Search

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.

The main purpose of the community service practices course (CSP) is to develop pre-service teachers' awareness of social responsibility. Therefore, various practices are carried out through these courses and pre-service teachers are tried to gain skills such as solidarity, sharing, cooperation, effective communication and problem solving. This study aims to define the breadth of scientific studies conducted across various disciplines and years, with the overarching goal of furnishing a foundation for the integration of these courses within the educational framework. In this study, a qualitative research approach employing document analysis was adopted. The study's scope encompassed a comprehensive examination of 39 academic works, comprising 11 master's theses and 28 scholarly articles, that specifically addressed CSP courses, thereby forming the study group for this investigation. According to the findings of the research, it has been determined that the most prevalent topics of CSP courses are within the realms of education, teac hing, and social sciences. Additionally, among the terms most prominently emphasized across the studies related to CSP courses, terms such as assistance, solidarity, awareness, empathy, responsibility, sensitivity, and cooperation were identified. The most frequently conducted activities within the framework of CSP include the collection and d istribution of stationery supplies, assistance to public institutions, tree planting, and collection of bottle caps. Therefore, this study bears significant importance as a comprehensive resource for the detailed societal evaluation of CSP courses conducted in Türkiye, as well as for examining the extent to which such evaluations are reflected in scholarly theses and articles.

The role of ethics becomes even more significant given the huge advent and increase of cyber-criminal activities in cyberspace. It has become an urgent necessity to curb the menace of unethical practices in cyberspace and contribute ethical guidelines to a safe and secure digital environment. To minimize the growth of cybercrimes and unethical issues online, users must understand how existing societal norms and ethics can be extended according to the challenges posed by ethical dilemmas in cyberspace. Hence, understanding the importance of cyber ethics in daily life has become essential than ever before. Cyber ethics implies the rules of social engagement and responsibility in cyberspace; it is really about social responsibility in cyberspace and it is aimed at inculcating knowledge of responsible behavior in man when using the online environment. This paper is an attempt to provide an overview of the relevance of cyber ethics education in fostering responsible behavior online.

This article discusses how a new APRS service-learning model was implemented in a new service-learning project in the traditional Chinese medicine (TCM) orthopedics curriculums at three Hong Kong institutions. The APRS model adopting flipped learning approach consists of four cyclic stages, including Application, Practice, Reflection and Self-regulated learning. Qualitative and quantitative findings in this study reveal that TCM students gained confidence in applying discipline knowledge/skills and improved in various areas, including cross-cultural competence, communication, problem-solving and collaboration. Drawing evidence from this study, possible factors contributing to positive impacts on student learning in the APRS model are the "strong connectivity" (including clear alignment with programme, profession, institutional missions and traditional Chinese philosophy "xiushen"), "reinforced motivation" (student autonomy and buy in) and "structured organisation" (strong network among participating parties and use of a centralised electronic platform). The APRS service-learning model is a culture-based approach helping students reconnect Confucian "xiushen" to the discipline knowledge and the real-life application in the Hong Kong context. This model may also be applicable to other Asian contexts where the Confucian culture prevails.

Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of "queer allyship" is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer "a"llyship describes allies who work together to challenge "c"ommon heteronormative and cisgender assumptions of oneself to "t"hink queer and provoke actions in relational "s"ystems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone -- it is ecological work, which demands collective and communal care "for and with" all students and teachers.

With the adoption of sustainability continuing to gain momentum, there has never been a better time for business schools to understand the extent to which they are preparing students to contribute to sustainable organizations and society. The current research seeks to help schools advance this aim by examining the extent to which sustainability is being integrated within business school curricula. We accomplish this through a systematic analysis of 529 websites from undergraduate marketing programs accredited by the Association to Advance Collegiate Schools of Business (AACSB). To further our understanding of how sustainability can be integrated into curricula, we draw upon prior research and the United Nations' Blueprint for Sustainable Development Goal (SDG) Integration to propose a new sustainability curriculum framework. This research fills a gap in the literature by offering a comprehensive look at the state of sustainability in marketing education and offers direction for programs seeking to meet market demands, advance SDG goals, and fulfill current AACSB standards.

What is the obligation of schools in fostering compassion for others and a commitment to the greater good? In a year-long qualitative study, this research explores how one Northeastern private schooling environment aimed to cultivate social responsibility in adolescents through an egalitarian, discussion-oriented pedagogy. Guided by Westheimer and Kahne's three-tiered conceptualization of citizenship, we explore what can be learned from one school's emphasis on student-led discussions and how this approach influenced students' commitments to others. We ultimately argue that students developed a profound sense of obligation to "one another" (e.g. to other youth of privilege), but fell short of extending this commitment to others beyond their elite institution. These findings raise questions about the role of privileged schooling environments in fostering beyond-the-self, justice-oriented citizens for the benefit of our democracy and questions, too, about the pedagogies leveraged to achieve such goals.

This paper shows how the leading Higher Education Institutions (HEIs) in the UI GreenMetric World University Ranking communicate their environmental sustainability policies through their websites. Specifically, this paper analyses the presence of sustainability-related sustainable development goals on the websites of the top 100 universities in the UI GreenMetric World University Ranking (2021). In the area of university social responsibility, sustainability is less commonly communicated, hence the need to delve deeper into the presence of these messages, carrying out a descriptive study using content analysis as a form of data extraction. The conclusion is that neither position in the ranking nor geographic area are decisive for developing better communication about sustainability. In terms of content, sustainability features on the websites are in three key dimensions of the communication of HEIs worldwide ("Climate change, Efficiency of sustainable cities and communities and Striving for peace and justice"). Thus, the areas for improvement are around the positioning of this sustainability-related content on their home pages, improving location and format (especially video). Moreover, reinforcing reputational messages, through plans or programmes, as well as improving engagement working on the multi-directionality to other social media, is required.

This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society.

UNESCO's 2021 Report "Reimagining our futures together: A new social contract for education" calls for principled dialogue and laudable commitment to education as a common good. At its heart is the call for a new social contract for education. This article interrogates the governance implications of such a principled social contract in the contemporary global education policy context, marked by power asymmetries between various actors, including state actors, non-state actors, and international agencies. It identifies several governance challenges in realizing this new social contract in the current dominant global discourse and in the international educational cooperation architecture. In light of these analyses, this article argues for an alternative framing of the governance of such a social contract, based on the principles of recognition, redistribution, and representation. The elements of such an approach, while reflected in the report, are not consolidated. This framing is one way through which the called-for new social contact can gain significant policy traction for social justice and the right to quality education for all.

Trust in the potential of education as a common good is the cornerstone of the bond between citizens and their institutions. Changing current patterns entails lifting barriers to a culture of peace and uprooting all forms of violence. Education needs to be resilient enough through its citizen education to provide a framework for thriving societies. Governing education as a common good requires questioning educational models and curricula, considering how notions of peace are integrated into those models, which can serve as a basis for schooling as an integral part of society for the well-being and advancement of citizens. Therefore, we ask, how can citizenship education impact public institutions peace-wise? And conversely, how can citizenship education foster proximity peace and disseminate ethics for citizens, the planet, and peace building. How can citizenship education be beneficial to society as a whole? This article attempts to address these questions by exploring the benefits of rethinking curriculum beyond performance, while recentering and converging efforts into educating caring citizens in peace with each other and their environments.

Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good.

Over the past few years, we have worked together in a citizen science project called "Diamonds on the Soles of our Feet" (see also Goldin et al. 2021, Goldin et al., 2023). In this project we engaged with 420 young learners in the Limpopo Province of South Africa. We came to see participating schools as collaborative ecosystems where young citizens become entangled with water through experiential encounters that make science alive and relevant. Through our engagement with citizen science, we experienced the transformative power of affect and the relevance of emotions in education as a social and political project. In our pedagogy we depart from the idea that human beings are separate from the biosphere, thus recognising the interdependency of all life forms on earth. We believe that keeping science education in laboratories and libraries affirms what Bozalek and Zemblyas (2023) call "privileged irresponsibility". We propose that citizen science and its transformative potential can be one way to redress such irresponsibility. Through impactful encounters with human - nonhuman entanglement and the emotions which are evoked in this process, citizen science can create opportunities for response-ability (Bozalek & Zemblyas, 2023), through teaching and learning with the heart. Such entanglement also resonates with relationality as the currency of care theorists. In the context of our citizen science work, caring for unfamiliar others is a form of non-human-centred care with unfamiliar water bodies in which the binary of inside-outside learning becomes porous as the geographies of water penetrate the classroom walls. In "Diamonds on the Soles of our Feet," we noted how watery spaces and images move back and forth caring-with and through human bodies - waterbodies to school, school to waterbodies. The entanglement with the nonhuman resonates with Massumi's (2015) notion of becoming where there is an unrolling of an event that is a becoming of two together.

Studies have primarily identified the positive associations between students' communal values and teachers' culturally relevant practice in separate investigations. The current study examined African American students' perceptions of their mathematics teachers' practice specifically related to the transmission of communal values, communal socialization. It also explores associations between these perceptions and students' academic engagement and performance in mathematics. Communal socialization is the transmission of implicit and explicit messages, models, and experiences that teach, honor, and reinforce students' values of social connectedness, interdependence, and common purpose. African American high school students (N = 308, 81% 14-17 years old, 74% female, 71% subsidized lunch status) participated in this study. Exploratory factor analyses were used to examine the dimensionality of communal socialization. Latent profile analyses yielded profiles to explore the varied experiences of students in secondary mathematics. Multinomial logistic regressions were used to examine the associations between communal socialization and students' academic (i.e., academic engagement and performance), achievement motivation (i.e., attainment value), and social responsibility outcomes. Results were in support of the multidimensional nature of the Communal Socialization Scale including four factors: personal responsibility, community utility, equitable actions, and global responsibility. In addition, four latent profiles emerged, each with distinct levels in these factors: highly communal, moderately communal, least critical, and least communal. Students in the highly communal socialization profile reported significantly more value for mathematics, academic engagement, and perceived higher social responsibility. As a culturally sustaining practice, communal socialization has the potential to shape mathematics instruction toward fostering and sustaining social and community connections for the benefit of students' value, engagement, and persistence in mathematics.

Background: Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities. Purpose/Hypothesis: This article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies. Data/Methods: We analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques. Results: Consistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem-solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities. Conclusion: These results suggest that training in engineering education can shape engineers' long-term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non-negotiable part of engineering education.

Due to the emergence of the second generation of web pages, social media provides users with a virtual interactive structure. It is succeeding in attracting many age groups, occupying its users of a large area of time and attention, without regard to geographical, ethnic, political, or economic differences. Each user could participate and shape the environment and structure of others by themselves. This study aimed to identify social responsibility impact through using social media, especially the Facebook platform, and explored how Facebook is maneuvering by its users. This means a quantitative research method was going to be conducted. Data were gathered using a questionnaire created by Ferri, Grifoni & Guzzo (2012). There were 26 questions in the questionnaire. Specifically, the research was going to analyze: (1) How and why most social media users prefer Facebook as the leading platform, (2) Facebook users' attitude through the threat and privacy matters, (3) Measure the effectiveness of this platform in developing social responsibility among Facebook users. Also, this research objected to use diffusion of innovation theory by Rogers to clarify according to what social media spread this highrise of social responsibility effects on Facebook users (i.e., news/content sharing, networking). Moreover, it demonstrated the positive uses of Facebook in supporting social responsibility among its users by clarifying the method of employing them and their mechanism of action to serve ideas that benefit society and achieve the concept of social responsibility.

This research aimed to (1) create a charism model for personnel administration of school under the 'Sisters of Saint Joseph of the Apparition' in Thailand, in order to increase the commitment of personnel to the organization, and (2) demonstrate and improve the charism model. The research process was divided into three steps as follows: (1) developing a charism model, (2) demonstrating the model, and 3) enhancing the model. The findings revealed that the charism model for personnel management consisted of two factors. The first factor (charism) included (1) Agape Love, (2) Humility, (3) Altruism, (4) Vision, (5) Trust, (6) Service, and (7) Empowering. The second factor (personnel management) included (1) Planning, Recruitment and Positioning, (2) Promotion, Absence and Evaluation, (3) Performance, (4) Disciplinary Work and History Registration, (5) Code of Professional Ethics, and (6) Other Tasks Assignment. The researcher also developed a charism-based integrated personnel management manual for Saint Emilie school. The demonstration of the results revealed that lecturers and staff were satisfied with personnel management at the highest level. As the researcher considered each variable, the operational aspect had the highest average score, whereas salary, promotion, taking leave and evaluation had the lowest score. The six dimensions of the charism model for improving personnel administration were adjusted accordingly.

Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed preservice science teachers' views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers' views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.

The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, two-hour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation from multiple values. The intervention was evaluated based on the learning objectives, and mentors perceived notable growth. The purpose of the current scholarship-to-practice brief is that leadership educators and student affairs practitioners can utilize the curriculum to facilitate and evaluate a Congruence intervention in a curricular or co-curricular setting.

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.

Background and Aim: Thailand's government is integrating macro-marketing and circular economy principles into marketing education to address urbanization, resource depletion, and sustainable development goals. This review academic article explores the benefits of integrating macro marketing principles and circular economy concepts into Thai higher education's marketing education system, identifies gaps, and proposes strategies to enhance the capacity for producing socially responsible and environmentally conscious marketing professionals. Materials and Methods: In pursuit of these objectives, the academic article delves into a comprehensive analysis of academic databases, research articles, case studies, and best practices from around the world, aiming to establish a foundation for the integration of macro-marketing and circular economy principles into the Thai marketing education system. Results: This academic article found that Thai higher education institutions must integrate macro-marketing and circular economy principles through strategic collaboration and innovation. This comprehensive system aims to produce skilled marketers, ethical decision-makers, and responsible global citizens. Strategies include curriculum redesign, faculty development, industry collaboration, and experiential learning. Conclusion: The Thai marketing education system incorporates macro-marketing and circular economy principles, preparing students for sustainable business practices and societal challenges. This holistic approach fosters collaboration, interactive learning, and a culture of social responsibility.

This research aims to explore the connections between science and citizenship education and how science education contributes to citizenship education in Turkey. To achieve these goals, we focused on two research questions: First, what does the science curriculum in Turkey encompass concerning citizenship education? Second, how do science educators perceive their role in contributing to citizenship education, and how do they foster students' citizenship skills? Multiple data sources were employed to provide comprehensive answers to these research questions. In this context, the science curriculum in Turkey was analyzed, and interviews were conducted with science educators using a semi-structured interview protocol. The data were processed using the Maxqda Qualitative Data Analysis Program and subjected to content analysis. The research findings underscore that there is a relationship between science education and citizenship education. Science courses have the potential to cultivate citizenship competencies. However, science educators feel that science education is falling short of meeting its citizenship objectives due to various challenges they encounter. It is essential to train and support teachers to seamlessly integrate citizenship skills into science education.

Community-engagement in virtual classrooms comes with unique benefits and challenges. Between 2018-2021, technical writing e-service-learning students from Indiana University East (Richmond, Indiana) raised a total of $149,239 through grant writing projects. This e-service-learning project gave students real-world experiences and opportunity to connect with local organizations, prompting one student to choose grant writing as a career. Many students were able to successfully obtain funding for their chosen nonprofits, giving students a sense of social responsibility.

Background: South Africa is beset with violent, antisocial practices and ways of life hindering peaceful co-existence and participatory democracy. This makes a targeted early education programme to develop a socially responsible generation imperative. Aim: Based on a larger research project, this study aimed to highlight the value of participatory action research in determining the outcomes of an early childhood development (ECD) Integral Education (IE) and Ubuntu approach for incorporation in the education and training of practitioners. Setting: Three ECD practitioners were selected to participate in this study, which was located in a township in the south of Durban in three preschools (urban, semi-urban and rural). Methods: Lewin's PAR method was used to explore, develop and evaluate an intervention for change. Data were collected through focus group and participant interviews, observations and journal entries and then analysed thematically. Results: The findings revealed that, personally and professionally, the practitioners experienced positive changes through adopting an integral approach that included becoming more introspective and reflective in their practice. Conclusion: Educating and training early childhood practitioners to develop the appropriate knowledge, skills, attitudes and values to adopt and implement an ECD IE and Ubuntu approach are essential for developing a new generation of socially responsible citizens for participatory democracy in South Africa. Contribution: The findings highlighted key components of an ECD IE practitioner training programme based on the integrality of the mind, body, heart, spirit and community. Thus, the development of a caring, compassionate and humane society in democratic South Africa can be enabled.

The present study aimed to establish the relationship between middle school students' attitudes toward science and the environment with their love, respect, responsibility, empathy, aggression, bullying tendencies and attitudes toward reading. One of the most general survey models, the relational survey model was employed in the study, and it was conducted with the participation of 216 secondary school students. Data were collected using the Attitude Scale for Science, Environmental Attitude Scale, Tendency to Love Scale, Tendency to Respect Scale, Personal and Social Responsibility Scale, Cognitive, Affective and Somatic Empathy Scale, Aggression Scale, Cognitions Related Bullying Scale and Attitudes Towards Reading Scale. The data obtained were analyzed with SPSS package software. The results of the study revealed that there was a positive and low-level relationship between students' science attitudes and their tendency to love, empathy, aggression, and bullying, and a positive and medium-level relationship between science attitudes and their tendency to be respectful, responsible behaviors and reading tendencies and that these relationships were statistically significant. It was concluded that there was a positive and low-level relationship between students' attitudes towards the environment and their tendency to be respectful, responsible behaviors, aggression and bullying tendencies, and a positive and moderate relationship between their attitudes towards the environment and their love tendency, empathy and reading tendency scores, and this relationship was statistically significant.

With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students' awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.

With the increased involvement of universities in the internationalization process, educational institutions in Kazakhstan are modifying their programs and curricula to align with evolving labor markets and the national education environment. Therefore, it is crucial to examine the perceived discourse of global citizenship among Kazakh college students. The primary objective of this study is to adapt the Global Citizenship Scale to the context of the research. The research design employed in this study is a cross-sectional approach, utilizing quantitative methods to gather data and analyze the findings. Three hundred seventy-four (374) college students completed the scale. Based on the results of the exploratory factor analysis, confirmatory factor analysis, and reliability calculations conducted for the adaptation of the Global Citizenship Scale, it has been determined that the scale is applicable within the context of Kazakhstan.

The VUCA world which refers to 'volatility, uncertainty, complexity and ambiguity' forces higher education institutions (HEIs) to be aware and understand strategic drivers. Further knowledge of the interplay between strategic drivers, neoliberalism, and 'public good' can assist HEIs not to seize the notion of furthering the neoliberal agenda at all cost, but to strive for a more balanced outcome. This article attempts to explore how strategic drivers can act as a 'reality check' to ensure that HEIs serve the interests of the communities and that of society in general, and that higher education does not become a mechanism to serve the neoliberal agenda above all else. This is a conceptual article in which a reflective, dialectical approach was employed, extrapolating on a PhD study on strategic drivers for South African HEIs. Strategic drivers are confirmed as key forces the South African HEIs should reckon with and manage in pursuing the socio-economic agenda within the growing popularity of neoliberalism. Contribution: This study alerts South African HEIs and institutions internationally on using strategic drivers to transform in serving the socio-economic agenda and the 'public good' in the midst of the neoliberal.

Purpose: This study examines whether differences exist in the teaching of Civic, Social and Political Education (CSPE) across school types: Delivering Equality of Opportunity in Schools (DEIS), fee-paying and 'other' schools. The study also examines whether such differences are linked to students' cultural capital. Design Methodology: A survey of 222 Irish CSPE teachers was used to identify differences in their teaching of CPSE. Responses were analysed by statistical and thematic analysis. The findings are discussed in relation to Bourdieu and Passeron's work on cultural capital and Westheimer and Kahne's typology of three forms of citizenship. Findings: CSPE in DEIS schools was aligned with personally responsible citizenship, whereas CSPE in fee-paying schools tended to align with participatory citizenship. In other schools there were elements of both personally responsible and participatory citizenship. Research limitations: The results are not generalisable. Furthermore, the findings are based on the teachers' espoused practice rather than observation of their actual practice.

This reflective article focuses on the Chemical Engineering Students Association (CESA) at a South African university, which was established as a voluntary student organisation to alleviate the problems of student isolation and inadequate orientation programmes by promoting student-centredness and development. The article aims to examine CESA's role in promoting student-centredness and to highlight CESA's role in community engagement. CESA was initiated by two lecturers in the chemical engineering department who served as departmental representatives. Following the Gibbs reflective cycle, data in the form of reflections were collected and analysed from the CESA departmental representatives to ascertain CESA's effectiveness in alleviating the problem of student isolation by creating a student-centred environment and engaging students in community service. The community engagement activities consisted of a Nelson Mandela Day stationery drive and a Women's Day sanitary towel drive to contribute to a local women's and children's shelter. The students actively participated in these activities, demonstrating their commitment to social responsibility and community service. CESA also organised various student development activities to equip students with essential skills and knowledge for their future careers. The students actively participated in these workshops, showing a keen interest in their personal and professional growth. Successfully implementing CESA was made possible through collaboration and support from other faculty members in the chemical engineering department, and the university's community engagement and marketing departments. The article emphasises CESA's practical contributions and presents it as a model for other institutions in establishing effective student organisations. Overall, the reflections indicated CESA's effectiveness in promoting student-centredness.

University social responsibility (USR) is a fashionable concept that is often presented as a paradox, with the implication that it can help universities meet the social dimension of higher education, without questioning the hegemonic meanings of academic excellence and the university mission. We draw on data collected through a focus group of experts on USR to suggest that this concept has the potential to contribute to the transformation of higher education, particularly if its tensions and contradictions are addressed. Three tensions emerged from the data: real versus unreal change, institutional cooperation versus competition, and the right to privacy versus excessive transparency. We conclude that USR is neither a neutral nor a consensual concept; rather, it is eminently political, and HEIs and their leaders, teachers, staff, and students should confront, discuss, and take a stand on its tensions and contradictions.

This research aimed to examine the value perceptions and attitudes of secondary school students towards physical education and sports lessons. The research, which was designed in a quasi-experimental model with a pretest-posttest control group, was conducted with 91 7th-grade students in the second semester of the 2020-2021 academic year. The students were divided into 4 groups according to the course content applied in the physical education lesson: "Sports Education Model (SEM)," "Physical Activity Card (PAC)," "Traditional Children's Games (TCG)" and "Control Group (CG)." Physical education lessons were carried out with the groups for 10 weeks. The data were collected using the mixed method explanatory sequential design approach. "Physical Education and Sports Lesson Values Education Scale" and "Physical Education and Sports Attitude Scale" were used to collect quantitative data. In the analysis of the data, arithmetic means, correlation, Wilcoxon, Mann Whitney U, and Kruskal Wallis analyzes were performed. Qualitative data, on the other hand, were collected through lesson observations and focus group interviews and analyzed by content analysis. According to the research findings, there has been an increase in secondary school students' physical education lesson value perceptions and attitudes. The most developed value of the students was friendship, followed by self-control, helpfulness, justice, and responsibility, respectively. The students in the TCG and SEM groups showed more improvement in their helpfulness, friendship, and general value perception. Those in the TCG group improved more in responsibility and self-control than the CG and PAC groups. Physical education lesson attitudes of SEM, PAC, and TCG group students improved more than CG students. While there was a development in favor of males in self-control value, no significant difference was found in other values dimensions and course attitudes according to gender. A positive moderate relationship was found between students' value perceptions and course attitudes. In the focus group interview, the students in different groups interpreted the research findings in different ways. As a result of the research, TCG and SEM were at the forefront in the development of students' value perception, and PAC and TCG in the development of course attitudes. Based on these results, it is recommended that teachers teach lessons with different models, methods, and course materials.

An increased interest in social entrepreneurship at the organizational level has a broad impact on human resource development (HRD) professionals. Organizations with an enhanced social consciousness may employ HRD training to create awareness of social issues and facilitate social movement learning. At present, HRD literature lacks guidance on fostering social responsibility among employees. This study, utilizing Q Methodology, examines the efforts of faculty members to change the perceptions of social issues held by learners enrolled in a "business as force for good" course at their university. The findings of this study have implications for faculty members and HRD professionals tasked with improving the social consciousness of their workforce.

The marketization (Marchand & Orsorno Velázquez, 2016) of higher education impacts faculty through hiring practices, workload structures, and reappointment and promotion policies. Women faculty in fields such as music education need to negotiate masculine discourses and gendered constructions of innovation (Alsos et al., 2013) in a STEM focused economy. Values held by feminist pedagogues could serve as a framework through which to consider a more feminist approach to research and scholarship. Qualities such as equalization of power, collaboration, affective learning, inclusiveness of diversity, and social responsibility may surface through a researcher's approach to inquiry or in the content itself. This paper reflects on the work of Hal Abeles from the perspective of a mother-scholar in an attempt to see possibilities for feminist approaches to scholarly innovation in music education.

Metaphors were introduced to the science of cathedral studies by Muskett in her book, "Shop window, flagship, common ground." Such metaphors have the power to inform and shape the perception of cathedrals, but lack theological or ecclesial authority. Gary Hall's analysis of "The purpose of cathedrals" offers a different approach to cathedral metaphors when he roots the purpose of cathedrals in the episcopal ordinal: cathedrals are mandated to do what bishops are called to be, by virtue of displaying the activities of the bishop's "cathedra." Central to these activities, exemplifying the bishop's role as teacher, cathedrals serve as "Episcopal centres of learning." Drawing on a careful analysis of information presented by the websites of the 43 Anglican cathedrals within England and the Isle of Man, the current study demonstrated that, like Anglican church schools, as Episcopal centres of learning, Anglican cathedrals offer educational provision that exemplifies a theology of nurture (concerned with the formation of Christian disciples) and educational provision that exemplifies a theology of service (concerned with supporting and serving the wider community).

The study aimed to identify the effect of servant leadership on organizational citizenship behavior and establish direct and indirect effects in Indonesian Christian higher education. This study used quantitative methods with the partial least squares structural equation modeling approach to verify the hypothesis that has been proposed. The results showed that servant leadership has no significant direct effect on organizational citizenship behavior. Servant leadership has a significant direct effect on trust, job satisfaction and leader-member exchange. Meanwhile, trust, job satisfaction and leader-member exchange mediate the effect of servant leadership on organizational citizenship behavior. Finally, trust and leader-member exchange mediate the effect of servant leadership on job satisfaction.

This article analyses UNESCO's advocacy of social-emotional learning (SEL) as key to achieving the UN Sustainable Development Goals (SDGs)--particularly SDG target 4.7. It interrogates the agency's growing emphasis on digital SEL and conscious "whole brain" approaches as part of a wider "neuroliberal" turn towards the behavioural, psychological and neurological sciences and considers their implications for UNESCO's status as the "conscience of humanity." It argues that "SEL for SDGs" operates as a "flag of convenience" hoisted by UNESCO to garner legitimacy in a global governance landscape increasingly shaped by private/corporate interests, new (tech-based) philanthropy, and neoliberal policies and funding infrastructures. It demonstrates how the privileging of biological and neuropsychological explanations for complex global problems is reconfiguring UNESCO's global citizenship work towards a depoliticised, individualistic and neuroliberally-inflected "conscious human brain" response to complex societal challenges which forestalls political dialogue and undermines an appreciation of their material and economic determinants.

Background: Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. "Moving Forward with Social Justice Education in Physical Education Teacher Education". "Physical Education and Sport Pedagogy" 23 (5): 461-468] and school physical education [Philpot, R., G. Gerdin, W. Smith, S. Linnér, K. Schenker, K. Westlie, K. M. Moen, and L. Larsson. 2021. "Taking Action for Social Justice in HPE Classrooms Through Explicit Critical Pedagogies." "Physical Education and Sport Pedagogy" 26 (6): 662-674]. Despite this growing body of research, there seems to be a lack of understanding around the 'how' question; 'how' can we teach about, through, and for social justice (pedagogies) in PETE (in preparing pre-service teachers) and in school physical education? Reflecting on a number of papers as part of a Special Issue in "Physical Education and Sport Pedagogy," [Flory, S. B., and D. Landi. 2020. "Equity and Diversity in Health, Physical Activity, and Education: Connecting the Past, Mapping the Present, and Exploring the Future." "Physical Education and Sport Pedagogy" 25 (3): 213-224, 221] suggest the need to re-think and re-imagine physical education curriculum, practice and policy by making new connections and relationships between models-based practices and sociocultural theories. Purpose: Guided by asking 'What is worth doing?' and 'Is it working?' [Hellison, D. 2011. "Teaching Personal and Social Responsibility Through Physical Activity." 3rd ed. Champaign, IL: Human Kinetics], we explore, re-conceptualise, and re-imagine the Teaching Personal and Social Responsibility (TPSR) model as an approach to teach about, through, and for social justice (pedagogies). Discussion: A Figure, consisting of three strands, was constructed to visualise the socially-just TPSR approach. As part of this, we have reconceptualised the TPSR levels to 'spaces'. As spaces, students can start in different (and multiple) spaces and move between spaces throughout the lesson. The first two strands of the Figure (social justice topic and the TPSR spaces) inform the pedagogical approaches (strand three) and the pedagogical approaches are underpinned by the teaching about (social justice topic -- strand one) and through (TPSR spaces -- strand two) social justice. The alignment of the three strands can therefore lead to meaningful, informed, and socially-just learning experiences. Conclusion: The need for social justice education is clear. And yet, teachers and teacher educators remain uncertain about how to implement social justice content and pedagogies into physical education contexts such as the field and gymnasium. Honouring Hellison's forty years of (re)developing the theory of TPSR based on what is learned in practice, we suggest this socially-just TPSR approach may open possibilities and potentialities in which educators (i.e. teacher educators, in-service teachers, and pre-service teachers) can learn to teach about, through and for social justice (pedagogies). We have used the litmus test of 'What is worth doing?' to guide us. We truly believe providing educators with a socially-just TPSR approach which may enhance the teaching about, through, and for social justice (pedagogies) is worth doing.

This study utilizes a qualitative research design to investigate the design experiences of massive open online courses (MOOCs) instructors in South American academic institutions. It reveals that MOOC instructors are primarily motivated to teach MOOCs from their desire to make contributions to society (e.g., providing free and accessible MOOCs on emerging topics and demanding subjects) and experience innovative teaching and learning, as well as respond to their institutions' call for MOOCs. These courses are designed to reach audiences who face linguistic, financial, and geographical disadvantages within South American regions. The findings of this study inform the need to develop more non-English MOOCs in a variety range of subject areas to provide access to a broader population and promote educational equity. This study further addresses the ambiguity of the relationship between OER and MOOCs. The findings indicate that though MOOC instructors in South America have not yet fully perceived the benefits of OER, many of them have successfully integrated OER into their MOOCs to make them more accessible.