Search

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Labor consolidation is not a sufficient criterion to abandon the need for the qualification and requalification of professionals, especially in the field of education, whichmust respond to the uncertainties of society in the light of trends and advances incorporated in pedagogical research. Methods: The present qualitative study analyzes the training demands of social education professionals from their own perspective, using their own stories in a semi-structured interview format conducted with), key informants from governmental and non-governmental organizations in southeastern Spain, specifically from the autonomous community of the region of Murcia. Results: According to the results, the most frequent and significant formative limitations are those referred to in the field of social policies, legislative training, administrative processing, specialized work in specific sectors or collectives, and mediation. Similarly, the results reveal fashion themes (mental health, gender) and reiteration of non-exclusive conditioners of social education. These are extrapolable to other areas, such as the increasing bureaucracy and complexity in the proceedings as common places in the reflection of professionals with their own initiative and commitment to their own updating that is associated with a reflective criticism of their own professionalization. Discussion: The diverse range of responses and subjects, as indicated by the numerous descriptors needed for the categorization and their respective percentages, leads us to conclude that ongoing professional training does not encourage excessive specialization. Instead, it necessitates offering a broad range of training adjusted to the versatility of situations. [ABSTRACT FROM AUTHOR]

The article is aimed at clarifying one of the essential aspects in the professional profile of the social pedagogue, namely his educational role and functions. The work of the social pedagogue is primarily aimed at helping people, groups, communities at risk in the direction of improving the quality of life, social inclusion, self-realization. Therefore, the training of the specialists to provide educational support is essential for their success. The material examines different approaches to structuring the profile of social pedagogues, including philosophy, competence and culture, and, based on theoretical and empirical data, their content elements are argued. [ABSTRACT FROM AUTHOR]

Background: The transition to adulthood is especially critical for young people who have been in the child protection system, as they face significant challenges in areas such as education, mental health, employment, and economics. Methods: This qualitative study examines the perceptions of 20 young adults from Spain who have exited the child protection system regarding their transition to adulthood. Structured interviews were conducted, transcribed, and analyzed using IRAMuTeQ software to identify thematic patterns. Results: The young adults reported inadequate preparation and a need for ongoing support, and they faced challenges in areas such as housing, employment, financial education, and mental health. They emphasized the importance of social and emotional support networks for successful adaptation. The results reveal a deficit in training programs and structural support, suggesting the need for a review of existing Spanish policies. Conclusions: Social educators play a crucial role in facilitating the transition to adulthood for young people who have been in protective systems in Spain, providing emotional support and resources to aid in their integration and autonomy. Effective coordination between institutional actors and Spanish society is vital to ensure a successful transition to adulthood. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse the socio-pedagogical actions carried out in Spanish prisons. To do so, we begin by analysing the main regulations covering educational policy in prisons, share as an essential axis the orientation of the custodial sentence towards the re-education and social reintegration of the prisoners, serving as a basis for justifying social intervention. Secondly, we analysed the prison population, where we observed a prevalence of men over women, a greater presence of crimes related to material offences and an average age of the population between 35 and 45 years old. Thirdly, based on the legislative and contextualized review, we analysed the programmes that are carried out in prison, the socio-educational potentials that may arise, through their principal objectives and the target groups they are aimed at, with the purpose of detecting good socio-educational practices. We underline the social and pedagogical function of these activities, as opposed to the therapeutic vision from which they emanate, highlighting the emancipatory potential of such an approach. Finally, we conclude with the professionalizing principles that can guide good practices in socio-educational intervention in prison, both in the Spanish context and in other countries with similar characteristics.

Background. The problem is becoming urgent in the demand for the implementation of educational projects that allows increasing the competence of bachelors in the field of social work as a technology that will eliminate the dissonance with an insufficient number of presented model range of the final product. Purpose. The purpose of the article is to present the implementation of the educational project model as a technology of pedagogical activity improving the competences of university students which includes the possibility of transforming the final product according to the chosen type of literacy in the context of social education. The subject of the analysis is the design of educational projects. The authors aim to present the experience of implementing an educational project model that proves the success of developing professional skills and meta competencies of students. Research methodology is based on the experimental search work and the technological level of pedagogical research methodology that consider the pedagogical conditions for implementing the technology of project activities for training bachelor students in the field of social work. Results. This study has identified the pedagogical conditions that ensure the possibility of developing high and average level competences defined by the Federal State Educational Standard for Bachelors in the field of Social Work through the types of literacy that make up social education. The authors present product evaluation criteria that make it possible to draw conclusions on the formation of declared competencies among the participants. The results of the experimental search work are presented, which allows to track students’ recognition and understanding of the main theoretical units of the course. The authors justify the use of project activities as a pedagogical technology for improving systematically the professional and meta competences, for consolidating theoretical knowledge and developing skills, for expanding the cognitive capabilities of students and providing opportunities for fulfillment of their creative abilities, etc. Practical implications. The results of the study can be applied for training bachelors in social sciences, for implementing the idea of lifelong education, for providing conditions of creative self-development and professional self-improvement in solving practical problems of specialists in the field of social work.

\nIMPLICATIONS OF PRACTICEPromoting social justice, fighting against social inequalities, and minimizing the risks and dangers faced by society’s most vulnerable groups are the aims of socio-educational intervention actions promoted by Social Educators in community projects. Using a qualitative and interpretative case study research methodology, this study sought to understand, from the perspective of Social Educators (n = 13) who graduated from a university in the north of Portugal between 2018 and 2022, how and if the experience of working in a community project during initial and in-service training enriches and/or alters their work. The results showed that the participation of Social Educators in community projects deconstructs an excessively individualistic view of intervention, with Social Educators highlighting the social and educational conditions that shape the target audiences in an action that is required to be holistic and legitimized by the members of the communities in which they operate. The initial training of Social Educators should have a theoretical and conceptual community focus, as part of a mesostructured and macrostructural intervention.Curricular internships and projects applied to social contexts contribute to the training of Social Educators in a work that is intended to be increasingly articulated with other community intervention agents.The networks that are created for the implementation of community projects starts mainly from individual rather than institutional initiatives.Community projects tend to overemphasize corrective or treatment intervention to the detriment of preventive intervention, i.e. upstream of social problems.In-service training is a need perceived by Social Educators, although it has a dispersed profile and is poorly adjusted to the demands of community intervention.The initial training of Social Educators should have a theoretical and conceptual community focus, as part of a mesostructured and macrostructural intervention.Curricular internships and projects applied to social contexts contribute to the training of Social Educators in a work that is intended to be increasingly articulated with other community intervention agents.The networks that are created for the implementation of community projects starts mainly from individual rather than institutional initiatives.Community projects tend to overemphasize corrective or treatment intervention to the detriment of preventive intervention, i.e. upstream of social problems.In-service training is a need perceived by Social Educators, although it has a dispersed profile and is poorly adjusted to the demands of community intervention. [ABSTRACT FROM AUTHOR]

Geocaching is an activity that involves hiding or finding treasures (geocaches) anywhere with the help of GPS or geolocation. This work consists of the design, development and evaluation of a socioeducational practice, using a mobile device as a tool and a geolocation application as an instrument. The aim of this study is to find out the impact of the implementation of an educational practice in the municipal context to raise environmental awareness and improve digital literacy using geolocation. This proposal is part of the socio-educational area in the information society, within the field of child protection, specifically in a day care centre for minors. This research is qualitative, in particular it is a multiple case study and is framed within the narrative approach. The results and conclusions show that the children and the professionals involved are satisfied with the implementation of the socio-educational practice in the municipal context, with entertainment predominating as a positive aspect. The children have acquired mainly procedural knowledge, with the support of digital technology. Finally, it is worth mentioning the impact on motivation and conflict resolution. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines—a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines. [ABSTRACT FROM AUTHOR]

Climate change (CC) is one of the most urgent problems to solve in this century, the effects of which cover a wide range of disciplines that go beyond the environmental component, becoming a social and economic problem as well. Social educators are professionals who must ensure that the quality of life in socially vulnerable societies is improved. In order to mitigate the problem of climate change, it is necessary for all professionals in the most varied areas to have climate literacy, so that they can adopt behaviors that comply with the objectives of sustainable development. Recognizing the importance of the social educator in the context of contemporary societies, we intended to find out the university students' perceptions on the social education course. With this in mind, we set out to carry out this study, which was based on the application of a questionnaire using a Likert scale. The respondents were 161 social education students at a higher education institution in Portugal. In order to carry out the inferential analysis, we took care to meet the necessary criteria for carrying out parametric tests. The results showed that a majority (72.6 %) of students were concerned about climate change. They (54.7 %) also stated that they would like their course to deal more with climate change, as 74 % acknowledged that they did not have the skills to deal with climate change as a future professional. The results also showed that the students were incapable of correctly listing a consequence of climate change. The data collected and analyzed in this study allowed us to conclude that Environmental Education played a fundamental role in the academic training of social educators, suggesting the need for its reinforcement and inclusion in their training plans. We also found that greater efforts were needed to improve students' climate literacy. [ABSTRACT FROM AUTHOR]

Citizenship education is essential for the continued existence of a society. The purposes of and approach towards citizenship education vary from country to country. In Singapore, social studies is an important school subject used for citizenship education. This article traces the development of social studies in Singapore and shows how, for many years, social studies was conservative, aimed at cultural transmission and preservation of the status quo. The goal was the development of moral, law-abiding and patriotic citizens. With the challenges of globalization, rapid technological advancements and changing demands of the economy, there is recognition of the need to develop citizens who are more informed, thinking and capable of social reformation. Towards the end of the millennium, citizenship education through social studies began to shift towards a more progressive orientation. We question the extent and nature of this shift and highlight the tensions. [ABSTRACT FROM AUTHOR]

A role of the social educator in establishment of partner relationship between a family and educational environment are considered in article. The directions, forms and methods of its work are covered. Need of systematic cooperation with a family at all stages of school education is substantiated [ABSTRACT FROM AUTHOR]

Background: Skin melanoma is one of the three main types of skin cancer along with basal cell carcinoma (BCC) and squamous cell carcinoma (SCC), and develops from melanocytes. 2019 saw the beginning of the National Skin Cancer Prevention Programme (OPPNS) in Poland. One of the tasks performed was a health promotion campaign for patients. To effectively educate the public, the project was preceded by a survey assessing knowledge on skin cancer prevention methods. Then, the survey was repeated to evaluate the effectiveness of the awareness raising campaign. Materials and methods: both studies were conducted based on an author-developed survey. A representative sample size was determined based on the calculator available at www.cem.pl/pl/analizy/wielkość-proby. In addition, each participant filled in a knowledge upgrade declaration. The analysis employed basic statistical data, such as absolute numbers and structural indicators. Results and Conclusions: Knowledge upgrade score of 9.16 (out of 10) was declared by 99.7% of the respondents. As many as 99.0% of them declared an intent to change their lifestyle to a healthier one. Thus, the education provided to the Programme participants was confirmed to have raised their awareness of skin cancer prevention and self-examination methods. [ABSTRACT FROM AUTHOR]

This research is part of a larger study and aims to analyze the case of EducaBlog, a professional blog of social education, from a phenomenological perspective to analyze its contribution to the professionalization, identity, and professional development of social education. This report presents the quantitative results and compares them with qualitative ones, both collected through a virtual questionnaire that was aimed at professionals from the third social sector who follow EducaBlog. The analysis was performed using SPSS V.26 software (INC., Chicago, IL) for quantitative data and NVIVO 12 V. Release 1.5 for qualitative data. The results showed that EducaBlog users identify it as a professional learning space that contributes both to professionalization, to identity and to professional development.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to present a model of political education from the perspective of Muslim and non-Muslim scholars. The research method is qualitative, utilizing a deductive content analysis approach that analyzes the philosophical foundations of political education through a descriptiveinterpretive approach. The statistical population in this study includes the content analysis of all books and resources written on the subject of political education. The sampling method is purposive sampling. In this research, credibility criteria were used to examine validity, and reliability criteria were used to assess reliability. The results obtained from the open or initial coding of the political education thoughts of Muslim philosophers indicate that 38 initial concepts were extracted through open coding. After determining open codes and central categories, selective coding was pursued. The results of this coding indicated that the political education thoughts of Islamic philosophers are based on epistemological political education, participation-oriented, Sharia-based, justice-centered, and unity-centered principles. Subsequently, the results from the open or initial coding of the political education thoughts of non-Muslim philosophers indicate that 43 initial concepts were obtained through open coding. After determining open codes and central categories, selective coding was pursued, revealing that the political education thoughts of non-Muslim philosophers are based on enlightening political education, willoriented, and society-centered principles. Overall, referencing these results can be a significant and effective step towards elucidating a model of political education in the educational system, allowing students to be educated with a focus on political values. [ABSTRACT FROM AUTHOR]

In the era of the Meiji Restoration, social education for adults in Japan has taken shape to make up for the lack of school education. After World War II, social education in Japan focused on compensation education and vocational training for young and adult women. With the promulgation of the Basic Education Law and the Social Education Law, "social education as the legal right of Japanese" was clarified. Governments were encouraged to develop and operate public social education facilities. From the late 1940s to the mid-1980s, "social education" included adult education activities in addition to primary and secondary schools and higher education institutions. Since the 1960s, UNESCO's propaganda activities have promoted the idea of "lifelong education" in Japan, and the official acknowledged that domestic demand for lifelong education had become more apparent. In 1971, the Central Education Committee issued a report recommending that" from the perspective of lifelong education, comprehensive adjustments of the entire education system are required." In 1981, the Central Education Commission of Japan submitted a lifelong education report to MEXT, which emphasized the necessity and importance of "lifelong education" and marked the beginning of the transition to lifelong education in Japan. Since the mid-1980s, "lifelong learning" has become the most common term in Japan for adult education activities. In the 21st century, with the support of local and national governments, people can freely choose formal, informal, or non-informal learning opportunities at any time, and relevant institutions would offer appropriate certificates. [ABSTRACT FROM AUTHOR]

Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas's philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic format. First, Levinas' philosophy is presented as our ethical position, focusing on subjectivity as hospitality. Secondly, methodological aspects regarding hermeneutics are addressed. Finally, the testimonies of social educators are presented in an evocative way, exploring uncertainty and three different tensions regarding human relations in their practices: physical spaces, affection, and embodiment. [ABSTRACT FROM AUTHOR]

IntroductionLabor consolidation is not a sufficient criterion to abandon the need for the qualification and requalification of professionals, especially in the field of education, which must respond to the uncertainties of society in the light of trends and advances incorporated in pedagogical research.MethodsThe present qualitative study analyzes the training demands of social education professionals from their own perspective, using their own stories in a semi-structured interview format conducted with), key informants from governmental and non-governmental organizations in southeastern Spain, specifically from the autonomous community of the region of Murcia.ResultsAccording to the results, the most frequent and significant formative limitations are those referred to in the field of social policies, legislative training, administrative processing, specialized work in specific sectors or collectives, and mediation. Similarly, the results reveal fashion themes (mental health, gender) and reiteration of non-exclusive conditioners of social education. These are extrapolable to other areas, such as the increasing bureaucracy and complexity in the proceedings as common places in the reflection of professionals with their own initiative and commitment to their own updating that is associated with a reflective criticism of their own professionalization.DiscussionThe diverse range of responses and subjects, as indicated by the numerous descriptors needed for the categorization and their respective percentages, leads us to conclude that ongoing professional training does not encourage excessive specialization. Instead, it necessitates offering a broad range of training adjusted to the versatility of situations.

Social media have a special role in today's society and this is being reflected in the development of the professions. Social Education does not escape from this reality and to this we can add the lack of studies on the subject. This article presents part of the analysis carried out as part of a wider investigation into the contribution to Social Education of a blog called "Educablog", which has been running for more than 15 years. The aim is to analyse the contribution of the blog to the identity, professional development and professionalisation of Social Education, from the perspective of professional users. In this research we have opted for a qualitative methodology and we have used the lifeline where we have relied on the use of photographs to gather information. The discourse generated in the development of the dynamic shows significant contributions from “Educablog” in the professionalization, professional identity and professional development of Social Education. In the same way, it has been shown that digital media have significantly accompanied the evolution of Social Education within and outside this object of study.

This article explores the role of team sports in fostering inclusivity and empathy among diverse student groups in the school sport context. While previous research has highlighted the potential of social education in physical education, this study focuses on the specific impact of team sports on social development. Drawing from relevant literature and empirical studies, we investigate how team sports provide a unique platform for students from different backgrounds to collaborate and learn together. The article delves into the effectiveness of cooperative teaching methods and their influence on promoting social assistance behavior and cooperation. Furthermore, we explore the concept of role theory and its relevance in enhancing social competence and conflict resolution skills in school sports. The significance of reflective teaching as a tool for encouraging positive social behaviors is also discussed. By emphasizing the importance of diversity, cooperation, and reflective practices, this article highlights the potential of team sports as a means to nurture well-rounded individuals who excel in sportsmanship and empathy.

Background: The transition to adulthood is especially critical for young people who have been in the child protection system, as they face significant challenges in areas such as education, mental health, employment, and economics. Methods: This qualitative study examines the perceptions of 20 young adults from Spain who have exited the child protection system regarding their transition to adulthood. Structured interviews were conducted, transcribed, and analyzed using IRAMuTeQ software to identify thematic patterns. Results: The young adults reported inadequate preparation and a need for ongoing support, and they faced challenges in areas such as housing, employment, financial education, and mental health. They emphasized the importance of social and emotional support networks for successful adaptation. The results reveal a deficit in training programs and structural support, suggesting the need for a review of existing Spanish policies. Conclusions: Social educators play a crucial role in facilitating the transition to adulthood for young people who have been in protective systems in Spain, providing emotional support and resources to aid in their integration and autonomy. Effective coordination between institutional actors and Spanish society is vital to ensure a successful transition to adulthood.

Social media have a special role in today's society and this is being reflected in the development of the professions. Social Education does not escape from this reality and to this we can add the lack of studies on the subject. This article presents part of the analysis carried out as part of a wider investigation into the contribution to Social Education of a blog called "Educablog", which has been running for more than 15 years. The aim is to analyse the contribution of the blog to the identity, professional development and professionalisation of Social Education, from the perspective of professional users. In this research we have opted for a qualitative methodology and we have used the lifeline where we have relied on the use of photographs to gather information. The discourse generated in the development of the dynamic shows significant contributions from "Educablog" in the professionalization, professional identity and professional development of Social Education. In the same way, it has been shown that digital media have significantly accompanied the evolution of Social Education within and outside this object of study. [ABSTRACT FROM AUTHOR]

We address the intersection between digital literacy and social education, particularly in socio-educational work with young people aimed at fostering their civic engagement. This challenge requires that social education professionals have holistic training in digital literacy, both in skills and critical digital knowledge. To find out their perceptions of their levels of digital literacy, we carried out a survey of the digital skills and knowledge of social education professionals (N= 144), looking at different sociodemographic variables. We proposed a bivariate analysis using correlations and a multivariate analysis with a multiple linear regression, taking critical digital knowledge as the dependent variable. The results show that, although sociodemographic variables have no effect on the level of critical digital knowledge, certain advanced technical and IT skills do have a significant influence. Finally, we discuss the possibilities for designing training focused on critical digital literacy, to improve performance working with young people. [ABSTRACT FROM AUTHOR]

The school dropout rate continues to decline in Spain (from 26.3% in 2011 to 13.9% in 2022), but it continues to be one of the highest in Europe, a situation that is currently a problem of interest to our public education administrations since the right to education of this population is not being guaranteed, which implies a deficit in the acquisition of learning necessary for an adequate social and labor insertion, which can lead to situations of social vulnerability. This research, whose objective was to identify the strategies developed by social education professionals from different Spanish territories in the prevention of early school leaving, uses the focus group as a qualitative method of a dialogic nature. Among the results, interesting preventive strategies appear, such as collaboration between family and school or connection with the world of work, as well as flexibility, coordination and accompaniment as principles to guide action. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acciones e Investigaciones Sociales is the property of Facultad de Ciencias Sociales y del Trabajo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social-based learning and leadership (SBL) is an innovative pedagogical approach that centers on enhancing relationships within the educational system to address 21st-century challenges. At its core, SBL aims to help teachers transform into social architects who nurture positive social processes among pupils. Emphasizing prosocial education, SBL lays the foundation for cultivating pro-environmentalism and sustainable behavior by fostering a sense of care and responsibility toward others. SBL's prosocial education program encompasses social and emotional skills, knowledge, and dispositions to empower pupils to actively engage in and contribute to a more democratic, reciprocal, just, and sustainable society. This approach underscores the importance of education in shaping students' mindsets and life orientations. By nurturing a sense of interconnectedness and responsibility for the well-being of others, SBL provides a promising avenue to transform education by building more sustainable educational systems, thus contributing to creating a more sustainable future. A qualitative case study, which consisted of 18 in-depth interviews and nine observations, examined the impact of an SBL-based teacher training program at an elementary school from 2020 to 2023. The results point to changes in teachers' perceptions of their roles as social architects and, more specifically, as facilitators of social, emotional, and cognitive processes. The teachers gained recognition as meaningful adults from their students and transitioned to hold integral positions as part of a supportive and connected school community, associating with colleagues and parents. This study thus showcases patterns of socio-organizational communication that can unfold in a school influenced by the SBL approach. SBL's emphasis on positive social relationships and empowering teachers as facilitators of holistic student development thus further reinforces its potential to transform education for a sustainable and thriving future. [ABSTRACT FROM AUTHOR]

Universities must confront social challenges and prepare their students to be future socially responsible professionals. This research considers social responsibility in depth and examines how it can be promoted among university students. Specifically, it analyses whether prosocial behaviour and moral values are predictor variables, and to study whether moral values are a mediator variable between prosocial behaviour and university student social responsibility. Non-probabilistic convenience sampling was used in a Spanish university (N = 193; 115 females; Mage = 19). Three scales were applied: the University Student Social Responsibility scale, the Prosocial Tendencies Measures scale and the Importance of Personal and Professional Values scale. The results of the regression models showed that prosocial behaviour and moral values both contributed significantly to the model (F (2,196) = 41.979; p < .001), predicting 30.2% of university student social responsibility. In the mediation model, total effects between the variables were observed, as was an indirect effect of prosocial behaviour on social responsibility mediated by moral values (β = .07; t = 3.80; p < .001). This suggests that university programmes that seek to help the community and enable people to discover values will more effectively be able to develop social responsibility.

This study proves with scientific data the assumptions, perceptions, and myths that have developed in society which state that the religious and social behavior of parents, especially mothers who are pregnant or during the prenatal period has a significant impact on the baby to be born, both from the physical or psychological/spiritual side. This research aims to describe the religious and social behavior of parents during prenatal education. The objects and primary data of this research were the parents of students who won the best graduate title at UIN Sunan Ampel in 2019-2021 who come from different regions and socio-economic and cultural backgrounds. The research method used in this study is descriptive qualitative method, which aims to investigate the condition and behaviours of parents during the parental period. The result of this research indentified two categories of prenatal education patterns practiced by parents: 1) internalization pattern, characterized bty the belief in and engagement with religious rituals and social activities that significantly impact the unborn children; 2) integration pattern, involving the blending of sosial and religious activities by expectant parent, with the aim of ensuring that the future child aligns with their expectation. The implications of this research can serve a theoretical foundation to be emulated and applied by parents during the prenatal period.

The book Retos actuales del sistema educativo: propuestas de actuación desde la Educación Social, edited by Ana María Martín Cuadrado, analyzes the challenges facing the current educational system and proposes social education as a response to these challenges. [ABSTRACT FROM AUTHOR]

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop's effectiveness in enhancing social education students' training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development. [ABSTRACT FROM AUTHOR]

Since the 1970s, the concepts of "lifeworld" and "everyday life" have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of "lifeworld orientation" within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy. [ABSTRACT FROM AUTHOR]

This paper aims to explain the social education concept in childhood based on the Islamic theory of action. For this purpose, the concept development method is used. Therefore, the prevalent controversies in childhood social education are faced with the Islamic theory of action, and the position of this theory in these controversies is reviewed. After delineating the position of this theory in the continuum of these controversies, it is revealed that this theory according to two statements "two-face identity" and "interactional development ", has the necessary premises to enter the social education discussion and conceptualization about it. The result of this paper showed that the concept of social education in this theory surpasses the society and the individual and is related to a higher concept and formed regarding to centrality of "right and truth". In this case, the definition of social education in childhood in this theory is preparing a situation for the child to have "right-based interaction". On the other hand, in this definition, we can emphasize the social accompaniment of a child. Considerations as a symmetrical interaction with peers, asymmetrical interaction with adults, interpretation of the past and future about "social role creation" and "current meaningfulness", a child's relation with all social layers, using the "modeling" methods, "Primary unconditioned kindness, secondary structured kindness, flexible discipline and dialogical necessity in social education and consensus rationality are the social action criteria which are gained in reaching to a social education concept in childhood based on the Islamic theory of action. [ABSTRACT FROM AUTHOR]