Search

This paper was presented at the Australian Federation of Travel Agents Industry Leaders & Educators Engagement Symposium held in Sydney on February 12, 2015. With industry sustainability becoming a strong concern, even within growth sectors, this paper identifies issues to be considered in ensuring that the education and training system can respond to emerging skills demand in the travel, tourism and hospitality industry. There are a number of means by which this can be achieved, the most vital possibly being improving young people's perceptions of the industry's career options. For this industry to be viewed as a career of choice, one that holds diverse and rewarding career pathways, particular attention needs to be paid to the promotion of these aspects. Skill development that pays attention to current and future industry requirements is also essential, including upskilling existing workers and developing the information and communication technology skills the industry needs. Stronger partnerships between training providers, business and industry peak bodies are highlighted as essential catalysts for the realisation of these next steps. Appended is: A statistical profile of the travel, tourism and hospitality industry.

In alignment with the theme of the conference "Education in Developing, Emerging, and Developed Countries: Different Worlds, Common Challenges," this paper brings attention to the challenges associated with the implementation of sustainable research capacity building (SRCB) in the context of BRICS nations and African countries. Employing a comparative document analysis method to explore the unique contexts of developing nations, this research provides insights and recommendations to strengthen research capacity in academia, address shared challenges and promote national prosperity. The scholarly literature revealed that higher education institutions (HEIs) in developing countries have intensified their efforts in building the research capacity of their academics and institutions. Regardless of their commitment, HEIs face challenges such as gender inequalities, teaching workloads, doctoral program deficiencies, lack of multidisciplinary research approaches and funding constraints. Addressing the challenges will require improved funding for research training and research productivity. One of the main concerns is that instead of advancing knowledge and being producers thereof, most developing countries remain knowledge consumers. The findings revealed that developing the next generation of academics plays a critical role in the sustainability of an emerging country's research system. [For the complete Volume 22 proceedings, see ED656158.]

These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)

The aim of this paper is to reflect on what the changing context brought about by the Pandemic mean and can mean for the repositioning and reinvigoration of Comparative and International Education in 2023. The paper commences with the Sustainable Development Goals and the Incheon Declaration, as the vision humanity has set for itself for 2030. The paper then maps out the gap between the reality of education globally in 2015, when the goals were set, and the vision for 2030. The intervention of the COVID-19 Pandemic increased that gap. This paper argues that at the same time the Pandemic brought with it an opportunity to redesign education in the world, benefitting from the opportunities offered by technology. The paper further argues that in effecting such a redesign of education in the world, the scholarly field of Comparative and International Education has a pivotal role to play to -- to connect to the theme of this book and of the conference of which this volume is the proceedings of papers presented -- to use education experiences of the Pandemic and post-Pandemic times, to learn to not only recover education to its pre-Pandemic state, but to ensure the recovery has enough momentum to move beyond the pre-Pandemic level, surging towards the goals set for 2030, i.e. building new better education systems. [For the complete Volume 21 proceedings, see ED629259.]

Target 4.7 in Sustainable Development Goal 4 (SDG4) aims to ensure that education is equally accessible to all genders who are taught to appreciate human rights and cultural diversity as global citizens. Understanding and sympathy for intercultural differences become important in higher education. With a focus on the foundations and dimensions of Vietnamese culture, the course VNC104 (Vietnamese Culture) allows lecturers to meet Target 4 in SDG4 in some ways. Advancing students' understanding and sympathy for intercultural diversity requires lecturers to involve them in activities that are socially constructed. It is argued in this paper that socially constructed knowledge can be absorbed through the body and mind. Bodily engagement, environment, task integration, and use of objects play a vital role in this process. The world is not simply understood by the working mechanism in our brains. Nevertheless, it must be felt and sensed. In this paper, the authors combine embodiment with Bloom's taxonomy to increase students' cognitive development through the connection between the mind and body. The combination of these theories has the potential to link social constructivism to students' bodily engagement in the world through cognitive processes. It also develops an innovative approach to establishing an organic rapport with students of diverse backgrounds and ensuring education quality for global citizenship. [For the full proceedings, see ED654100.]

Considering the fast-changing times and mounting challenges, higher education institutions (HEIs) became recognized as important change agents in the society but at the same time became more threatened. To that end, recently Magna Charta Universitatum, a declaration stating that intellectual and moral autonomy is the hallmark of any university and a precondition for the fulfilment of its responsibilities to society has been revised to reflect the changes of global society as well as to recognise HEIs' role to address the challenges that come with change. In fact, the revised document indicates that universities acknowledge their responsibility to engage with and respond to the challenges of the world and to their local communities to benefit humanity and contribute to sustainability. In order to achieve this promise, the academic freedom (AF) of scholars as knowledge seekers and builders as well as key actors in education and social change needs to be safeguarded. The aim of this paper is to enhance consideration for relationship between AF and sustainability. Based on the scholarly literature we explore the interconnection between the two notions. The preliminary findings clearly indicate that sustainability and AF play an imperative role in HEIs. Freedom of academic voices needs to be supported to protect and promote authentic participation in public discourses and to sustainably shape future society. Meanwhile, the infringement on AF carries unwanted consequences including slow transition towards sustainability. [For the complete Volume 21 proceedings, see ED629259.]

Bearing in mind United Nations' 2030 agenda and achievement of global goals, the conference theme brings attention to exploration of how education adjusted to the unexpected challenges of the global crisis and how lessons learnt can be used to create better education systems. On that note, this perspective piece brings attention to sustainable development and especially sustainable development goal 4 specific to education as well as the VUCA times representative of the fast-page changing world. Description of the above-mentioned notions is connected to the vision of higher education sector as a sustainable service provider. Higher education institutions play an essential role in sustainability since they are not only knowledge producers but most importantly agents nurturing educators, researchers and leaders with potential to contribute to the successful achievement of the United Nations' Sustainable Development Goals. The paper culminates with reflections and considerations about the direction higher education sector should consider to build back better. [For the complete Volume 21 proceedings, see ED629259.]

As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]

Mobile devices, augmented reality (AR), and outdoor games can be mobilized to promote Education for Sustainable Development and, thus, to sensitize to nature conservation. The EduCITY project combines mobile learning, AR, and environmental sensors towards sustainability education and creates opportunities for citizens to contribute to their city's sustainability. This paper presents a study that articulates the previous project, the EduPARK, with the current one, the EduCITY. While EduPARK was developed within an urban park, EduCITY expanded its geographical area to the entire city. This study aims to analyze students' perceptions regarding changes in their nature conservation attitudes after exploring an urban green park in a mobile AR game-based learning activity. For this purpose, 233 basic education students (from school-year 5 to 9) played a game for environmental education, available in the EduPARK app, at the Infante D. Pedro Park (Aveiro, Portugal). Through a mixed method approach, data collection was focused on students and included two questionnaires, applied before and after the game activity; a focus group guide; and an observation grid. Results show a strengthening of positive attitudes towards nature conservation. Moreover, students mentioned that their nature conservation future intentions are focused on preserving natural resources, combating resources' waste, recycling waste, reducing pollution, and protecting fauna and flora. Students also revealed willingness and concern to teach friends and family about what they have learned with the EduPARK game. The EduCITY intends to give continuity to these practices throughout Aveiro city. This is anchored on a community-based participatory project integrating AR location games based on challenges, to be explored in the city, in formal, non-formal, and informal educational contexts, in a socio constructivism approach. This study adds to the literature on education for Sustainable Development, by revealing that it is possible to sensitize school students to nature conservation through mobile AR game-based approaches in the outdoors, which can be a first step to promote positive nature attitudes. [For the full proceedings, see ED639391.]

This paper demonstrates the design as a hypothesis framework for developing cross-university students and mentors, and rural youth (aged 18-30) and regional business ecosystems capacity building practice approaches to support sustainable development goals. To support university students', mentors and the business partners' engagement and building agency and capacity with regional rural young women a gamified learning and co-working WINnovators Space (https://winnovators-space.eu/) with e-learning materials for self-learning and entrepreneurial mentored group challenges was developed. The Pilot study validates the capacity building practice approach with WINnovator Space in three countries involving young rural women, higher education students, academic and business mentors -- Estonia (30), Slovenia (35), Serbia (25). [For the full proceedings, see ED636095.]

Aim: To investigate to what extent the stakeholders believe in females having attributes of transformational leadership to rise at higher positions in institutions of higher education in India while implementing New Education Policy in India. To know where we are right now and where we need to go in terms of promoting female leaders in Indian higher education. Methods: Both qualitative and quantitative methods are used. Qualitative responses from 10 Indian women leaders are collected from those 03 qualitative responses are quoted in the paper and considered in the analysis. MLQ* tool (Multifactor leadership Questionnaire) used to collect responses of 51 different stakeholders of higher education. Findings: The study shows that female leadership can be trailblazing in organizational management in institutions of Higher Education in India while implementing the New Education Policy. The results anticipate providing insights to initiate Indian policymakers and recruiting bodies to motivate women to take up leadership positions. Originality and Cognitive Value: The area of the prospects of transformational female leadership in Indian higher education in the context of implementation of New Education Policy in India is a novel exploration as education policy is implemented recently in 2020 and gender equity is a major aspect of concern in achieving Sustainable development Goals. [For the full proceedings, see ED654100.]

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

In alignment with the theme of the conference "Towards the Next Epoch of Education," this paper brings attention to the need to strengthen focus on sustainable development in academic activities. As evident in scholarly literature, universities worldwide began to embrace Sustainable Development Goals initiated by the United Nations 2030 Agenda. Regardless their commitment, it is evident that many countries, especially developing ones struggle to effectively implement sustainable principles and practices in academia. This qualitative study brings attention to challenges associated with implementation of Education for Sustainable Development as well as suggestions how to promote ESD within teacher training and professional development of educators. The study is grounded in international literature review; however, findings come from the developing world where the authors are located. The results indicate the need to transfer sustainability-related pedagogical knowledge and competencies to educators and prospective teachers. In addition, in order to strengthen sustainable development, higher education institutions need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. [For the complete Volume 20 proceedings, see ED622631.]

The purpose of this qualitative paper is to explore Early Childhood Care and Education (ECCE) centre managers' understanding of instructional leadership. Leadership skills are sometimes developed on the job. However, instructional leadership requires vision, a sound managerial style, relevant knowledge, skills, organisational acumen, and self-development. While these skills fall under management rather than leadership, Early Childhood Care and Education centre leaders in rural areas must still ensure that their centres function smoothly. Due to the minimal research conducted on the Early Childhood Care and Education centre managers' understanding of instructional leadership of rural ECCE centres in South Africa, the study aims to highlight the challenges, knowledge, practices and support provided to ensuring instructional leadership is achieved in the centres. A qualitative research approach was conducted in the Early Childhood Care and Education centres in the Black settlement areas of the Gauteng Province. Five centre managers were purposively selected from five rural community settings and interviewed using face-to-face semi-structured interviews to generate data. Data were thematically analysed to get themes and subthemes. Findings reveal that Early Childhood Care and Education centre managers' understanding of instructional leadership was constrained by uneven funding, lack of support and training in ECCE centre management. The conclusion is that most managers rely on untrained, poorly remunerated practitioners for the daily operations in the centre. For Early Childhood Care and Education centres to be well managed for sustainable development, well-trained, informed, visionary, experienced, and critical-thinking leaders and practitioners are needed. The study may be helpful to centre managers, policy-makers and other stakeholders. [For the complete Volume 20 proceedings, see ED622631.]

As a result of the development of the COVID-19 pandemic, a rapid transition from the classic classroom-lesson form to a distance form of education was required. Thus, many questions arose regarding the applicability of this training method and its comparison with the classical face-to-face method. This article presents a study of the examination results of face-to-face and distance-learning students, assuming all other circumstances being equal. A hypothesis test is performed, regarding a difference between means of two independent samples for quantitative indicators that have normal distribution. Student's t-test for independent samples is applied. The research takes place in the University of Mining and Geology in Sofia, Bulgaria. The experimental results show that the examination results of the students are different for both methods and in the majority of the cases the results of the present in the class students are better. Comparing the advantages and disadvantages of both methods, it is concluded that only a combination of different forms of education -- present in class, remote, hybrid and blended, can provide a modern education aimed at the sustainable development of society. [For the full proceedings, see ED654100.]

The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument. [For the full proceedings, see ED654100.]

The world of globalization and the high development speed has raised high demands on equitable quality education and lifelong learning to all, which is also known as the objectives of Sustainable Development Goal 4 (SDG 4). Thanks to the rapid expansion of digital technology, educational quality and equity are gradually achieved. In addition, information technology (IT) plays vital roles of electronic instructors, guiders, tools and materials in supporting individuals' lifelong learning. Therefore, it is tremendously crucial that young generations should prepare themselves not only academic competencies but also a variety of skills including digital skills (e-skills) in a digital society that is densely linked and moves at a quick pace. This research emphasizes the significance of being digitally-enabled in the sustainable development world. It aims to find out how undergraduate students view themselves in terms of several facets of digital literacy, such as the capacity to handle digital issues, the processing of data and information, the production of online contents, the usage of communication tools and the ability to create online contents. The findings give an analysis of university students' current digital literacy and their application, whose outcomes can be used to enhance learning, teaching and administrative activities in education in general; and to attain SDG4 in particular. [For the full proceedings, see ED654100.]

To address the challenges of sustainability in rural areas of Mexico, it must be considered that globalization opened the way to a new conception of rural development and consequently to a change of strategies aimed at achieving higher levels of productivity, often unrelated to social welfare. This widened poverty in the countryside and forced the displacement of millions of rural dwellers. Globalization was an imposition with consequences that exceeded the socioeconomic, cultural, and political capacities of the countryside. We must not lose sight of the close interrelationship of inequality and precariousness with environmental degradation caused by unsustainable development models such as globalization. This scenario leads to the search for solutions to ensure sustainability, so rural communities must design sustainable development strategies that prioritize their autonomy, self-sufficiency, productive diversification, and ecosystem management. Multifunctionality is a key tool for conservation and economic diversification, but it must be properly regulated to avoid restrictions on agricultural production and cultural values. Payment for environmental services is an option, but it must be accompanied by social development policies to ensure sustainable development in rural areas. [For the full proceedings, see ED652228.]

In forestry, as in other fields, technological advances have resulted in significant changes in work practices and skill requirements. Vocational training and improvement of forestry workers' skills through lifelong learning can help achieve sustainability in forestry. The objectives of lifelong learning are to integrate people into working life and participate in what goes on in society at large. In the field of forestry, lifelong learning can play a role in helping workers develop the skills and knowledge that are prerequisites for sustainable managed forests. Through lifelong learning, workers can also become educated about worker's rights. In addition to new skills and knowledge, workers responsible for implementing sustainable forestry must also be acquainted with and feel ownership of the total concept of sustainable forest management. Forestry workers must actively participate in the purchase and use of new technology, care of the forest, and environmental protection. They must be able to make new judgments and new types of decisions to ensure that their work is in line with the overall policy of sustainability. Educating and training apprentices to practice sustainable forestry is easier in countries where forestry work is considered skilled labor than in those countries where it is considered unskilled labor. (MN)

The paper proposes the use of green IT as a tool for designing a cloud-oriented sustainable learning environment for a higher education institution. The article substantiates the expediency of designing such an environment as a prerequisite for the sustainable development of Ukraine. It is established that one of the goals of Ukraine's sustainable development for 2030 is to provide fair quality education and to promote lifelong learning opportunities for all. Green IT is a set of approaches related to sustainable computing and information technology. The work of foreign scientists was analyzed, which considered the issues of designing the learning environment using green computing. As a result, Cloud LMS has been established that cloud LMS is a type of green IT and can serve as a tool for designing a cloud-oriented sustainable learning environment of a higher education institution. A model of a cloud-oriented sustainable learning environment of a higher education institution using cloud LMS is proposed. The application of a cloud-oriented sustainable learning environment will provide such capabilities: keep electronic journals; use on-line services; conduct correspondence, assessment of knowledge on-line; and more. And all of the above is the key to a sustainable development of the learning environment. [Paper presented at ICSF (2020).]

The movements towards achieving sustainable goals among many countries have risen throughout the years. A part of the sustainable goals -- the COVID-19 pandemic has forced many universities to move to online learning to sustain students' education. Indeed, e-learning has been delivering through the website since 1960. There is a need to develop new e-learning models that transform education to support sustainable development goals and achieve education's objectives. Interestingly, e-learning needs to integrate gamification context to increase learners' engagement and passion while promoting lifelong learning. To identify the relationship between e-learning and gamification, this paper examined and assessed various e-learning and gamification models and frameworks, specifically in sustainability, to develop an initial sustainable e-learning and gamification framework for higher education. The framework intends to assist higher education institutions in designing a gamified e-learning that promotes better learning engagement, education equity, skill development, social engagement, well-being, and lifelong learning among their learners. Thus, enabling a sustainable education throughout surviving the pandemic. [For the full proceedings, see ED622227.]

In the last two decade, the Education Bureau has implemented a two-pronged approach to assuring the quality of education in Hong Kong: an external mechanism via inspection and an internal framework via self-evaluation. However, both of which are mainly top-down and not as effective as expected. This paper reports on an investigation into the effectiveness of implementing self-evaluation in Hong Kong schools and the factors that may have hindered and/or facilitated such a movement. In the conclusion, suggestions are made for policy makers and school practitioners' considerations when they strive to maintain sustainable development in schools. [For the complete Volume 19 proceedings, see ED613922.]

'We have the right to talk and think in our own language.' This self-evident slogan is ever challenged in the digital age of the 21st century. 'Talking and thinking' is most effectively trained and achieved by formal education carried out in one's own language. However, multilingual children growing up in multilingual societies would have to adjust their own language to a language of education in schooling. This paper clarifies scientific grounds that in such situations the main root of learning and thinking through language is discontinuous. It is claimed that the students may face semilingualism, defined as 'linguistic competence insufficiently developed for complex conceptual thinking'. Multilingualism and semilingualism are two sides of one coin, and semilingualism is affecting many parts of the world. This is due to the established eminence of English as a global lingua franca (ELF), which serves as their language of education. This paper is qualitative in nature, pointing out discrepancies between the politically empowered unipolar concentration of English and cognitively suited languages for sustainable development of conceptual thinking. It is intended to serve as a reference point for educators and professionals who are responsible for raising human resources in the digitalized global age. [For the complete proceedings, see ED608557.]

People's enamoured preoccupation with "change" is as old as civilisation itself. Making changes for a multitude of various reasons has been an on-going process for centuries. This paper explores changing landscapes and shifting perspectives in a glocalised learning environment. It looks at how societal changes, brought about predominantly by the inescapable forces of globalisation and its yield, have inspired shifting didactic perspectives and related transformations across societal, and by extension, teaching and learning landscapes. A literature-based approached, which is a qualitative technique, is the methodology chosen for the paper. A demerit of this approach is its dependence on other published work. The reliance here is not total because personal experiences are used as supporting evidence for the discussion. An analysis of the literature reviewed reveals that changes in a globalised world are unavoidable. The paper therefore asserts that the changes made should focus on benefitting entire societies because of the implications there are for sustainable education, sustainability and national development. [For the complete Volume 17 proceedings, see ED596826.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 1 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of Teachers and Students and Teaching and Learning. [For Volume 2, see ED622190. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. Our research focuses on integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards and teach them to identify and apply relevant standards based on the locally-driven, whole community nature of disaster, response, and recovery. Standards-based curriculum and the skills that result will be key to readiness for tomorrow's graduates. [For the full proceedings, see ED631133.]

The purpose of this research is to explore the views of pupils of primary (6th grade) and secondary education (3rd grade of Gymnasium & 3rd grade of lyceum) of the Ionian Islands, about renewable sources and energy saving. In Greece, significant research has been carried out on renewable sources and energy saving. Their findings showed that the public as a whole has a positive attitude to energy saving and the utilization of renewable energy sources. At the same time, the contribution of RES to economic growth and society is recorded. In addition, it has been shown that the change of human behavior is considered a sufficient and necessary condition to solve the important environmental problems of our everyday life and makes students behavior; knowledge and perceptions on environment and it's problems, an act of major importance. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

ASCUE, the Association Supporting Computer Users in Education, is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as CUETUG, the College and University Eleven-Thirty Users' Group, with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. It no longer requires its members to share homegrown software, nor does it have ties to a particular hardware platform. However, ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Third Quarter Century of Resource Sharing." These proceedings include 4 full papers and abstracts for 23 additional papers presented at the 54th conference. [Individual papers are indexed in ERIC.]

Every country of the world including Nigeria needs to imbibe the idea of innovative technology in a bid to sustain cities and communities with a view to raising the standards of living of the citizens and attending to the many challenges facing cities and communities. These challenges make it extremely difficult or impossible to fix socio-economic development and inhibiting improved standard of living of the people and outlook of cities and communities. Adults need to be carried along in sustainable development through all the laudable programmes of adult education, interjecting them with technological innovations. Technology stimulates creativity which brings along with it innovation. Lack of adequate training in technology robs adults of creativity. The paper thus looks at how introducing technological innovations into adult education would stimulate creativity in people thereby making them innovative in all areas of life so as to achieve sustainability. The paper recommends that adult education should be more funded by Nigerian government, that technological education should be introduced into all programmes of adult education, remove every hindrance to technological education from every adult learner and education should be made accessible to all so that sustainability would be achieved not only in cities and communities but in individuals and getting communities ready for future generations. [For the full proceedings, see ED597456.]

As of 2015, millennials (born in the 1990's) became the largest population in the workplace -- and are still growing. Studies indicate millennials are tech savvy but are lagging in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of millennials as excellent global citizens through business communications curricula that emphasize: digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of millennials as digital, environmental and socially responsible global citizens.

This paper notes that education needs to essentially lead to sustainable development serving two-fold purpose--eradicating the problems of unemployment and poverty; and ensuring equitable distribution of wealth while ensuring the right understanding leading to a peaceful, prosperous and developed world. In its current state, technical education doesn't seem to serve the above two objectives. The paper presents a holistic view of technical education in India. In order to ensure sustainable development for India in the contemporary global scenario, the paper finds technical education to be one of the core competencies that need to be developed. The paper observes that there seems to be no linkage between the "education" being provided in the country and these problems getting solved. In order to provide a real educational solution for all-encompassing development of India, the paper suggests that "what to do" is the real question for technical education than just "how to do". The paper suggests a model for the State (province) of Punjab in India to elaborate on the model of technical education for sustainable development. [For full proceedings, see ED571459.]

Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]

New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty "Information technologies for sustainable development" has the highest. Based on the obtained results, the authors suggest that the study course "Informatics" should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course "Introduction to the specialty" should be used to reduce the gap between ICT skills for the first-year students. [For the full proceedings, see ED621108.]

The reason for the interest in the use of learning technologies that protect health in education is not to harm the physical and psychological health of learners in the process of training and education. After the creation of new types of innovative educational institutions, the knowledge load of learners increases, the increasing learning load can disrupt the normal development of students' central nervous system, vision, musculoskeletal system. This seriously harms the health of students. Only 5-15% of school leavers are healthy. To partially eliminate this problem, the project "Healthy Education-Healthy Nation" is being implemented in Azerbaijan to develop education. During the implementation of the project, its goals were expanded psycho-pedagogically in a local school. The goal was to develop students' thinking while maintaining their health. To achieve this goal, changes were made in the learning process: (1) The purpose of training was replaced by the purpose of learning; (2) Active training was replaced by constructive learning; (3) The structure of the knowledge of programs is based on a complete and fuzzy model; and (4) Tasks that ensure the operational development of student thinking, price criteria were created to measure the level of development. The article reflected the work done within the project. [For the full proceedings, see ED626585.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2021 received 478 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. The conference accepted for presentation 160 submissions (34% acceptance rate), from which, 151 submissions are published in full text in this book. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Conference on Education and New Developments (END 2021) (Virtual Conference). The proceedings were published by inScience Press. For the 2020 proceedings, see ED607570.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).This second volume focuses on the main areas of (1) Projects and Trends; and (2) Organizational Issues.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate). This first volume focuses on the main areas of (1) Teachers and Students; and (2) Teaching and Learning.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

Global development programs from Agenda 21 (1992) to Agenda 2030 (2015) inevitably promote the importance of education for all, ie they call for equality in access to educational resources. Recognizing the reality of the emergence of a growing category of "mobile population" in the world and the challenges of regular and new migration, for the first time the current Agenda emphasizes the commitment to migration. In this context, it is challenging to monitor the links between migration issues and the highlighted objectives of the Agenda, with a particular focus on sustainable development goal 4 (SDG 4) relating to quality education. Its targets as well as the objectives of the Agenda relating to poverty reduction, the right to employment and decent work (SDG 8), access to justice for all (SDG 16), and the strengthening of the global partnership (SDG 17) primarily imply access to educational resources for all. By promoting the thesis of education as an "enabling right" which, in addition to supporting opportunities for personal development and integration, can also be a driving force for global sustainable development, education is seen as a generator of sustainable development and knowledge society. In the context of the situation of migrants it supports the protection and security of acquired knowledge, prevents the risk of exclusion, ie contributes to their empowerment for sustainable life in the community. [For "NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3," see ED616185.]

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

This paper takes up Michael Bonnett's challenge to re-examine the role of Metaphysics in Environmental and Sustainability Education (Bonnett, 2003). If, as Bonnett claims, metaphysics is at play in setting up the conditions for -- and the destiny of -- our relationship to places of environmental concern, then we would expect to see the traces of the metaphysical in the ways in which such places are spoken about. If this were the case, we would then have to re-conceptualise Environmental and Sustainability Education to take into account the metaphysics of our times and do so in ways that are sensitive to the plurality of ways in which to speak about such places. This paper focuses on 'Yasuní-ITT': a place of environmental concern in Ecuador. The geographical region of 'Yasuní-ITT' is the site of an ongoing controversy: a recent shift in government policy has overturned an earlier, radical plan for its conservation. Through document analysis of the many way in which 'Yasuní-ITT' has been spoken about, this paper demonstrates the degree to which this 'political' shift manifests the kind of metaphysics Bonnett has in mind. Thus, it serves as the basis for examining the future role of metaphysics in any Environmental and Sustainability Education that concerns itself with places.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2019), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2019 received 547 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 135 submissions (25% acceptance rate), from which, 114 submissions are published in full text in these volumes. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Denise Whitelock, Professor of Technology Enhanced Assessment and Learning, Institute of Educational Technology, The Open University, UK, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This is the Volume I of the book "Education and New Developments 2019" and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of TEACHERS AND STUDENTS and PROJECTS AND TRENDS. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [For Volume II, see ED604966. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2018 received 624 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 168 submissions (27% acceptance rate). The conference also includes two keynote presentations from internationally distinguished researchers, Prof. Dr. Zoltán Rónay (Ph.D, Associate Professor) Research Group for Higher Education and Innovation, Institute of Education, Faculty of Education and Psychology, Eötvös Loránd University, Hungary, and Prof. Dr. Gyöngyi Bujdosó (PhD, Senior lecturer) Faculty of Informatics, University of Debrecen, Hungary, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2018: International Conference on Education and New Developments (Budapest, Hungary, June 23-25, 2018).]

Over 200 municipalities from 48 countries belong to a global network of localities working independently and collectively to realize a robust concept of cities, towns and regions as ecosystems of lifelong learning for the well-being of individuals, communities, nations and the planet. What is the number of U.S. localities participating? Zero. This narrative describes the efforts of an Adult Learning educator and her colleagues to begin planting seeds for an American entry into the Learning Cities Movement and the UNESCO Global Network of Learning Cities. The framework is being employed around the world as a policy tool and as an organizing concept. The objective is to advance an agenda of inclusive learning opportunities, community vitality, and innovative solutions to global sustainability issues. The author concludes that while acknowledging conditions of domestic divisiveness and a bellicose head of state behaving intemperately toward other nations, American educators can go forward through people-to-people diplomacy and an undeterred commitment to the common good. [For the full proceedings, see ED597456.]

Learning to read and write is a fundamental right. Yet official figures by the National Bureau of Statistics indicate that 38% of African adults are illiterate. This study ascertained the level of literacy of Igbo-Ora community and the effects on community development. Mixed methods of survey were applied. A questionnaire of 32 items was used to collect data and information on the literacy level and socio-economic development of the community. The instrument applied for the National Assessment of Adult Literacy as applied by the National Center for Education Statistics in one of its studies was modified and applied. It provided the basis for a measure of the literacy level of the sampled 25-year-olds and above. It measures the prose, document and quantitative types of literacy. The 750 copies of the questionnaire were randomly distributed and were returned and analysed via this framework. Additionally, three Baales were interviewed on the history and level of literacy of their parts of the community. The high level of illiteracy demonstrated has enormously affected the socio-economic development of the community. This study argues for sustainable literacy for sustainable development. It recommends that to enhance the literacy level, all governments must make logical guidelines, as well as improve funding for the relevant agencies of governments saddled with the execution of the mass literacy programme. Similarly, literacy-inclined groups and other related NGOs must increase their activities and drives to highlight the significance of literacy. Furthermore, the State Universal Basic Education Board must strengthen its efforts to ensure no child is left out of the mass literacy initiative. [For the full proceedings, see ED597456.]

This publication follows the tradition of publishing selected papers from the Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 27th annual conference was held in Kolonia, Pohnpei State, Federated States of Micronesia, November 13-17, 2017. This volume includes a listing PIALA Officers and Executive Board, Conference schedule, Abstracts of Presentation and short biography of opening speaker and presenters. Presentations include: (1) The Role of Libraries in the United Nations Sustainable Development Goals by Wai Yi Ma; (2) Successful Early Eco-Development Literacy by Shra Renton and Edison Robert; (3) Innovating Together: Google Analytics for Libraries by Jefrey L. Libao; (4) Using Technology in Information Literacy Assessment: RFK Library, University of Guam by Roland A. San Nicolas; (5) 2017 HLA Conference Report Dr. Karen Peacock Memorial Scholarship Recipient by Erlinda C. Naputi; (6) Working Together to Find Innovative Ways to Promote our Resources by Paul B. Drake; (7) The State Of Libraries, Archives and Museums on Guam by Dante O. Perez;. (8) Culturally Relevant Resources For Micronesian Students and Communities by Jacqueline Hazen; (9) Entity Report: Territory of Guam by Dante O. Perez; (10) Entity Report: Kosrae State; (11) Entity Report: Pohnpei State by Jennifer Helieisar; (12) Entity Report: Republic of Palau by Reilly Hideos; (13) Entity Report: Republic of the Marshall Islands by Suciana Mark; (14) Highlights of Annual Membership Meeting; (15) PIALA Strategic Plan Update by Jefrey Libao, Roland A. San Nicolas, Atarino Helieisar. Appended are: Appendix 1: Chronology of Conferences with links to Proceedings; Appendix 2: Call for Papers; Appendix 3: Registration Form; Appendix 4: Invitation Letter; Appendix 5: Preconference Invitation Letter; Appendix 6: Accommodations; Appendix 7: PIALA brochure; and Appendix 8: Conference Highlights Briefs Volume 2 Issue #1 December 2017. [Individual papers contain references.]