some light on the effectiveness of the courses related to education for sustainable development of both institutions in building the appropriate mindset in the creative process during design activities. Originality/value: This study on the consideration of sustainability and sustainable development in creative practices is novel and the outputs of this study can carve the path for an effective education for sustainable development courses in the design programs, specifically in the context of building the appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative practices among the future designers.

During adolescence, access to safe environments is critical for healthy development. This study analyzed adolescents' perceptions of safety in personal and public spaces in the semi-rural community of Santa Ana, Colombia on the Island of Barú (95.8% of inhabitants live in poverty). We used thematic analysis to explore adolescents' experiences and reflections to identify the factors influencing their perception of safety across different community spaces. Four gender-segregated focus group discussions were held with 40 adolescents (20 male and 20 female) from ages 13 to 17 (M = 14.4, SD = 1.2). Most of them self-identified as Black (86%). The more recurrent spaces in the adolescents' conversations were the streets, the school, the local sports field, individual homes, and commercial sound system parties known as "Picos." Adolescents perceived the school as the safest space, while the "Picos" were the most unsafe. The other spaces were considered mixed, meaning that their perceived safety shifts and depends on the presence of certain factors. These factors were risky behaviors, group affiliation, designated authority roles, and the relevance of time. The authors discuss the importance of addressing the factors that inform adolescents' safety perception, particularly within low resource settings cross-culturally.

Purpose: This paper aims to examine a co-produced initiative implemented at the University of the West of England, UWE (UWE) between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C's) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities. Design/methodology/approach: This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project. Findings: The project received two UWE student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C's provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern. Originality/value: The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.

In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.

The aim of this study was to adapt the Affective, Behavioural, and Cognitive Connectedness to Nature Scale (ABC-CNS), which was developed by Cuadrado et al. (2022) and focuses on the affective, behavioural and cognitive components of the interrelationships between knowing, feeling and doing towards the natural environment, into Turkish conditions. The linguistic equivalence study of the scale was conducted by using the final Turkish form and the English forms, and was conducted using to 45 English teachers all of whom were native Turkish speakers and proficient in English. The collected data were analysed t using the through dependent samples t test, and no significant differences were found between the responses of the respondents to the Turkish and English forms (p<0.01). In the next stage, for the purpose of validity and reliability, the Turkish form was administered to 300 participants aged 18 and over from different regions and various occupational groups in Turkey. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted as part of validity and reliability studies. According to the results of the factor analysis, it was concluded that the adapted scale in Turkish is a valid scale with three dimensions, which are intrinsic to the original structure of the instrument. The internal consistency reliability of the scale was calculated through Cronbach Alpha and reached 0.90. The adapted ABC Connectedness to Nature Scale (ABC-CNS) is a valid and reliable scale that can be used to reveal the cognitive, affective and behavioural aspects of the connection between Turkish living adults and nature.

Artistic Literacies (AL) can be a catalyst to creative, imaginative, and potentially, transformative learning (Blackburn Miller, 2020). Artistic literacy texts include storytelling, creative writing, popular theatre, music, dance, poetry, fiction, or memoir, and visual art. Creative possibilities for diverse adult literacy learners can open when artistic literacies are integrated across the disciplines. This paper will highlight the way that transformative learning theory can enrich our understanding of artistic literacies and adult learning processes. Connections to transcultural literacies, affective (emotional and social) literacies, and environmental literacies within the context of adult literacy education will be explored. Visual art is used to highlight key dimensions of transformative learning and multimodal literacies. In multimodal learning, written-linguistic modes of expression interact with oral, visual, audio, gestural, tactile and spatial patterns of meaning (Kalantzis and Cope, 2012). For example, visual literacies can encourage the exploration, analysis, interpretation, and expression of artistic forms that include painting, sculpture, collage, photography, graffiti art, mobile art installations, protest art, and film. Transformative learning and multimodal learning disrupt singular conceptions of literacy to enable multiple entry points (e.g., aesthetic, narrational, experiential, intrapersonal, etc.) for creative learning and multimodal literacy development.

This research was a qualitative phenomenological study and its purposes were to (1) understand the meaning of self-regulated learning and excellence from the perspectives of students, administrators, teachers, and parents of students who have achieved learning success; (2) study the self-regulated learning process of successful students through the experiences shared by students, administrators, teachers, and parents; and (3) identify the success conditions of self-regulation in students who have achieved learning success, as obtained from students, administrators, teachers, and parents. The research instruments consisted of causal factor interview protocol and observational forms, and the data was analyzed by using content analysis. The research findings indicated that (1) self-regulated learning is a process of self-control that involves taking responsibility for learning tasks, having the motivation to seek knowledge using various skills, self-assessment, management, and having the necessary reinforcements to achieve one's goals. This leads to excellence, a unique quality that surpasses others, and it stems from individual dedication to personal development and setting challenging standards for oneself; (2) The processes or strategies to promote self-regulation in learning and lead to excellence consist of three components: cognition, metacognition, and motivation; and (3) The conditions or factors that promote self-regulated learning and contribute to student success include personal factors, behavioral factors, and environmental factors. These three factors directly affect the learners and enable them to self-regulate their learning and develop themselves towards excellence. The findings of this study can serve as a basis for further development of self-regulated learning to guide students towards excellence.

In basic education in Brazil, there is often confusion concerning the relationship between the greenhouse effect and global warming. The present work evaluates the status of research on this issue. A systematic literature review (SLR) was undertaken, considering studies published between 2013 and 2024, obtained using the databases CAPES Journal Portal, Google Scholar, and SciELO. The review investigated four main areas: the origin and geographical distribution of the research, the teaching strategies employed, the most common misconceptions among students, and the pedagogical contributions of the approaches described in the studies. The analysis revealed a significant increase in publications on the subject, driven by global events and the implementation of public educational policies. The strategies most frequently employed included investigative activities and the socioscientific issues approach, with an emphasis on promoting a critical understanding of climate phenomena. However, misconceptions persist, particularly related to the inability to differentiate between the natural greenhouse effect and global warming intensified by human actions. The results highlighted the need to improve pedagogical practices and revise teaching materials, to deliver education that goes beyond rote learning and can encourage critical thinking and informed decision-making. It could be concluded that integrating science, society, and politics into teaching is essential in preparing students to face the challenges arising from contemporary climate change.

Despite growing studies on Appreciative Inquiry (AI), rooted in positive psychology, its application in a research laboratory and its associated impact on students' mental health and well-being are underexplored. Thus, this study explores how a positive environment affects students' mental health and wellbeing. Interpretive descriptions guided the data collection and analysis process. We conducted focus groups and interviews with 23 students recruited through convenience sampling. Reflexive thematic analysis identified three themes: (1) feeling valued by others builds confidence, (2) strength-based guidance fosters growth, and (3) meaningful research work increases resilience. Our study suggests that a positive environment informed by Appreciative Inquiry has the potential to positively affect the mental health and well-being of international students.

We studied the affective component of intercultural competence: intercultural sensitivity. Specifically, this mixed methods study will be used to understand how Latin American students experienced their experience studying abroad in the UK, including what and how they learned and changed. The study explores the relationships between intercultural sensitivity and experiences of intercultural contact to predict the variables that impact its development. This study contributes to our understanding of the phenomenon of learning abroad, particularly in the context of UK higher education. Results suggest that emotions are key to the experience of studying abroad, both positive and negative, and these impact the ways that one learns about oneself and about others and one's ability to reflect on one's own culture as well as being open to a new culture.

Young children do not develop language skills by studying grammar and rules for forming sentences. Children's brains are wired to acquire language naturally; all they need is exposure. Many opportunities for language learning are lost to deaf children if they are not surrounded by other signers. In fact, the loss can be so severe that deaf and hard of hearing children can be at risk for language deprivation, a neurodevelopmental disorder that negatively impacts cognitive, linguistic, behavioral, and social development. To promote environments that are rich in language for deaf and hard of hearing children, a team of American Sign Language (ASL)/English bilingual researchers, university professors, and speech-language pathologists from institutions in different parts of the country present some practical strategies. These strategies can help parents, especially those who did not learn signs as their first language, to communicate more frequently with their young deaf or hard of hearing children and help ensure the development of their strong early language skills.

This research purposed to test the accuracy of Machine Learning techniques for learner analytics based on SEEEM factors of secondary education students in Thailand's COVID-19. Research volunteer came from secondary education students in Thailand who invited by researcher. The research questionnaire adapted from Computational Thinking Assessment by Korkmaz et al. (2017), Science Process Skills by Pruekpramool (2014), Environmental Literacy Instrument for Adolescents by EPA (2018), Test of Economic Literacy by Walstad et al. (2013), and Technology and Engineering Literacy Student Questionnaire by NAEP (2018). This research employed the statistics in analysis of Mean and Standard Deviation, and Machine Learning Techniques such as Naïve Bay (NB), Support Vector Machine (SVM), Decision Tree (DT), Random Forest (RF), Logistics Regression (LR), Gradient Boosting (GB), Extreme Gradient Boosting (XGB), and Artificial Neural Network (ANN) with 80% for training and 20% for testing. The results of this research as it shown techniques used in data analytics in this paper may benefit to educators, teachers, or students in Thailand.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.

In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as nonpollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.

The perceptions of students who study environmental science related to pollution are certainly different because they are influenced by various circumstances. These circumstances, among others, depend on what they observe around them and their prior knowledge. This study aimed to determine the concept of pollution according to the cognitive structure of prospective biology teachers. The research was designed as a case study and the selected participants were 29 first-year biology education students who took environmental science courses. Data were collected by giving word association tests, open-ended questions, and drawings. The results showed that students' thinking process and prior knowledge influenced their ability to express ideas or answers. Cognitive perceptions of prospective biology teachers from the word association test brought up 30 words related to the pollution which were grouped into four categories, namely types of pollution, causes of pollution, consequences of pollution, and solutions to overcome pollution. Cognitive perceptions of prospective teachers based on open-ended questions, most of them wrote the definition of pollution as stated in the environmental management law, and cognitive perceptions of prospective teachers outlined in the form of drawing related to efforts to overcome pollution are throwing garbage in its place, doing reforestation, and go green action. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

This study aimed to construct a causal relationship model of factors influencing communication arts students' qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

In an era of worsening environmental crises, students may not perceive themselves as able to impact and change the inevitably upcoming futures. Accordingly, a common goal of educational systems has been to develop students' agency beliefs and sensemaking in a complex world. Simultaneously, students are facing unprecedented levels of future anxiety, and educational institutions undervalue the importance of futures thinking. To take on a constructive approach on futures thinking, we examine how students' systems thinking skills develop during a futures education course in which they write their own visions of a hopeful future. By looking at the thematic spheres of society, nature, and technology, we analyse how students develop systemic understandings of the complex system that is the context of the study: the city of the future. The study examines how students' written future visions develop throughout the course, and how those changes indicate development in systems thinking. The results show that the futures education course allowed students to improve their understandings of the interconnectedness of the topics they raised, fostering more complete and active understandings of the futures, here shown through the multidimensional development of systems thinking. Students developed a deeper understanding of the interrelationships of society, nature, and technology, and advanced understandings of the pathways to change and the actions needed to achieve their futures.

This study aims to examine the impact on environmental attitudes and awareness of kindergarten pupils of an intensive education programme based on basic science process skills including the 'reduce, reuse and recycle (3Rs)' paradigm for preschool children. A quasi-experimental pattern with non-equivalent pretest-posttest and with a control group was used. The study was carried out with kindergarten pupils a district located in the Aegean region. The study was conducted with a total of 38 children in four classes, two of them in the experimental group and the remaining two in the control group due to the pandemic conditions. The "Environmental Awareness and Attitude Scale for Preschool Children" was utilised in the study. According to the results obtained in the study, there is a significant difference between the mean scores of the pretest and posttest of the experimental group. In addition, it was found that the mean of posttest scores of the experimental group was significantly higher than the mean of posttest scores of the control group.

Low literacy levels are believed to be one of the causes of environmental damage problems. It is felt that the current implementation of the problem-based learning model is still not optimal in increasing students' environmental literacy, especially regarding sustainable issues. This research aims to (1) produce a sustainable issue-based learning model, and (2) test the level of validity and reliability of the model. The research was carried out at Malang State University and PGRI University Semarang involving biology learning experts, educational technology experts, and environmental experts as research subjects. The instrument in this research is an expert validation sheet. Validation results were analyzed using the average score while reliability was analyzed using percentage agreement. The research results show that the development of PBIB syntax including orientation, concept strengthening, observation, investigation, report, and reflection is classified as valid with a score of 3.87, while the reliability is 3.88 (reliable). This research indicates that the PBIB model can be used in learning and potentially increase students' environmental literacy.

The aim of the present study was to assess the energy-, environmental-, and climate change literacy among primary and middle school students in selected cities of Ethiopia. This survey study was conducted in primary and middle schools found in six cities and involved a total of 1589 students. The finding indicate that the participants of the study had a very good awareness about principles underlying generation and use of energy but performed much poorly in items related to awareness about impacts of climate change. The paper also concluded that students' views about issues related to generation and use of energy cannot be considered as favorable. On the other hand, the results on practices related to energy use and environmental protection reveal that participants reported pro-energy and environmental practice. Interestingly, the practice of participants doesn't seem to align with the generally unfavorable attitude towards energy generation and climate change. Therefore, it is advised that primary and middle schools offer a thorough education on energy and environmental education because these levels of instruction have a special role to play in raising awareness of and developing skills and attitudes related to environmental and climate change education.

This paper examines the Confucian concept of learning, or xue ([character omitted]), from the perspective of ecological humanism. Through a comparative interpretation, this paper attempts to disclose the significance of Confucian xue conceived as a practice of aesthetic appreciation and creativity, emphasizing in particular its function within an eco-centric worldview. The author reviews the relevant concepts of ecological humanism as expressed in the ideas of John Dewey and Thomas Alexander, then applies these as a theoretical framework for interpreting xue and its related concepts and practices as they appear in the Confucian text the Lunyu ([characters omitted] ). It is argued that xue is a process of developing and expressing virtuosity and artistry in the "arts of life," and that its practice was understood as a direct participation in the creative development of nature. The significance of such a concept of learning for contemporary educational philosophy is discussed in conclusion.

The so-called Forest School (FS) approach is increasingly common globally, but different practices occur under this title. While FS has been claimed to fulfil the needs of children holistically, practices differ in terms of interpretation of FS in the UK context, so it is likely that opportunities for children vary, yet often both FS practice and outcomes are discussed only in general terms. This research aimed to focus on the analysis of practice in two cases from one common perspective, 'interaction'. Focusing on interactions in different FS helps us to examine more closely pedagogical aspects of this educational phenomenon. With case study methods, we investigated two schools' practices through interviews, observations and document analysis. The collected data was analysed thematically, and 11 emergent codes were synthesised into themes related to 'interaction'. Using a theoretical framework of six forms of children's interaction (with adults, peers, environment, affordances, self and time), we explored the two English cases and made comparisons in terms of similarities and differences. The participating schools differed in the nature and prevalence of identified interactions because of their physical locations, cultural stances and notably, their pedagogical focus. We conclude that it is important to consider schools' focus in the forest rather than simply accepting nominal affiliation to FS.

A combination of personal, psychological, and environmental factors contributes to the risk of suicide attempts among those with suicidal thoughts and warrants further research. The study explored the associations of demographic, psychosocial, and behavioral factors with suicide attempts among a nationally representative of school-going Argentinian adolescents who have suicidal thoughts. The study analyzed the data from the Argentina Global School-based Students Survey 2018. The sample was restricted to adolescents with suicidal thoughts. The chi-square test was used to examine the association, and logistic regression determined the odds of suicide attempts across risk factors including demographic factors, psychosocial and environmental risks, as well as substance use and risk sex behaviors. In total, 11,962 (21.46%) of school-going Argentinian adolescents had suicidal thoughts, of whom 6033 (51.67%) had suicide attempts at least once in the last 12 months. Findings indicated that female adolescents had higher odds of attempts, paralleling global trends, while grade differences suggested a transitional phase's significance. Among those with suicidal thoughts, psychosocial factors like loneliness, bullying, and school absenteeism played pivotal roles in enhancing the odds of suicide attempts. In addition, substance use, notably marijuana, amphetamines, alcohol, and early initiation were associated with a heightened risk of suicide attempts. Risky sexual behaviors, like early activity and multiple partners, were also associated with a higher likelihood of suicide attempts in suicide ideators. Emphasizing preventive measures targeting adolescents, particularly within school settings, is crucial for reducing suicide attempts among those experiencing suicidal thoughts.

Numerous scholars have investigated the determinants of university innovation efficiency. However, the internal governance aspects of universities and their interactions with the external environment are frequently neglected. Therefore, this study, grounded in the framework of embeddedness theory, employed the Stochastic Frontier Analysis method to empirically analyze innovation efficiency in Chinese universities. The results indicated that competitive threats significantly improved university innovation efficiency, whereas bureaucracy and international openness exhibited adverse effects, which were alleviated in regions with greater marketization.

This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.

The widespread benefits of creativity have become more salient in recent years. This has led to scholarly interest in finding ways to foster creativity. Nature immersion may be one way to enhance creativity, particularly as many individuals involved in creative pursuits have found nature to be a source of inspiration and a haven for restoration. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) extension for scoping reviews and the PRISMA-ScR 22 item checklist, we conducted a scoping review to examine the evidence on the relationship between nature and creativity as well as any underlying mechanisms facilitating this relationship. A scoping review was deemed appropriate given the infancy of the topic and the need to understand the broad landscape. Our aim was to present a range of interdisciplinary applications of nature interventions on different types of creative performance. We found 45 publications exploring the relationship between nature and creativity, with the majority (n = 36, 80%) published within the past seven years. Overall, the quantitative studies in our scoping review provided evidence of a significant positive relationship, or effect, between nature and creativity. These relationships held across various types of nature including for wilderness, rural and urban settings, as well as in different applications of creativity such as in the arts, workplace, education, and laboratory conditions. Qualitative and case study research also supported the positive relationship between nature and creativity including in diverse nature settings and in different applications such as in visual arts, design, writing, music, free play in kindergartens, and work. Qualitative studies highlighted potential mechanisms behind this relationship, including time in solitude, appreciation of impermanence, relaxation and inspiration, and disconnection from technology. Moreover, the degree of exposure to nature may be an important consideration for creative performance with more immersive, real-life experiences typical of outdoor nature, tending to be more effective than indoor spaces with window views or indoor plants. These preliminary findings suggest that more opportunities to connect with nature, especially in the outdoors, may help to stimulate creativity in a wide range of settings including education, the creative arts, and workplaces, although more high-quality research examining the sustained effects of nature on creativity is needed.

In the last few years, international student mobility has been disrupted not only by the global health crisis resulting from the outbreak of the COVID-19 pandemic but also adversely affected by the rise of geopolitics. The worsening relationship between China and its western counterparts led by the United States and its allies has significantly influenced students' motivation and plan for overseas education. Based upon interviews with 75 students from leading universities in mainland China, this article examines how Chinese elite students evaluate the impact of the new geopolitics on their overseas study plans and opportunities. The study found that, due to the influence of scientific internationalism ideas and institutional habitus, interviewees underestimated the impact of geopolitical factors. Furthermore, unpleasant environmental factors (such as racial discrimination) caused by geopolitical changes are tolerable because most of the interviewees plan to return China after studying abroad. On the other hand, deterioration of Sino-US relations has substantially affected Chinese students' international mobility. Many interviewees, especially those majoring in science and engineering, were unable to obtain visas. Some of them gave up their study abroad plans, while others transferred to other study abroad destination countries such as the United Kingdom and Singapore. We also find that the perception of the power shift in the field of higher education shapes the students' decision making. This article critically reflects upon the international student mobility from the broader political economy perspective, discussing policy implications for future international education.

Engagement has been recognized as one of the most important factors of learning and achievement in academic settings. Research on engagement has been gearing toward a "person-in-context" orientation, where both personal characteristics and contextual features in relation to students' engagement are considered. This orientation allows a more in-depth understanding of how a person embedded within a context engages in a task, and it pays particular attention to the interactions between the person and contextual features. Engagement in context is situational, longitudinal, and multi-dimensional. This in-situ orientation requires a research methodology that is embedded in and responsive to the context where learning occurs. In this paper, we provide a conceptual synthesis of research on academic engagement in proposing a framework of engagement in context. We introduce the affordances of Experience Sampling Methodology (ESM) and provide a review of current technologies in supporting ESM. In addition, we provide example cases of examining engagement using ESM and technology. In these cases, we discuss details about how ESM combines with technologies and statistical approaches in providing insights to educational research, theory, and practice.

Background: A recent literature review identified that past research has described the impacts of dysphagia on quality of life; but there is limited research on these impacts from the perspective of people with dysphagia, their supporters and allied health professionals. Recent qualitative research has provided details about these perspectives, but researchers have also called for verification of these findings with a larger group of participants. Aims: To expand upon the findings of the prior qualitative research on the views of people with dysphagia, supporters of people with dysphagia, and allied health professionals on the impacts of dysphagia and texture-modified food on quality of life. Methods & Procedures: An online survey of adults with dysphagia (n = 30), supporters of people with dysphagia (n = 4) and allied health professionals (n = 18) was conducted between November 2021 and February 2022. Categorical questions were analysed descriptively and open-ended questions were analysed for content categories of meaning. Outcomes & Results: Participants with dysphagia reported that dysphagia and texture-modified foods had a greater impact on their physical health than on their choice and control or social engagement. Supporters and allied health professionals viewed that dysphagia impacted the physical health and their choice and control of people with dysphagia. Across groups, participants considered that mealtime enjoyment, participation, and inclusion were influenced by the control the person had over their meals, the accessibility of the mealtime environment, and the attitudes of others. Conclusions & Implications: Dysphagia and its interventions negatively impact quality of life for people with dysphagia. People with dysphagia were the most affected by the physical impacts of dysphagia. Their perspectives contrasted with those of supporters and allied health professionals in some domains, highlighting the need for people with dysphagia to be included in research. Future research exploring how these perspectives are integrated into person-centred dysphagia management is warranted.

Land-based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more-than-human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning-making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land-based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro-analysis of participant-generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land-based literacies. We describe Land- walking, including forest- and creek-crossing practices, as literacies that require reading and meaning-making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land-based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land-based literacies for sustainable stewardship of the Land during times of drastic environmental change.

The ability to predict upcoming events is essential in infancy because it enables babies to process information optimally and have successful goal-directed interactions with their environment. In this article, we examine how infants generate predictions in perception, cognition, and action, and address whether and how their predictions are motivated and affected by their motor development. Our synthesis of research demonstrates that infants form predictions in the perception, cognition, and action domains based on perceived statistical information, pre-existing and newly generated knowledge, and internal motor models. Our analysis reveals that infants' increasing fine and gross motor experiences have a moderating impact on the elaboration of the different bases for predictions. Based on this, we conclude that new motor experiences enable infants to constantly improve the bases from which they generate and update their predictions.

Human-driven carbon emissions have resulted in increased levels of dissolved carbon dioxide in the Earth's oceans. This dissolved carbon dioxide reacts with water to form carbonic acid, which impacts ocean acidity as well as the solubility of carbonate-containing compounds, with far-reaching impacts on marine ecosystems and the human communities that depend on them. Exploring these connected chemical processes offers a rich opportunity to connect chemistry to current environmental issues while illustrating how to quantitatively approach equilibrium in complex chemical systems. Generally, nonlinear algebraic methods are used to determine the equilibrium concentrations of chemical species in systems with multiple equilibrium processes. Because these methods are cumbersome to solve manually and may be unfamiliar to chemistry students, we designed an activity that introduces students to the use of Python coding for solving systems of nonlinear equations. Students wrote code to calculate pH as a function of PCO2 in a freshwater system and compared their Python calculations to experimental pH measurements made on a system of deionized water pressurized with carbon dioxide. An instructor-supplied Python notebook in Google Colaboratory enabled students to further their learning by exploring the effect of PCO2 on model marine systems in which temperature, salinity, and calcium carbonate were added as variables. To support adoption of the Python notebooks for students and instructors with differing levels of coding experience, we provide multiple stand-alone resources that teach the basic coding tools needed to solve equilibrium problems.

At the heart of sustainability is the relationship between humans and the planet. The binary of anthropocentric or ecocentric worldviews appears to be powerful in defining this relationship. Sustainability requires nuanced approaches which go beyond simple binaries, and therefore a dialectic approach which works to synthesise the binaries may be helpful. This paper draws on Maori cultural understandings of fire to trouble the ecocentric versus anthropocentric binary. Maori oral traditions of fire identify the connections between people and the planet and see people as part of fire and fire as part of people. By exploring Maori oral traditions, it is possible to see fire as more than purely an element that contributes to environmental problems and reveals the pedagogical potential of campfires to reignite the relationship between humans and the planet.

This article adopts the perspective of Sen's capability approach to examine elite athletes' environment and their capability to plan and prepare a career transition out of sport. Interviews were conducted with 14 elite athletes in Canada and results from the thematic analysis reveal that discrepancies exist in the athletes' environment. Three types of environments emerged from the findings: enabling, restricting, or hindering athletes' capabilities to plan and prepare their transition out of sport to a career they value. The difficulties reside more specifically in the possibilities they have to prepare an education path of their choice while being part of the national team. The results highlight that even though support from family and teammates is essential, it is not sufficient, as the support of coaching staff was shown to be crucial. The role of Game Plan advisors varies according to athletes' type of environment and underline the importance of going beyond their role of individual counseling in certain types of environments.

This paper responds directly to the question, how do we communicate our philosophy of art education? It does this by drawing upon previous research with "House of Imagination, School Without Walls" and doctoral research exploring children's learning identity as artists, to illuminate a philosophical approach to art education and its pedagogy that highlights both human and more-than-human dimensions of learning in communities of practice involving artists, researchers and educators working alongside children and young people where spaces of possibility for practice and innovation emerge. The paper focuses particularly on current and creative research in the "Forest of Imagination," a long-term participatory contemporary arts and architecture event in Bath, UK. "Forest of Imagination" offers an alternative, creative approach to learning, focusing on ecological imagination and nature connection. As a new aesthetic imaginary, the Forest of Imagination is a living, breathing art classroom, inspiring curiosity, imagination and a deeper connection with the natural world.

This study used a short-term longitudinal design to test the social-cognitive model of career self-management's (CSM) theorized pathway in which exploratory actions mediate the association between career exploration self-efficacy and decisional outcomes. The study clarifies the role of exploratory actions in the decision-making process by distinguishing between self-exploration and environmental exploration. College students (N = 136; 77% female; mean age = 18.71 years [SD = 1.19]; 47% with undeclared majors) completed an online survey assessing self-efficacy for self-appraisal and self-efficacy for obtaining occupational information. A month later, they reported the frequency of their engagement in self-exploratory and environment-exploratory actions over the past month and completed measures of two decisional outcomes reflecting readiness to make career decisions (vocational identity and need for additional occupational information). The CSM's mediational pathway was supported with respect to self-exploration but not environmental exploration. I discuss implications for the CSM model and for career-development interventions.

In an effort to better engage biomedical engineering technology (BMET) students with material covered in lectures and to connect them with their future careers, we created interactive 360° videos in typical BMET workplaces. Students watched the videos using virtual reality (VR) headsets and reflected on the experience. Students commented that the 360° videos made them feel that they were actually in the workplace and provided a better understanding of the devices that were covered in lectures. The use of interactive 360° videos proved to be an effective way for students to explore equipment and situations and has the potential to be more broadly applied in the biomedical engineering field.

Background: Evidence supports the effectiveness of shared book reading for promoting language and literacy development, but it is known that families experiencing vulnerability may have reduced access to books and are less likely to share books regularly at home. Community hubs often provide support to families experiencing vulnerability and may provide an opportunity to create environments that support families to engage in shared book reading, especially if families are invited into the creation of these environments through co-design. However, there is currently little evidence regarding the impact of co-designing shared book reading environments with families in community settings. Aims: The current study is part of a broader project which used co-design to develop a shared book reading environment in collaboration with stakeholders in a community hub. This small-scale study aimed to provide a preliminary evaluation of the impact of this co-designed shared book reading environment at the community hub on (1) the frequency of shared book reading at the hub; (2) participants' confidence and enjoyment of reading with children at the hub; and (3) participants' experiences of shared book reading at the hub. Method & Procedures: The co-design project was carried out in four phases with families, staff and community partners at the community hub. A convergent mixed-methods approach was used to collect and analyse quantitative and qualitative data in the first and last phase of the project to evaluate project outcomes. Quantitative data (environmental observations of reading at the hub and participant ratings of confidence and enjoyment of reading with children at the hub) were analysed using descriptive statistics and nonparametric statistical tests. Qualitative data (participants' responses regarding their experiences of changes implemented in the community hub) were analysed using inductive content analysis. Outcome & Results: An increased frequency of shared book reading was observed within the community hub after changes were implemented, and positive changes in enjoyment of book reading were recorded. Qualitative responses from participants following conclusion of the project were organised into three main categories, which showed that (1) children and families were reading more and enjoying reading activities that were happening; (2) children and families were borrowing more books; and (3) families had changed the way they were reading at home with their children. Conclusions & Implications: A co-designed shared book reading environment within a community hub had a positive impact on shared book reading experiences for families in areas with high levels of vulnerability.

This article surfaces the functions, possibilities, and problems that emerged during the triple pandemic for a public school teacher in an urban school. The author weaves research, narrative, autoethnographic excerpts and timeline to represent the imagined and unimagined spaces that she and her students occupied from 2019 to 2020. How the teacher and students occupied and narrated those spaces tells a story that can be compared and contrasted with the dominant narrative of "pandemic learning loss" found in media and public discourse. These moments highlight two lines of inquiry: What imagined and unimagined spaces emerged as a result of large scale disruption? And what conditions, dispositions, and resources are needed from public education for our interdependent, unimagined future? The conclusion suggests that due to perceptual and holographic variations between stakeholders, the way forward will require collaborative effort.

This study investigates the influence of environmental attitudes of Chinese students in higher education institutions (HEIs). It included 988 students at ten higher education institutions and administered an "environmental attitudes inventory" questionnaire to investigate gender, grade level of study, institution level, parental educational background, scholarships, annual household income, students' leadership experience and the extent to which variables such as participation in environment-related courses affect students' attitudes towards the environment. Furthermore, the study relied on descriptive and analytical methods. The results show significant differences in grade, school level and parents' educational backgrounds on students' environmental attitudes. In contrast, gender, scholarship, annual family income and student leader experience related to the environment did not appear as significant factors. This paper suggests that education policymakers incorporate these influences into a vision of environmental educational reform to inform the remedial actions needed by higher education institutions.

This study examines the effect of science-based courses on student teachers' biophilia levels. Based on the quantitative research approach, this study was conducted using a quasi-experimental method. The sample of the study consists of 146 student teachers studying at the education faculty of a state university in the fall semester of the 2022-2023 academic year. The sample group was conducted with student teachers who chose four different science-based courses and voluntarily participated in the study. The Biophilia Scale with 25 items was used as a data collection tool. The findings showed that the biophilia levels of the participants in all four courses showed significant differences in favor of the post-tests. The findings also showed that the "environmental science" course's scale scores significantly differed from the other courses. In other words, the biophilia levels of student teachers who attended environmental science courses increased less than in the other courses. When the increase in biophilia level of student teachers according to their genders is examined, no difference was observed. As a result of the findings, it was suggested that more activities should be included in science-based lessons to increase students' biophilia levels.

The aim of this study is to reveal the perceptions of creativity of academicians working in different departments of an faculty of education and teacher candidates studying in different departments through an exploration of metaphors. A phenomenological design, as one of the qualitative research designs, was used in this study. The study group consisted of academicians working in the faculty of education of a state university and teacher candidates studying at the same university. Data were collected with a semi-structured interview form prepared by the researcher and analyzed by content analysis. As a result, it was observed that the metaphors developed by the teacher candidates and the academicians varied. It was concluded that teacher candidates mostly identified the concept of creativity with nature and based their metaphors on concepts that generated positive emotions and thoughts. On the other hand, academicians produced metaphors according to their fields of study.

Food has multiple roles within individuals' lives, with the potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included information about demographics, food-related questions, and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students filled in questionnaires, and 13 interviews (4 staff and 9 students) were completed. Multiple themes were identified from the findings. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic, study or work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49% of student participants. Decrease in the sense of belonging was not observed.