This study aims to investigate how students mobilise scientific and socio-political knowledge about climate change in communicative actions directed at the public. It presents a teaching and learning proposal for high school science classes, focusing on critical communication and action in the context of climate change. Grounded in the Science-Technology-Society (STS) framework and Cultural-Historical Activity Theory (CHAT), the course aims to help students learn scientific knowledge about climate change while fostering critical agency to address socio-environmental challenges. The course, implemented with 37 high school students in São Paulo, Brazil, was structured into two phases: (i) one focused on foundational scientific concepts, historical context, and socio-political dimensions of climate change, and (ii) the other emphasising student-led interventions to communicate and act on the issue. Activities included lectures, group discussions, and projects such as creating social media campaigns, producing documentaries, and developing educational games. The data presented in this study comprise the didactic sequence of the course offered to students, along with the final reports they produced, which contain descriptions and analyses of the educational interventions they implemented. The findings highlight the importance of integrating scientific, political, and ethical dimensions in climate education, enabling students to understand the complexities of climate change and develop transformative agency.
Parental involvement in the elite former Model C schools (Whites-only schools) in the Tshwane South District, South Africa, is a persistent challenge to attaining Sustainable Development Goals (SDGs), particularly SDG 4, focusing on quality education. Research on parental involvement in South Africa has mainly focused on public schools, not former Model C schools. This knowledge gap on the challenges to parental involvement and possible solutions has practical and policy implications, which this study seeks to explore. Using a mixed methods approach, this study is underpinned by Epstein’s model of parental involvement and Hoover-Dempsey and Sandler’s parental involvement model, triangulated to provide a stronger theoretical base. The findings identified parents’ low attendance at parent-teacher meetings and insufficient support given to children in their schoolwork and homework as the main challenges to parental involvement. These findings are linked to the dominant one, namely parents’ socioeconomic constraints, which undercut parents’ meaningful involvement in their children’s learning. The article recommends using virtual methods and holding hybrid parents’ meetings to communicate with them and maximise their participation, mobilising parents and introducing incentives to promote parental involvement.
Today’s teachers in inclusive settings face the challenge of working with an increasing number of children and adolescents experiencing psychological and emotionalbehavioral difficulties. Among these, children with learning disabilities are particularly vulnerable to such challenges. Consequently, teachers are expected to assume a dual role that blends psychologist’s tasks with their educational responsibilities. This broadened scope of tasks requires the acquisition and use of additional competencies. One key competency is the use of child-sensitive language - a subset of therapeutic discourse that serves to foster desirable psychological, behavioral, and academic outcomes in children by promoting a healthy self-concept, positive self-esteem, and emotional resilience. Nevertheless, it remains an open question whether competence in child-sensitive language can be taken for granted among individuals who are fully educated and socially experienced. This study aimed to assess prospective teachers‘ competence in child-sensitive language and identify corresponding training needs. The sample (N = 660) consisted of 435 teacher trainees from 22 higher education institutions in Germany and 225 from 13 institutions in Austria. The online administration of the Bremer Key - a 13-item situational judgment test developed for this purpose - reveals that only 3% of the prospective teachers in the two countries demonstrate mastery-level competence in child-sensitive language. These findings underscore the urgent need for structured instruction and practice in the use of childsensitive language within teacher training programs in both countries.
Entrepreneurship Education (EE) is experiencing growth at both primary and secondary educational levels worldwide, including in South Africa. It is increasingly advocated as a strategy for sustainable development. Nevertheless, the pedagogical foundation of EE for sustainable development in schools remains in the nascent stages of development. This paper examines the necessity of developing a more comprehensive vision of school-based EE, critiquing the growth- and human capital-oriented perspectives on sustainable development within EE. Considering the life-worlds of learners in South African communities—representative of broader contexts within the Global South—this paper proposes an approach to EE for sustainable futures grounded in the capability approach (CA). Building on this foundation, it advocates for a transformative model aligned with the principles of social and ecological justice, decolonisation and critical pedagogy. The proposed model introduces critical inquiry into ‘spaces of unfreedoms’ as a pedagogical starting point for the praxis of teaching in South African classrooms. It links EE with the ideas of capability expansion and sustainable development. The model supports an entrepreneurial learning process aimed at transformative action toward more equitable and sustainable futures. Its relevance extends to curriculum development, pre-service and in-service teacher education.
This systematic review critically examines contemporary research on the integration of artificial intelligence (AI) in supporting mathematical discourse, with a specific focus on its alignment with Sustainable Development Goal 4 (SDG 4); which advocates for inclusive and equitable quality education. Drawing on 25 peer-reviewed studies published between 2015 and 2025, the review synthesises empirical and theoretical insights into how AI technologies such as natural language processing tools, intelligent tutoring systems, conversational agents and discourse analytics dashboards -transform mathematics education by enhancing student engagement, reasoning and participation. The findings reveal that AI-powered discourse interventions support multiple SDG 4 targets including improving learning outcomes (Target 4.1), promoting equity and inclusion (Target 4.5), and strengthening teacher capacity through professional development (Target 4.c). However, the review also identifies persistent challenges related to technological limitations, ethical concerns surrounding data privacy and algorithmic bias, and the need for extensive teacher training. Geographically, research remains predominant in East and Southeast Asia, North America, and the Middle East, with notable underrepresentation from the Global South. The review concludes by offering strategic recommendations for inclusive AI design, teacher-centred implementation and policy infrastructure that collectively aim to harness AI’s potential for fostering equitable and dialogic mathematics learning environments worldwide.
This study explores how environmental sustainability practices impact the financial performance of manufacturing MSMEs in Tagum City, grounded in the Resource-Based View (RBV) and Natural Resource-Based View (NRBV) theories. Using a quantitative, non-experimental correlational design, data were gathered from 255 respondents through validated questionnaires. Results show that waste management had the highest level among sustainability practices, while liquidity topped financial performance indicators. Key sustainability areas—water conservation, waste management, and energy efficiency—were found to significantly influence financial outcomes. These findings affirm that strategic environmental practices serve as valuable internal resources, offering a sustainable competitive edge. The study recommends that MSMEs strengthen efforts in these three areas. Additionally, it urges LGUs and the Department of Trade and Industry to implement supportive policies, including tax breaks, grants, and green financing. Doing so will encourage MSMEs to adopt eco-friendly technologies. Aligning sustainability with profitability presents a viable path to long-term business success.
Education is crucial in promoting social equity, reducing elitism, and combating antiegalitarian practices. The elimination of such practices ensures that everyone has access to quality education and opportunities. The creation of an equitable educational environment is not merely a moral imperative but a core element in achieving sustainable development. This will only be effective if there is no gender discrimination or bias based on social backgrounds or socio-economic status. Social inequalities, especially in developing countries, often stem from rigid occupational hierarchies and limited capacity for economic growth. Social status and socio-economic strata have undermined egalitarian principles. Individuals are increasingly aware that, beyond the gender gap, disparities in opportunity and experience persist, particularly in the workplace. These factors influence individuals’ academic potential and inclusion in colleges and higher education institutions. Teachers play a pivotal role not only in transmitting knowledge but also in educating students about egalitarian practices, including what to adopt and what to reject. Achieving solidarity and inclusion is challenging; it requires clearly defined pedagogical and ethical principles. As educators, we must first identify all forms of discrimination in the classroom including bias, stereotypes, and prejudice. This involves examining their social identity in relation to their students, which may eventually reveal the doctrines they are perpetuating.
This paper critically examines how local government units (LGUs) in Davao Oriental, Philippines, can articulate their engagement with Sustainable Development Goals (SDGs) communication policies. The analysis uses Mumby’s (1997) four discourses of communication research—representation, understanding, suspicion, and vulnerability—as a theoretical lens. It challenges traditional technocratic and hierarchical paradigms that view participation primarily as a consultative process, thereby obscuring the underlying power dynamics that shape such interactions. The discussion emphasizes the complex temporality of participation, highlighting its multifaceted nature as experienced, negotiated, and sometimes simulated within social, political, and cultural contexts. The argument suggests that participation should be understood not just as measurable engagement but also as a discursive, contested, and emotional process rooted in power relations. The essay calls for more inclusive, regenerative, and future-oriented communication strategies that amplify marginalized voices and support democratic governance. It contributes to the field of sustainability communication by proposing an integrated analytical framework to enhance understanding of participation in local governance and policy implementation.
The curriculum leaders in the infancy phase of schooling are challenged. They engage in mammoth tasks that lead to confusion as to whether they are level one educators or curriculum heads in terms of their daily functions. Recent research studies demonstrate that many primary schools’ performance is questionable in the Foundation Phase in areas such as reading comprehension and numeracy. Such anomalies could be related to the inefficiency of departmental heads in the phase. This article investigated the underlying dichotomy that exists for Foundation Phase departmental heads. Using a qualitative approach, data was generated from selected primary schools in South Africa. The findings reveal that it is common among Foundation Phase departmental heads to concentrate much on classroom teaching and learning activities and lag on management functions because they lack effective assistance. The study recommends that workable remedies ranging from review of personnel administration management duties for departmental heads to the provision of education assistants (EA’s) can provide long-lasting solutions.
In an era where digital platforms are central to young people’s social lives, understanding how online self-presentation shapes feelings of connectedness is crucial. This study investigates the relationship between online self-presentation and social connectedness among Filipino college students, addressing a gap in the literature that often overlooks the real-world relational implications of virtual self-construction. Drawing on responses from 290 students across Philippine higher education institutions, the research reveals a weak but significant negative correlation: students who engage more in curated online self-presentation, particularly through portraying multiple selves or showing a preference for online interaction, tend to report lower levels of social connectedness. These findings challenge the prevailing notion that digital self-presentation enhances social ties, suggesting instead that certain online behaviors may undermine authentic interpersonal connections. The study underscores the need for digital literacy initiatives that encourage critical reflection on social media use, particularly in higher education contexts where identity exploration and belonging are paramount.
Technology transfer in Philippine State Universities and Colleges (SUCs) is a crucial component of national innovation ecosystems. The Technology Transfer Act of 2009 (RA 10055) provided SUCs with the legal framework to commercialize research outputs, yet significant challenges persist, including weak industry linkages, bureaucratic inefficiencies, and inadequate funding. This paper examines the technology transfer landscape in Philippine SUCs, with a specific focus on the Davao Region and Davao Oriental State University (DOrSU). This paper highlights barriers such as the lack of institutional capacity, limited private-sector collaboration, and regulatory constraints. It also explores futures thinking and regenerative development as strategies to enhance innovation-driven research. The findings emphasize the need for stronger policy interventions, increased funding mechanisms, and enhanced university-industry partnerships. By addressing these challenges, SUCs can become key players in regional economic development and contribute significantly to national technological advancements and Sustainable Development Goals (SDGs).
Social Entrepreneurship Education (SEE) is a way of shaping action-oriented Education for Sustainable Development (ESD). It combines ESD and Entrepreneurship Education. This study addresses student teachers’ perceptions of required teacher competences for realizing SEE, and their recommendations for enhancing these competences in teacher education.
How can the use of metaphors promote sustainable resilience in an educational process? How can educators and pastoral workers facilitate transformative learning by promoting strategies for coping with challenges? The paper answers these questions from a religious and psychological perspective by applying a biographical approach. By evaluating the research of Wilhelm Stählin, the founder of the Association and Archive for the Psychology of Religion in Germany in 1914, a model for facilitating emotional competence by transformative metaphors becomes obvious. Comparing this model with current concepts of resilience-oriented metaphor analysis facilitates further religious and psychological (and other) models for educational situations of transformative learning. Since in both situations (1914 and 2024) the question of war and peace is a major background challenge, the following evaluations have this need for resilience as a common framework. As transformative learning integrates individual biographies into a community-oriented attitude, personal and social aspects of resilience belong together. Therefore, Stählin’s research, combined with modern pastoral experiences (search for meaning, social integration) facilitates a multiplex analytical approach and the transformation of language, narratives, and rituals.
The aim of this study is to conduct a comprehensive analysis of scientific studies on the sustainability of artificial intelligence (AI) in education in the 21st century, based on the Web of Science (WoS) database, using systematic and bibliometric methods. In this context, a total of 237 articles on the sustainability of AI in education, covering a historical perspective, have been included in the analysis. The retrieved documents have been analysed under five main categories: content analysis, scientific productivity, network analysis, conceptual structure and thematic mapping. Within this scope, scientific articles have been analysed through content analysis regarding research method types, research designs, theoretical and conceptual frameworks, preferred AI technologies, usage purposes and roles. Subsequently, scientific productivity, citation performance, collaboration networks, conceptual structure, thematic maps and intellectual transformations have been systematically and comprehensively evaluated. Throughout this process, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines have been followed as the basis for conducting the study. The findings indicate that scientific productivity in AI sustainability within education has significantly increased since 2019. China and the USA lead in academic production, whereas the United Kingdom, Germany and Spain play key roles in international collaborations. Most studies have been shaped within the framework of cognitive learning theories and educational technologies, with AI usage in personalised learning becoming increasingly prevalent. Research trends reveal a transition from digital learning to AI-driven educational systems and sustainable development goals.
The UNESCO Millennium Education Goal 4 states that it is important to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” However, girls and young women in Afghanistan have not been able to get these rights. They have lost their dreams of an education. Secondary schooling is banned. They have lost their right to determine their future and their capacity to inspire their children. This article will show how we are using the internet to change this. We hope to inspire these girls and young women to attain an education. This article will show how we established 6 classes for girls in Jalalabad with local teachers who taught 365 students while we set up a website to allow these girls to learn and gain an education.
Covid-19 has redirected focus to the quality of workspaces that universities provide to employees with disabilities (EwDs). Little is known about the experiences that EwDs have of their workspaces, despite sophisticated policies that purport to promote social justice and equity, strategic plans, funding initiatives, and quality assurance in some institutions. Therefore, it is difficult to evaluate the impact of policy goals on the “lived experience” of accessible and appropriate workspaces for EwDs at higher education institutions. The article discusses the alignment between policy and the quality of workspaces provided for EwDs, based on a case study in a South African open and distance learning institution. The researchers investigated the experiences of EwDs during the Covid-19 pandemic, as well as the barriers or factors that enhance or hinder the provision of quality workspaces. Semi-structured interviews with five consenting academic and professional support EwDs were used to generate qualitative data. The findings revealed the diverse experiences of EwDs, emphasising the need to rethink the quality of workspace provision for EwDs in higher education. It is suggested that by highlighting the lived experiences of EwDs as a significant quality domain, a more comprehensive and holistic approach to disability management in higher education settings will be encouraged. Furthermore, it is envisaged that a more proactive, inclusive and scientifically grounded adoption of effective workspace provision will improve both individual and institutional performance of EwDs in higher education institutions.
The aim of this article is to provide a model for assessing service-learning projects mediated by a stakeholder approach to managing such educational pursuits. The method used for substantiating this proposal consists of matching the process of stakeholder analysis, customised for experiential learning, with the project scope and monitoring techniques for service-learning projects, in the context of institutional coordination. Upon such informational structure, an inventory of metrics suitable for the array of actors forming the constituency of service-learning settings is built up. Sustainability is aimed through institutional settings for sustainable projects, ongoing consultation with multiple stakeholder categories, and reporting on various outcomes. A discussion is provided on the difficulties of inter-project comparisons, assessing qualitative long-term outcomes and on whether this manifold cast of service-learning projects might aptly aim at estimates for the aggregated social value assessments of this type of project.
The kernel of this paper was to investigate the state of intergenerational knowledge-sharing practices in a principals’ professional learning community (PLC) at a selected South African education circuit. The paper was nested in a qualitative approach and the interpretivist paradigm. Deliberate and snowball sampling techniques were employed to draw out eight participants of different generational orientations, namely the Boomers II (1955 – 1964), Generation X (1965 – 1980) and Millennials (1981 – 1996) whose subjective voices moulded the findings of the paper. Wenger’s (1998) communities of practice (CoP) theory was used as a theoretical backbone for the paper. The final outlook of the thematic analysis demonstrated that intergenerational knowledge-sharing practices entrenched an asset-based mindset in a PLC and resulted in knowledge transfer, bridging of skills gaps, and elimination of misconceptions among members. It enabled members to meaningfully and jointly brainstorm strategies to address challenges that affect their leadership role. In addition, the finding revealed that the bondage among members invoked a sense of codependence in them, in terms of which those from adequately resourced schools shared their resources with those from under-resourced schools. Another finding exposed minor (but costly) barriers to the optimal functionality of intergenerational relations caused by code-switching between English and vernacular (Indigenous) languages, which diminished non-vernacular language speakers’ absorption of information. The second barrier, as expressed by the youngest members of the PLC (i.e., Millennials), was caused by overreliance on the older members’ (i.e., the Boomers II and Generation X) expert power to resolve decision-making stalemates, resulting in non-distributive decision-making. The paper recommended that code-switching be minimised to enable all members to participate in knowledge sharing on an equal basis. Older members of the PLC are encouraged to view the inclusion of younger members in key decision-making processes as a vital strategy to uphold the integrity and sustainability of intergenerational dialogue, collective social responsibility, and effective problem-solving.
