20. Research in Innovative Intercultural Learning Environments
Paper
Stories that Move in Higher Education: a comprehensive tool for facing discrimination
Carmen Carmona Rodriguez1, Assumpta Aneas2, Tamar Shuali Trachtenberg3, Marta Simó Sánchez2, Victoria Tenreiro Rodríguez3
1University of Valencia, Spain; 2University of Barcelona, Spain; 3Catholic University of Valencia "San Vicente Martir"
Presenting Author: Carmona Rodriguez, Carmen;
Aneas, Assumpta
Nowadays, Europe is facing more intensively some of the challenges and opportunities in relation to growing ethnic, cultural and religious diversities in education. Concretely, teachers in schools and universities need tools to reflect more on how societies are changing and how important is to accept diversity in all senses. From that perspective, the present research aims to analyze the impact of the Project ‘Stories that Move’ in a sample of university students from Social Education degree and their reflections to challenge racism and discrimination (Bolzman et al., 2019).
Educational contexts, schools and universities, are a fundamental socialization context for adolescent and young individuals’ personal and professional development (Eccles & Roeser, 2011). In particular, intergroup contact and cooperation in the learning process are key elements for endorsing equality and inclusion in classroom (Celeste, et al., 2019; Karataş et al., 2023) with cultural pluralism and diversities.
In this research, we understand that teachers are widely considered the primary practitioners of cultural diversity approaches (e.g., Geerlings et al., 2019; Schachner, 2019). They might improve the quality of intergroup contact not only by demonstrating to students how to interact with each other but also by acting in accordance with specific social norms. More particularly, by acting as role models for their students, teachers might create an optimal educational context by treating all students equally, encouraging cooperation among students from different ethnic groups to achieve common goals, and pacing value on ethnic and cultural diversity (Bayram Özdemir & Özdemir, 2020; Schachner et al., 2016). Thereby, teachers may create a “safe haven” (Tropp, 2021; Verschueren & Koomen, 2012) for ethnic minority and majority adolescents and young individuals to establish harmonious intergroup relationships.
In order to do that, students and teachers together need to reflect more on diversity and be more inclusive. How could we do that? There are many resources that teachers and professors could use at different educational levels. However, there is less research that analyses the impact of using specific resources and the critical thinking resulted from those resources.
Concretely, ‘Stories that Move’ is an online European toolbox for learning about anti-discrimination from different intersectional layers of diversities. It aims to contribute to intercultural historical learning encouraging young people to think about diversity and prejudice and to reflect on their own views and choices by hearing the personal stories of their peers, as well as to become socially active. The toolbox includes materials for learners and teachers, which are available in seven European languages. Until now, it has been implemented in more than 10 European countries.
From a pedagogical perspective, the tool is focused on peer education (Damon, 1984) and participatory research as effective methods for creating inclusive classrooms. One of the prerequisites for inclusive classrooms is to engage young people to be active in our societies, to contribute as citizens to democracy. And all this starts with the development of their critical thinking skills.
In addition, this tool is focused on the importance of acknowledging an individual’s social position in relation to discrimination, the blended learning and visible thinking techniques are used to support the critical thinking of students (Brookfield, 1987) to give students insight into their learning process; learning routines, such as a set of questions or a short sequence of steps. Moreover, in Stories that Move a lot of the learning takes place through talking, in pairs, small groups and classroom discussions. This helps to actively engage them and encourages the development of critical thinking skills, enabling them to reflect on the relevance of discrimination in their own lives.
Methodology, Methods, Research Instruments or Sources UsedThis research is part of a broader Project “Stories that Move: Upscaling good practice (StM 2.0)” funded my the European Commission. In particular, this study is focused on a qualitative methodology to analyze deeper the impact of using the tool with university students. Data was collected from the Universiy of Valencia in which 69 students from Social Education degree participated. The 91.3% of participants were women and the 8.69% men, the mean age was 23 years. The implementation process was the following: 1) students filled in a questionnaire related to attitudes towards different forms of discrimination; 2) the tool was introduced and explained to students; 3) students had one hour time to explore the different paths, and 4) students filled in a short survey. The survey aimed to extract information related to: what paths were analyzed, what has caught your attention the most in terms of reflection on the topic and your own self- perceptions on critical concepts; What aspects of the resource do you value most?, and usefulness of the tool in their profesional career as social educators. Ol
The toolbox is organised around five ready-to-use learning paths, consisting of multiple layers of information and assignments. All the paths have at their core the voices of young people who talk about experiences of discrimination, exclusion and hate crime.
Each of the five learning paths consists of two or three tracks. The five learning paths are:
- Seeing & being: Exploring how we see ourselves and others, reflecting on the multiple identities people have, and the need for a positive approach to diversity.
- Facing discrimination: Understanding how prejudices and discrimination function and showing multiple examples of antigypsyism, antisemitism and other forms of discrimination that young people face.
- Life stories: By exploring the personal stories of individuals, from different periods of history, learners reflect on the continuity and discontinuity of discrimination.
- Mastering the media: Looking at how propaganda, stereotyping, prejudices and hate speech are part of the online domain.
- Taking action: Reflecting on what taking action means and empowering young people by sharing examples of youth initiatives on different scales throughout Europe.
Learners are invited to actively explore their own relationship with the topics addressed: antisemitism, racism, and discrimination against LGBT+, Muslims and Roma. The collected stories are diverse and offer a framework and starting point to talk about identity and discrimination.
Conclusions, Expected Outcomes or FindingsIn general, results demonstrate that the tool “Stories that Move” could be implemented at the university context and has an impact on students after implementation. The results are in line with the 21st century competeneces goal that students in Higuer Education need to achieve and that this tool encourage: critical thinking, cultural awareness and21st century competeneces that students in Higuer Education need to achieve: Critical thinking, Communication skills, Problem solving, Collaboration, Technology skills and digital literacy, Global awareness, Social skills, and Social responsibility.
Few examples from the results are: “This tool makes you reflect on aspects of daily life that may not be so perceptible on a day-to-day basis and can make you reflect on the person you are developing into yourself” (woman, 21 years). In addition, students explain how they are aware of facing discrimination, for example “I have been able to learn on how from my perception I define what discrimination is, in addition to sharing it with my colleagues during the debate”, “On the other hand, I have been able to hear testimonies from people who reflect on what discrimination is for them, situations they have been able to experience or see and how they reflect on their attitudes towards them. Therefore, I have realized that I have never stopped to think in detail, to reflect on whether all my actions throughout my life could have affected someone without my intention, because now I realize that discrimination is not only intentional in actions, that is, to express it openly, but also to have prejudices that you think even if you do not express them about a certain group”.
Students realize that judging is a key point that leads to discrimination, even if they dont express it openly, and indirectly excluding others without more information on them.
ReferencesBakay, M. E. (2022). 21st Century Skills for Higher Education Students in EU Countries: Perception of Academicians and HR Managers. International Education Studies, 15(2), 14-24.
Bayram Özdemir, S., & Özdemir, M. (2020). The role of perceived interethnic classroom climate in adolescents' engagement in ethnic victimization: For whom does it work? Journal of Youth and Adolescence, 49, 1328–1340. https://doi.org/10.1007/s10964-020-01228-8
Bolzman, C., Mendoza, A. C. S., Eckmann, M., & Grünberg, K. (2019). A Typology of Racist Violence: Implications for Comparative Research and Intervention. In J. ter Wal & M. Verkuyten (Eds.), Comparative Perspectives on Racism (pp. 233-251). Routledge.
Celeste, L., Baysu, G., Phalet, K., Meeussen, L., & Kende, J. (2019). Can school diversity policies reduce belonging and achievement gaps between minority and majority youth? Multiculturalism, colorblindness, and assimilationism assessed. Personality and Social Psychology Bulletin, 45, 1603–1618. https://doi.org/10.1177/0146167219838577
Eckmann, M., Stevick, D., & Ambrosewicz-Jacobs, J. (2017). Research in teaching and learning about the Holocaust: A dialogue beyond borders. Metropol-IHRA.
Karataş, S., Eckstein, K., Noack, P., Rubini, M., & Crocetti, E. (2023). Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents. Child Development, 94(1), 237-253.
Tenreiro, V., Jabbaz, M., Carmona, C., Aneas, A., van Driel, B., Simó, M., Shuali Trachtenberg, T., & Centeno, C. (2021). Addressing educational needs of teachers in the eu for inclusive education in a context of diversity inno4div project volume 3 - Part 1: Assessment guidelines for teacher education and training practices on intercultural and democratic competence development. European Commission Publication.
20. Research in Innovative Intercultural Learning Environments
Paper
Developing Intercultural and Democratic Competences in Teacher Education - an educational Evidence Based Policy Proposal
Tamar Shuali Trachtenberg1, Carmen Carmona Rodriguez2, Asumpta Aneas3, Marta Simo3, Victoria Tenreiro1
1European Institute of Education for democratic culture Universidad Católica de Valencia San Vic, Spain; 2University of Valencia; 3University of Barcelona
Presenting Author: Shuali Trachtenberg, Tamar;
Carmona Rodriguez, Carmen
In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in their classrooms (PPMI, 2017)[1]. The acquisition of intercultural competence, which can be defined as the ability to mobilise and deploy relevant values, attitudes, skills and knowledge in order to interact effectively and appropriately in a culturally diverse context (Deardorff, 2009; Barrett, 2020; Shuali et al. 2020), embodies a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the Joint Research Centre (JRC) launched the INNO4DIV project with the aim of supporting educational policies that will support the promotion of teachers’ intercultural competence through the analysis of literature and the study of innovative good practices which have successfully overcome barriers to the development of teachers’ intercultural competence.
The conceptual framework of the INNO4DIV research project shifts from the discussion on IC towards intercultural and democratic competence (IDC). This shift represents the epistemological foundation of the INNO4DIV conceptual approach (extensively developed in Volume 1). This approach follows education scholars who, in their studies, establish the role that education and, very specifically, teachers play in the development of social identity and the construction of the sense of belonging (Dewey, 1916; Durkheim, Nisbet, 1960).
INNO4DIV research project is based on a cross case analysis of 21 cases which present outstanding outputs in overcoming barriers to IDC development in teacher education. The project reviewed initial teacher education and continuous professional development of teachers from a comprehensive approach analysing different dimensions– curriculum design, pedagogical approach and institutional discourse. The INNO4ID project also identified the CoE RFCDC competence model (2018a as the most effective approach to IDC development in both pre- and in-service teacher education. According to INNODIV conceptual framework
Teachers who practice IDC deploy skills and behaviours based on a strong commitment to the principles of social justice. They possess a complex understanding of people, empathy towards adverse situations and follow an inclusive approach to education (Byram et al., 2001).
This study provides information of innovative good practices following the classification of 9 Key Enabling Components. The aim of this research is to analyse all the data collected across the cases, extracting the relevant guidance information, organise it in an effective manner for its use by the multiple stakeholders, and validate it with relevant expert stakeholders. A great deal of information was already provided in the formal report, yet the thorough and comprehensive approach of the initial research obtained much more data than the one that which has been contemplated in the final report.
Methodology, Methods, Research Instruments or Sources UsedThe case selection process took place according to the following steps:
1. a call for cases was launched in November 2019 followed by experts’ and researcher’s submission of 100 cases. All cases went through an initial screening process which entailed the review of experts from the IAIE and the UCV team. This led to the selection of 44 cases
2. the 44 cases were assessed by 12 experts, according to the case assessment process described in D3.1. A smaller assessment committee (5 members) paid special attention to the scores and comments that the larger group of experts had given to each initiative. Issues of innovation and evaluation were looked at in particular (since it provides a less biased view of how effective a practice might be). The innovative character of the cases prevailed over other criteria, such as impact or transferability. In addition, given the fact that most cases are still under implementation, limited sources of evidence and assessment publications are available. This element conditioned the triangulation of the findings;
3. a final selection of 21 innovative practices out of a longer list of 84 related to the development of teachers’ IDC, in different dimensions was established following a strict and rigorous selection process (Tenreiro et al., 2020).
Each of the 21 selected cases corresponds to a single education or training initiative (i.e. intervention, project, programme) that encompasses innovative practices for the development of IDC in teacher education and training The findings drawn from the analysis of each case allow the exploration and understanding of the key elements of innovative and efficient practices in teachers’ IDC training. (Tenreiro et al., 2020) . All 21 cases are provided in a summarised fiche as part of Annex 1 to the present report. Each of the fiches contains information on the case scope, the partners and the major findings.
All selected cases present the following characteristics which depicts the INNO4DIV rationale (see Shuali et al., 2020):
• cultural diversity is understood in terms of human diversity and not as a representation of migrants, ethnic minorities or other minority groups;
• interculturality and intercultural competence are understood as part of a wider set of competences required to live peacefully in democratic societies;
• interculturality and intercultural education are addressed from a mainstream approach which means departing from the need to enhance the notion of human dignity deconstructing discourses on otherness.
Conclusions, Expected Outcomes or Findings intercultural and democratic competences (IDC) are required for teachers to successfully interact with all learners and among themselves as an educational community. Furthermore, they help educators to understand the students’ different identities and provide teachers with tools which can empower them (Shuali et al., 2020). An intercultural and democratically proficient teacher or trainer acknowledges a student’s own cultural patrimony as a resource for both teaching and learning (Shuali, 2012).
Developing IDC in teacher education involves developing competences related to valuing human dignity, cherishing human life and human rights, accepting pluralism and diversity as an asset to society, openness and willingness to engage in an intercultural dialogue. It requires, as reflected for example in the CoE RFCDC, k
Another important dimension in the INNO4DIV project is the understanding of cultural diversity in terms of human diversity and there for IDC development is required in a pluralistic and democratic context .and is not limited to migration or other minorities social educative context. The following concepts represent the IDC rational and foundation
• Interculturality and intercultural competence forms a part of a wider set of competences required to live peacefully in democratic societies – a shift from IC to ICD competences.
• Intercultural approach is understood within the context of an inclusive and democratic approach to education. Addressing interculturality from a mainstream approach means departing from the need to enhance the notion of human dignity deconstructing discourses on otherness .
• Selection of RFCDC as a major resource for the implementation and achievement of ICD in education. Analysed in light of recent research and EU publications, including the Paris Declaration and Council 2018. The RFCDC is the only framework which has an explicit mention of values when it comes to the development of competences
ReferencesEuroepan Council (2018), ‘Council Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01)’, Official Journal of the European Union C 189, pp. 1-13.
Shuali Trachtenberg, T., Bekerman, Z., Bar Cendón, A., Prieto Egido, M., Tenreiro Rodríguez, V., Serrat Roozen, I., Centeno, C., Addressing educational needs of teachers in the EU for inclusive education in a context of diversity, Volume 1 – Teachers´ Intercultural Competence: Working definition and implications for teacher education, EUR 30323 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-21017-7, doi:10.2760/533558, JRC121348
Shuali, T. & Bar, A. (2022), ‘Los valores europeos y el desarrollo de la competencia democrática e intercultural en el profesorado’, In: Arufat, A., Sanz, R. (Eds.), UE, Ciudadanía y Valores en una era cambiante: Tirant Lo Blanc.
Shuali, T., Jover, G. & Bekerman, Z. (Eds.), ‘Educational Settings and the Construction of a Shared sense of Community in Democratic Countries: Epistemological and Pedagogical debates’, Revista de Educación, Vol. 387, 2020.
Simó, M., Shuali, T., Carmona, C., Prieto, M., Tenreiro, V. and Jiménez. M., Addressing educational needs of teachers in the EU for inclusive education in a context of diversity - Volume 2. Literature review on key enabling components of teachers' intercultural and democratic competence development and their associated barriers (C. Centeno, Ed.), Publications Office of the European Union, Luxembourg, 2020, https://doi.org/10.2760/003789
Sleeter, C., ‘Preparing teachers for multiracial and underserved schools’, In: Frankenberg, E. and Orfield, G. (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools, Charlottesville: University of Virginia Press, 2007, pp. 171–190.
Sleeter, C. E., ‘Reflections on my use of multicultural and critical pedagogy when students are white’, In: Sleeter, C. and McClaren, P, Multicultural education, critical pedagogy and the politics of difference, Albany, NY: State University of New York Press, 1995, pp. 415-438
Tenreiro, V., Jabbaz, M., Carmona, C., Aneas, A., Shuali, T., Simó. M., van Driel, B., Addressing educational needs of teachers in the EU for inclusive education in a context of diversity - Volume 3. Part 1: Assessment guidelines for teacher education and training practices on intercultural and democratic
20. Research in Innovative Intercultural Learning Environments
Paper
The experiences of implementation of Stories that Move® in DBSE of the of UAM-Azcapotzalco México of Mexico .0
Assumpta Aneas1, Alicia Cid2, Gloria Serrano2, Mónica Ferré1
1Universitat de Barcelona, Spain; 2University Autònoma Metropolitana of Mexico -Azcapotzalco
Presenting Author: Aneas, Assumpta
In 2013 the Universidad Autónoma Metropolitana, Azcapotzalco Unit, México (UAM-A), was given the task of creating a multidisciplinary Program (TIM) for the Basic Sciences and Engineering Division in the ten engineering degrees. Whose mains objectives are the promotion of integral training in the students based on knowledge, skills and attitudes that enrich the interaction with their development environment (Bonilla R., P., Armadans, I., & Anguera, MT (2020).
This set proposes a triple approach to the multidisciplinary focus: a) to stablish subjects whose object of study is for definition interdisciplinary and multidisciplinary like theater, sustainability, gender studies and cultural studies in general; b) propose another subjects that provide essential skills and knowledge so that students understand their interaction in the contemporary world and recognize themselves as social and cultural actors ( Osorio Garcia, ,2012). and c) the multidisciplinary set will be the principal axis of a new educative model; each one of subjects programs must have an inter and multidisciplinary focus developed in the delivered modalities so that students could make alternative multidisciplinary proposals of solutions applied to their environment.
The didactic proposal raises the concept of education that emanates from the philosophy of the Universidad Autónoma Metropolitana, México as a point of support; and it is taken as strategy of approach of the multidisciplinary subjects to promote students learning to search for agreement points; this can be done through student-pupil and between student and teacher relationships. The subjects have been grouped into five lines of knowledge. The first three cater to objects of study properly interdisciplinary as:
Cultural Studies ("Man and Culture").
Citizen Training ("Study of the Society and Sustainable Development").
Arts and Humanities.
Now focusing on the line of knowledge "Cultural studies" The subjects that are taught are:
¶ The landscape as an agent of settlements and culture.
¶ Family and violence in contemporary Mexico.
¶ Gender and sexuality.
¶ Power and gender.
At this point it is worth noting the definition of social stigma that refers to the attitudes and beliefs that lead people to reject, avoid or fear those who are perceived as different. Authors as Baah, F. O., Teitelman, A. M., & Riegel, B. (2019 have pointed out that it is a relational, non-essential concept, and establishes three large categories that cause social stigma: tribal (ethnicity, religion), physical differences (obesity, mental illness, etc.) and stigmas associated with behavior or personality (crime, homosexuality, etc.) Has been defined stigma as the product of a multifaceted social construction whose two main dimensions include people as risk and as responsibility. In other words, society perceives that stigmatized individuals and groups represent a risk and, at the same time, are responsible for causing it.
In the TIM unit of the UAM-A the different subjects present learning outcomes addressed to the analysis, understanding, skilling and sensitization towards all these types of violence, discriminations and psychosocial problems raised in these stigmas.
This is the context where we are applied an innovative resource, in order to prevent, fight and sensibilize against identitaria violence. This resource is the Toolkit Stories that Move, a toolkit developed by Ana Frank House, Funded by European Union, winner of WSA and Comenius Edu Media (2018)
The purposes of that study have been a) Obtaining an exploratory evaluation related to the personal positions and skills of the students related the phenomena and b) to test the implementation as educative resources the blended learning toolkit Stories that Move, developed in Europe
Methodology, Methods, Research Instruments or Sources UsedThe implementation of the tool-kit was held in several groups of Physics, Chemistry as well Chemical, Systems and Civil engineering of the Division of Basic Science and Engineering at the University Autonomous Metropolitan of Azcapotzalco- Mexico with a total sample of 380 students (22.28 years of average).
The implementation was held before a program of train of trainers of 45 hours. 10 professors applied the toolkit in their groups for an average of three sessions of 2 hours/ each one.
In the first session, Students registered at the toolkit as students and answered an online formular which aim was starting the process of self-knowledge, in order to active the constructivist founds of process of learning. The formular include questions related to experiences, believes and competences.
The second session, the students played the path Seing and Being and Mastering the Media.
The third session, the students talked about their impression after answered the survey and played with the toolkit in their learning diary. Afterwards, a dynamic exchange of results and opinions was carried out between teams and at the end a general conclusion was built. As written work, they were asked to write his/her reflection about the impact of the activities carried out.
In this communication we will describe some traits and profiles of the Mexican students and we expose some of the qualitative narratives.
The applied self-perception questionnaire was made up of four components: a) Sociodemographic and identification data ( age, gender, degree, course)
b) Questions related their believes related the impact of the professional performance of: Religion, Phenotype, Scale of prejudice towards minority groups,
c) Experience as observer, victim and aggressor
d) Self-identification
e) Scale of Emotional Competence in adults (CDE-A35) Perez-Escoda et al. (2021)
f) Scale of Coping with conflicts in diversity context. The Coping Scale was developed from the Spanish version of the Coping Scale for Adolescents (ASC) by Frydenberg and Lewis (2000).
g) Scale of collaborative Interprofessional Competences (Aneas & Vilà, 2018)
h) Scale of Gender Violence (González-Gijón G. & Soriano Díaz A. (2021).
In this communication will be presented some statistical descriptive related the profiles and levels. Also, will be present some qualitative synthesis related to the narratives and valuations, done with the Nvivo Software.
Conclusions, Expected Outcomes or FindingsThe quantitative analysis has facilitated the description of the profile of the students of Mexico, related to their sensibility, believes and competences related with the copping and managing of violences identitaria. There are expectations that these tools allows make further systematic evaluation of the impact of the learning outcomes of the subjects of the (TIM). Below are showed some results:
The qualitative outcomes have facilitated to know diverse voices related to the impacts on the students after talk about their own personal experiences, increase their awareness about the factors, dynamics and strategies to face the identity-based violence. Pain, sensibility and sense of utility both personal as professional have been the main results which deep relation with its impacts on the Mental Health (Berjot, S., & Gillet, N., 2011)..
Engineering students become aware of their differences and that these, in turn, allow them to visualize that their social environment is diverse and that the interaction with their peers, in the difference, allows it to be an enriching activity among them precisely because of the differences and despite of them continue to share a large number of similarities that allow them to have a sense of belonging to the group
Related to the valuation of the transferability of a tool Stories that Move to collectives as emerging adults students of Engineering will be explained the challenges and success achieved.
This exploratory study, even if tentative, may raise certain needs and prospective milestones that we want to mention.
ReferencesAneas, A.; Vilà, R. (2018). Assessment of Interprofessional Collaborative Practice: Spanish version of the AITCS Scale . En Surender Mor (2018) Culture of Learning and Experimentation for the Well-Being . (pp. 149 - 163) . Bloomsbury Publishing (Political Philosophy Series) (London & New
Berjot, S., & Gillet, N. (2011). Stress and coping with discrimination and stigmatization. Frontiers in Psychology, 2, 1–13. https://doi.org/10.3389/fpsyg.2011.00033
Bonilla R., P., Armadans, I., & Anguera, MT (2020). Conflict Mediation, Emotional Regulation and Coping Strategies in the Educational Field. Frontiers in Education, 5, 1–13. https://doi.org/10.3389/feduc.2020.00050
Frydenberg, E., & Lewis, R. (2000). ACS Coping Scales for Adolescents. Spanish adaptation. Tea Editions, 240.
Osorio Garcia, SN (2012). Conflict, Violence and Peace: A scientific, philosophical and bioethical approach. Latin American Journal of Bioethics, 12(23), 52–69. https://doi.org/10.18359/rlbi.960
Pérez-Escoda, N., Alegre Rosselló, A., & López-Cassà, È. (2021). Validation and reliability of the Emotional Development Questionnaire in Adults (CDE-A35). Educatio Siglo XXI, 39(3), 37–60. https://doi.org/10.6018/educatio.422081
González-GijónG., & Soriano DíazA. (2021). Análisis psicométrico de una escala para la detección de la violencia en las relaciones de pareja en jóvenes. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 27(1). https://doi.org/10.30827/relieve.v27i1.21060
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