The Learner-Centered Approach: Key to Effective Environmental Training

Children Participatory Design Workshops: An Approach for Built Environment Education (BEE)

In an era characterized by escalating environmental challenges, this study endeavors to illuminate the levels of environmental literacy and pollution awareness among undergraduate students in the state of Telangana, India. Employing a robust quantitative approach, the research delves into the intricacies of these students' environmental knowledge and their cognizance of pollution issues. Through rigorous statistical analysis, the study seeks to unravel the correlation between the depth of students' environmental understanding and their awareness of pressing pollution concerns. The primary objective of this investigation is to offer a nuanced understanding of the environmental consciousness within this pivotal demographic. By strategically combining elements of environmental literacy and pollution awareness, the study aims to paint a comprehensive picture of the ecological awareness prevalent among undergraduate students in Telangana. The use of rigorous statistical methods provides a scientific lens through which to scrutinize the potential interplay between knowledge acquisition and real-world environmental concerns. As part of the study's core methodology, the researchers employ a structured questionnaire that gauges students' comprehension of key environmental concepts, such as biodiversity, climate change, and sustainable practices. The subsequent statistical analysis seeks to discern patterns, correlations, and variations in responses, offering valuable insights into the current state of environmental awareness among this critical demographic. The findings generated by this study are not only informative but also hold the potential to guide future educational initiatives and policy formulations. By providing a glimpse into the environmental awareness landscape among undergraduate students in Telangana, the research serves as a foundation for informed decision-making in the realms of environmental education and awareness campaigns. This study, therefore, acts as a valuable snapshot, capturing the intricate relationship between environmental literacy and pollution awareness, which is pivotal for shaping the environmental stewardship of the future.

Environmental issues hidden in medical education: What are the effects on students’ environmental awareness and knowledge?

Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey.
\n
\nThe role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts.
\n
\nA series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home.
\n
\nTraining design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.

Background: Multigrade classrooms often present a problematic situation in teaching performance, where teachers are expected to deliver instruction to students across different grade levels within a single period. Poor teaching performance in such settings can have significant consequences for student learning and equity. Aims: The aim of this study is to understand how integrated school English teachers shape the teaching experiences in a multigrade classroom. Methodology: A qualitative-phenomenological approach to investigate the experiences of integrated school English teachers in a multigrade classroom setting. The study purposively selected eight English teachers, aged 25-45 years old, from integrated schools, with at least one year of experience. Data were collected through two focus group discussions, each with four members, to create a comfortable environment for sharing. Data were analysed through thematic analysis. Results: Three domains were identified, including personal, behavioural, and environmental, each with themes explaining how English teachers navigate multigrade classrooms. In the personal domain, six themes emerged, highlighting how teachers’ inner dispositions and past experiences strongly shape their instructional practices. In the behavioural domain, five themes were identified, demonstrating how teachers’ daily actions, consistency, and emotional regulation directly influence student discipline, confidence, and engagement. In the environmental domain, five themes surfaced, emphasising how physical settings, resource scarcity, and social contexts continuously shape teaching strategies. Conclusion: The results reveal that English teaching in multigrade classrooms is shaped by a complex interplay of personal values, behavioural practices, and environmental conditions. Teachers’ personal struggles, resilience, and motivation drive their commitment to inclusive and learner-centred approaches. Their daily behaviours, modelling positivity, establishing routines, and adapting to challenges, directly influence student confidence, discipline, and engagement. Meanwhile, environmental realities such as resource scarcity, classroom conditions, and community expectations continuously demand flexibility and creativity. This study highlights that effective multigrade teaching is sustained by patience, adaptability, and collaboration, with teachers drawing strength from both personal experiences and professional growth to ensure meaningful learning for all students.

IntroductionDistance learning has seen a significant increase as educational institutions have shifted toward offering online courses. Although some institutions quickly adapted, many struggled to modify traditional materials for online learners. Time was crucial for institutions lacking experience in remote teaching. Designing engaging online cybersecurity modules for diverse students is a major challenge. With the growing popularity of online courses, it is necessary to examine the teaching methods used. This paper presents a systematic literature review on the current state of online cybersecurity education at universities. Using the PRISMA approach, the study identifies prevalent themes and addresses key research questions. This study aims to analyze academic articles to highlight key findings on how universities teach cybersecurity courses online.MethodsThe authors conducted a systematic review of scholarly articles, adhering to the PRISMA approach for the period from January 2010 to August 2024. PRISMA offers a structured approach to planning, executing, and reporting systematic reviews in various fields, including healthcare and social sciences.ResultsThe review revealed several key findings on the design of online cybersecurity courses. Learner-centered approaches were commonly used, featuring active learning and practical applications. Effective instructional methods included collaborative learning, case studies, and simulations, which promoted student engagement and critical thinking. Universities emphasize practical skills evaluation and knowledge acquisition through project-based assessments. The role of IT tools was highlighted, with virtual laboratories, gamification, and simulations providing hands-on experiences, enhancing motivation, and facilitating active learning.DiscussionThis systematic review provides a comprehensive overview of the current online cybersecurity education practices in online universities. As a pioneering effort, it offers educators and curriculum developers valuable insight into designing effective online cybersecurity programmes to enhance teaching and learning practices. The review of online cybersecurity education highlighted several key findings. Learner-centered approaches, which incorporate active learning practices and practical applications, were prevalent. Effective instructional methods included collaborative learning, case studies, and simulations, which fostered student engagement and critical thinking. Assessments focused on the acquisition of practical skills and knowledge, using project-based tasks, practical exercises, and online quizzes. IT tools played a significant role, with virtual laboratories, gamification, and simulation environments that enhanced hands-on experiences, motivation, and active learning.

PurposeThis paper aims to explore the origins of providing quality satisfied open educational resources (QS-OER) related to Making Indonesia 4.0. It was aimed at exploring plausible determinants perceived by faculty. It was also of interest to reveal how, in what routines associated factors were interrelated.Design/methodology/approachAn exploratory design was used. A conceptual framework was first established through a literature review and focus group discussion. Conceptually, QS-OER included presage, pattern, process, product, practicability, prospective and power (7Ps). QS-OER had direct effects on hard, soft, social and life skills (4Ss). The operational framework was then established with 7Ps, QS-OER and 4Ss as independent, moderating and dependent variables, respectively. The population of 631 from Universitas Terbuka faculty was included in the study. Respondents were randomly chosen to accumulate data through a survey. Methodically, importance–performance analysis (IPA) and customer-satisfaction index (CSI) were emulated to measure satisfaction level and importance degree. Eleven hypotheses were assessed under structural equation modeling.FindingsSeven hypotheses were validated following 211 returned responses from respondents. Product was the most influential factor to QS-OER, followed by power, practicability, pattern and prospective, whereas presage and process were excluded. QS-OER influenced hard and soft skills, but social and life skills were excluded. IPA-CSI chart identified 21 (of 32) attributes as the pillars of QS-OER.Originality/valueThe quantitative framework was statistically dependable despite two of nine cut-off values that are slightly below the goodness-of-fit criteria. The study recognized the variance of qualitative versus quantitative results. Further inquiry is vital to diminish divergence by incorporating more relevant methods, augmenting theoretical exposures and/or enlarging sample size/population.

Purpose The purpose of this study is to determine whether the trends on the impact of soft skills, identified in the main international reports used by decision-makers of public–private institutions, correlate with the evolution of their demand in the Spanish labour market and whether these dynamics reflect a structural transformation in employability strategies or, on the contrary, a short-term adaptation of talent management policies by the employers. Design/methodology/approach This study uses an exploratory sequential approach. Firstly, a qualitative content analysis of leading future of work reports identifies emerging, evolving and declining soft skills. A thematic analysis of recurring patterns by sector is presented below, providing insight into sector-specific priorities. Subsequently, the quantitative analysis includes an assessment of the frequency of soft skills in key reports and an assessment of skills distributions by sector and year, aligning qualitative insights with quantitative evidence. Findings This study reviews trends in soft skills extracted from 12 relevant international reports, complemented by an empirical analysis of the demand for soft and hard skills in 2,930,630 job offers in Spain. The findings show a discrepancy between the importance highlighted in these reports and the real evolution observed in the market. This underscores the need to implement public policies that enhance sector-specific soft skills and close existing gaps. Research limitations/implications This research is based on a review of global reports and the analysis of empirical data from job offers in Spain during the period 2018–2023, which entails some limitations inherent to approaches based on secondary data and literature reviews. However, the study’s implications are significant for guiding future research and public, educational and labour policy interventions. Originality/value This paper compares global projections on soft skills – based on high-impact reports – with empirical data derived from job offers in Spain, evidencing a notable discrepancy between the rhetoric of these reports and the real demand for skills in the labour market. The study presents a solid approach to understanding current trends and projecting future developments in the demand for key competencies to meet the challenges of digital transformation.

This study investigated Intermediate Phase (IP) teacher trainees’ perceptions of learner-centred teaching approaches in South African English language learning classrooms. With increasing emphasis on learner autonomy and interactive methods, this research aimed to understand how future teachers perceive learner-centred approaches. It also assessed how teacher trainees view the benefits and effectiveness of learner-centred compared to teacher-centred teaching approaches. In addition, the research examined the challenges that teachers in training face when implementing learnercentred methods. Grounded in critical pedagogy and literature on learner-centred teaching approaches, this study argues that learnercentred teaching approaches are the most preferred methods of teaching English at any language proficiency level, whether it is the home language or First Additional Language. There is limited research in this area, particularly within South African contexts. A total of 40 second-year Bachelor of Education students from a South African higher education institution participated in this mixedmethods study. Data were collected through surveys and openended questionnaires. The study found that many teacher trainees acknowledge the benefits of learner-centred teaching methods, such as student engagement, autonomy, and motivation. Thus, the findings of this study contribute to the existing literature on pedagogical approaches and inform the development of more effective teacher training curricula.

Various instructional strategies and material are at the disposal of the designers and tutors of online distance courses. However, in order to be effective, instructional interaction must exhibit some specific characteristics. Designers and tutors have to make (and change) decisions related to the selection and sequencing of the instructional material, specify when and how to cover students'needs during the phase of practicing specific skills and understand when to respond to students'difficulties about the subject matter. They also have to be aware (during the stages of the design of an online, distance-course) of the theory and practice already established in the context of distance tutoring. Standardization of expected learning outcomes in computer science departments has been acknowledged by internationally recognized organizations such as the ACM or the IEEE. According to the ACM/IEEE Computing curricula, "computer science students need to be able to develop conceptual and physical models, determine methods appropriate for providing efficient solutions to a given problem, and be able to select and implement appropriate solutions that reflect suitable constraints, including scalability and usability". The need for standardization and adoption of such principles has also emerged in the case of Greek Technological Education Institutes. Multimedia support also arises as an interesting challenge in modern academic education schemes. An overall support of these principles, as well as the description and evaluation of a multimedia enhanced teaching methodology has been part of our research considerations. An important constraint factor of Technological Education in Greece is the low ratio of the permanent teaching staff in respect to the continuously growing number of students. In addition, the ongoing explosive expansion of the Greek higher education has further aggravated the situation. Hence, the driving forces behind our efforts have been the need for standardization and co-operation, the limited time frame, and the lack of human teaching resources. Unfortunately, traditional instructional design models generally tend to be linear, step by step guides directing the tutor through a series of necessary stages. Therefore, an "ambitious", non-prescriptive, combined Content - Instruction and Tutor - Learner Centred Approach (COIN_TULE) must be applied. The suggested approach is based on activities and task sets emerging from published research results and practitioners'experience about the natures of learning, instruction and the subject matter. More precisely, we try to explore, examine and capture the relationship between Content and Instruction (COIN-relationship) and the relationship between Tutor and Learner (TULE-relationship). Such a work forms a basis for the extraction of useful characteristics that are incorporated into a methodological framework. The major advantage of this approach is that the Learner is put at the centre, which, not only improves understanding of the target audience, but also emphasises on the definition of course goals and learning objectives, the compilation of a detailed description of the content to be included, etc. In this paper we present a methodological framework for supporting the combinatory use of distance learning techniques, based on a mixed COIN_TULE and multimedia enhanced approach. At first, we briefly formulate the problem and describe the decisions which direct our choices. We explain the planning and design of our framework, presenting the sub-tasks related within the framework in more detail. Finally, we discuss evaluation of the learning experiments we have conducted, along with interesting outcomes and directions for future work.

This phenomenological study explored the triumphs, challenges, coping strategies, and insights of former athletes who are now serving as coaches in sports events. Anchored on Self-Determination Theory, Experiential Learning Theory and Situated Learning Theory, the study involved fifteen (15) former athletes from the Municipality of New Bataan, Davao de Oro, who are now DepEd teachers with at least two years of coaching experience and participation in district-level or higher sports competitions. Data were collected through In-Depth Interviews (IDI) with eight participants and Focus Group Discussions (FGD) with seven participants and were analyzed using thematic analysis. Findings revealed six major themes on lived experiences: difficulty in juggling multiple roles, limited financial resources, challenges in accessing sports equipment and facilities, dealing with athletes’ behavior and health conditions, reaching higher athletic meets, and teaching positive attributes to student-athletes. Six coping strategies also emerged, namely open communication, self-motivation and self-care, engagement in trainings and personal services, prioritization of personal and team needs, resilience in setbacks, and faith and spirituality. Moreover, five themes were generated from the participants’ insights, including redefining success and athlete development, valuing principles of sports and coaching, recognizing the importance of institutional and community support, celebrating wins, and emphasizing the provision of adequate equipment and experienced coaches. Overall, the study underscores how former athletes past experiences significantly shape their coaching practices and highlights the need for strengthened institutional support to enhance the quality of coaching sports events.

Background:In the Indian context, published systematic research on the opinions of mental health professionals and other stakeholders (patients and caregivers) regarding the different adverse effects of electroconvulsive therapy (ECT) is not available. This type of study allows for an in-depth exploration of complex phenomena, such as the perspectives of mental health professionals, which can provide a rich understanding of their experiences regarding ECT and also helps to understand the views of mental health professionals regarding the adverse effects of ECT during the post-ECT recovery period and its management. Conversely, the perception of patients and caregivers regarding the adverse effects of ECT can provide a more comprehensive understanding of the treatment and its impact on the patients who receive it.Purpose:To explore the understanding of participants about the various adverse effects following ECT and their perception of managing different adverse effects of ECT during the post-ECT recovery period.Methods:A qualitative approach using focus group discussion (FGD) was used. A convenience sampling technique was followed for selecting the participants. FGDs were conducted with stakeholders including mental health professionals, patients, and caregivers. Five FGDs were conducted with psychiatry residents, nursing officers from the ECT suite, and different psychiatry wards at NIMHANS. Four FGDs were held separately for patients receiving ECT and their caregivers, admitted to various psychiatry wards at NIMHANS. A total of 28 mental health professionals, 20 patients, and 20 caregivers participated. The number of participants for FGDs was decided based on data saturation. The FGDs, lasting 30–40 minutes each, occurred between October 2022 and December 2022. The FGDs were audio-recorded with prior permission from the participants. All the participants were informed about the study. Written informed consent was obtained. All FGDs were transcribed. Thematic analysis was done using Atlas. ti software.Results:The broad categories identified were adverse events associated with ECT during the ECT procedure, adverse events associated with ECT after the ECT procedure, prevalence of different adverse effects according to mental health professionals, effects of adverse effects on the continuity of ECT, and difficulties encountered by mental health professionals throughout the management. Other broad categories were found after conducting FGDs with caregivers and patients, which were patients’ experience as per the caregivers over the course of ECT, caregivers’ and patients’ willingness to continue ECT, unfavorable impacts of ECT experienced by the patients immediately after ECT sessions, and, later till the end of that day, suggestions of the caregivers and patients to improvise the management of ECT-related adverse effects and management of adverse effects by the treating team.Conclusion:The findings will develop a standard operating procedure that may help nursing officers monitor and identify the adverse effects immediately after ECT and minimize the complications during the post-ECT recovery period.

Knowledge acquisition has gained several research areas, such as human resources, marketing, finance, performance, and so forth. It has been acknowledged as an essential path for business success. While firms recognize the importance of knowledge acquisition to enhance business performance, previous literature indicates that SME’s are limited in knowledge acquisition efforts corroborated by the limited research in knowledge sources. For SMEs, knowledge acquisition can be identified as a vital variable as its absence may often hamper the leverage of attaining firm objectives. The frugality of research in discussing the antecedent factors in knowledge acquisition unequivocally, in the Micro, Small and Medium Scale Enterprises is the motivation for the present study. Based on previous studies the study develops a conceptual framework to suggest a relationship between knowledge acquisition and four antecedent factors (domestic knowledge, market knowledge, technological knowledge, and environmental knowledge). A Questionnaire is proposed to collect data and Smart PLS would be used to analyze the data. Conclusion/Recommendations: This study attempts to discuss some of the precursor variables that can affect knowledge acquisition.

Soft skills are some of the 21st century's most important life skills that should equip university students. Communication skills is one of the courses offered in Kenyan Universities to enhance the soft skills competencies of all undergraduates in their first-year semester. However, employers raised a concern that the newly hired graduates lack essential employability skills to perform office tasks effectively. Communication skills instruction and curricula do not contribute to the required soft skills competencies. The purpose of this study is to conduct a critical analysis of the efficacy of communication skills curricula and instruction on the acquisition of soft skills competencies required in the 21st-century workforce. The study had two objectives: to carry out a critical analysis of listening skills curricula and instruction on the acquisition of soft skills competencies and to examine critically speaking skills curricula and teaching on the acquisition of soft skills competencies. Speber and Wilson (1995) relevance theory of communication anchored the study. The study employed a qualitative approach to research methodology and content analysis to analyse the data. The findings revealed that communication skills instructors taught listening and speaking skills theoretically. There is a need for communication skills curricula to be aligned with industry-specific skills and communication skills instructors to utilise differentiated instruction, engaging pedagogies, and integrate information technology in their classrooms. The learner-centered approach will enhance the acquisition of soft skills competencies among the graduates. The research recommends that universities in Kenya review the communication skills course and align it with the Competency-Based Curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

Environmental awareness and changing attitudes toward “green consumption” are becoming evident in emerging countries’ markets. Using an extended theory of planned behavior, this paper aims to examine emerging countries’ business students’ intentions to purchase green vehicles. Stratified random sampling was used to select study participants, and data were collected through face-to-face interviews. Results revealed that environmental knowledge and awareness have a significant influence on business students’ favorable attitudes toward green vehicles. Further, a significant association between attitudes toward green vehicles, perceived behavioral controls, and intentions to purchase green vehicles was observed. Findings serve to inform managers and policy makers who are formulating strategies for maximizing value creation in an era of increasingly environmentally aware consumers in emerging markets. Ultimately, this policy will help to promote green technology initiatives, and encourage higher rates of adoption of eco-friendly vehicles in emerging countries.