Time: Wednesday, 28/Aug/2024: 12:45 - 13:30 |
Location: Anastasios G. Leventis Building Ground Floor / Outside Area and Basement Level / Open Area ECER Poster Exhibition Area |
Poster
Social Entrepreneurship Education in an International Programme for Student Teachers
1University Teacher College KPH Wien/Krems, Austria; 2Marnix Academy, Utrecht, The Netherlands; 3University of Oulo, Finland
Presenting Author:The importance of Education for Sustainable Development (ESD) is increasingly recognised. It is becoming increasingly important to address the challenges of sustainable development in education (e.g. O'Donoghue et al., 2018; UNESCO, 2020). One way to do this is through social entrepreneurship education (SEE), where students learn how to make an entrepreneurial contribution to sustainable development. At its core, SEE is about developing new ideas and creating value in the field of sustainable development. SEE is positioned at the intersection of education for sustainable development (ESD) and entrepreneurship education (EE) (Lindner, 2018; Van der Wal-Maris, 2022). SEE can be understood as education aimed at a) compassion, empathy and caring - as a stimulus for entrepreneurial activity in the field of sustainable development; b) entrepreneurship - the process of recognising opportunities, generating ideas, developing initiatives and creating value; and c) the interaction between the two (Van der Wal-Maris, 2019).
In teacher education, SEE is adressed at the level of student teachers and at the level of students (cf. Vare et al., 2019). Five Universities of Applied Sciences from the Netherlands, Finland, Austria, the Czech Republic and Belgium developed the blended intensive programme 'SEE-ing a Better World'. It aims to familiarise student teachers with the characteristics of SEE and its practical implementation in their teaching practice. Currently, little is known about the design of an international programme for student teachers to develop their SEE competences. This research addressed this knowledge gap.
Accompanying research was conducted to answer the following question: "What are the key factors, according to the students, for an international learning programme in which student teachers develop SEE competences? Online surveys were conducted before and after the programme. The students kept diaries during the programme. Survey data were analysed using SPSS; qualitative content analysis was used to analyse the diaries.
Preliminary results show that students develop new insights and competences related to SEE through learning in an international context and that communication, collaboration, critical thinking and creativity can be identified as key factors.
Methodology, Methods, Research Instruments or Sources Used
An accompanying study (Vermunt, 2021) was conducted to answer the research question and to achieve research-based educational innovation. Both quantitative and qualitative data were collected from the 24 students enrolled in the programme (March 2023 to June 2023). Most of them are in their second or third year of teacher education. Half of them already have international experience. Perceptions were measured by two questionnaires, before and after the programme, with Likert scale items and open questions. Students' perceptions of their development process and the evolution of their ideas and insights were collected by students' individual use of a reflection diary, according to the method described by Altrichter et al. (2018). Students wrote in their journals continuously. The diaries inevitably reveal gaps in the programme and enable the development of a subsequent BIP (Holy & Altricher 2011, in: Altrichter et al., 2018). To deepen the understanding of the questionnaire data, the diaries were compared with the results of the questionnaires.
Conclusions, Expected Outcomes or Findings
The analysis of the first questionnaire shows that the participating students are motivated to participate in the programme. In response to the open-ended question 'Why did you join the programme?', 21 students answered that they wanted to study with international peers; 19 students expected an international orientation, dialogue and exchange in an international student group. Most students hoped to gain a better insight into SEE (n=19) and personal enrichment and growth (n=17). The first questionnaire also provides information about the students' expectations of the programme. Three categories can be distinguished: personal interest (e.g. to gain experience in the field of SEE), professional interest (e.g. to be inspired for my teaching career in SEE) and interest in sustainability (e.g. to become more sensitive in dealing with current social challenges). The analysis of the submitted diaries shows that students develop new insights and competences regarding SEE by learning in an international context.
The diaries also reveal that communication, collaboration, critical thinking and creativity (also referred to as the 4Cs) can be identified as key factors in an international learning programme in which student teachers develop SEE competences. These 4Cs are mentioned more or less frequently; communication and collaboration are mentioned very often, whereas critical thinking is mostly missing. Creativity is often mentioned in the diaries. The second questionnaire shows interesting aspects for the improvement of the programme.
By identifying key factors for an international learning programme in which student teachers develop SEE competences, this research contributes to the improvement of teacher education in SEE. Moreover, the international nature of this programme also enhances the understanding of different perspectives and practices of SEE in general and the development of new ideas and value creation in the field of sustainable development in particular.
References
Altrichter, Herbert, Posch, Peter, & Spann, Harald (2018). Lehrerinnen und Lehrer erforschen ihren Unterricht [Teachers Research their lessons]. Stuttgart: UTB.
Lindner, J. (2018). Entrepreneurship education for a sustainable future. Discourse and Communication for Sustainable Education, 9(1), 115-127. doi:10.2478/dcse-2018-0009
O’Donoghue, R., Taylor, J., & Venter, V. (2018). How are Learning and Training Environments
Transforming with ESD? In A. Leicht, J. Heiss, & W. J.Buyn, Issues and Trends in Education for Sustainable Development (pp. 111-131). Parijs: UNESCO Publishing.
UNESCO (2020). Education for Sustainable Development: A roadmap. Education for sustainable development: a roadmap - UNESCO Digital Library.
Van der Wal-Maris, S. J. (2019). In verbinding: Onderwijs met het oog op de toekomst. [Engaged. Future oriented education.] (Lectorale rede). Marnix Academie.
Van der Wal-Maris, S. J. (2022). First Step in Design Based Research on Social Entrepreneurship Education in Primary Education. Presentation held at EAPRIL Conference 2022, 23-25 November, Nijmegen.
Vare, P., Arro, G., de Hamer, A., Del Gobbo, G., de Vries, G., Farioli, F., ... & Zachariou, A. (2019). Devising a competence-based training program for educators of sustainable development: Lessons learned. Sustainability, 11(7), 1890.
Vermunt, J. D. H. M. (2021). De rol van flankerend onderzoek bij de realisering van duurzame innovaties in het hoger onderwijs. [The role of supporting research in the realization of sustainable innovations in higher education.] Presentation held at ORD 2021, 7 July, Amsterdam.
Poster
Exploring the Implementation of Challenge-based Learning for Sustainability Education in Secondary Education: Teachers Experiences
Eindhoven University of Technology, The Netherlands
Presenting Author:Focus of the Study
Education that empowers students to address significant global challenges and guides them in understanding how to contribute to solving these issues should have a permanent place in the curriculum. Unfortunately, students in secondary education currently have limited exposure to this in their educational programs. It is crucial for students to comprehend the complexities of scientific issues and recognize their role in promoting a sustainable future, leading to more informed and responsible citizens (Bayram-Jacobs et al., 2019). In response to these global challenges, often framed as sustainability issues, such as biodiversity and climate change, the educational concept of challenge-based learning (CBL) emerges as a potential solution for addressing these complex, open-ended, and interdisciplinary challenges. This learner-centered educational approach has been gaining prominence in higher education, positioned as a method for students to integrate disciplinary knowledge with the development of transversal competencies while addressing authentic sociotechnical societal problems. However, despite the extensive literature on CBL in higher education, less is known about this approach in secondary education. Therefore, our objective is to explore the dimensions of CBL evident in secondary education, how these are implemented, and to identify challenges and successes in the design and implementation of CBL.
Theoretical Background
Education for sustainable development (ESD) aims to educate students in learning the appropriate knowledge and skills to find solutions to environmental, economic and social problems (UNESCO, 2020). The goal of sustainable education is for innovative pedagogies to bring students closer to the main conflicts of social reality (Castro & Zermeno, 2020). Competencies for ESD include communication, critical thinking, collaborative skills, reflection, creative thinking, innovation and a holistic understanding. One way to address the development of these competences and to prepare students to become informed citizens is by means of CBL, an innovative pedagogy wherein students are actively engaged in pressing real-world problems (Castro & Zermeno, 2020). Extensive research has shown the benefits of this approach for ESD (e.g., Castro & Zermeno, 2020; Malmqvist et al., 2015), given that this approach immerses students in authentic, complex challenges, reflecting the complex nature of sustainability issues. By integrating sustainability issues into the educational curriculum, CBL prepares students to actively contribute to sustainable solutions, aligning with the overarching goal ESD.
However, despite the extensive literature on CBL, the wide variety of implementations and conceptualizations presents challenges for practitioners in designing their educational strategies. Publications on CBL span from standardized frameworks to hybrid-like approaches and more generalized models where only the challenge is introduced in the design (Gallagher & Savage, 2020). Moreover, literature on CBL is mostly grounded in the higher education context, leaving uncertainty whether the same dimensions of CBL are involved in secondary education, how teachers implement them, and what their experiences include.
Therefore, drawing upon the higher-level conceptual framework for CBL (van den Beemt et al., 2023) as a guiding tool, this study set out to explore the dimensions of CBL and teachers’ associated experiences with CBL implementations in secondary education. This guiding tool adopts the why-how-what approach, identifying educational processes of CBL at the levels of vision, teaching and learning, and support (Van den Akker, 2003; Van den Beemt et al., 2023).
Research Question
What challenges and opportunities do secondary school teachers experience with the implementation of challenge-based learning in the context of sustainability education?
Methodology, Methods, Research Instruments or Sources Used
Method
This study employed the Educational Design Research (EDR) approach, a systematic method involving the development of a guiding tool aimed at capturing the dimensions of CBL in secondary education on the levels of vision, teaching and learning, and support. EDR, defined as "the systematic study of designing, developing, and evaluating educational programs, processes, and products" (Van den Akker et al., 2006), is chosen for its emphasis on shaping theoretical concepts, making research more relevant for practical education (McKenney & Reeves, 2018).
Following McKenny and Reeves’ (2018) generic model for EDR, the development of the tool underwent 2 core iterative phases: (1) theoretical adaptations based on CBL in secondary education, and an expert review with 5 experts having expertise in CBL and project-based STEM education for quality reassurance.
Context
In 2022, a four-year partnership between an NGO and a university's teacher education department in the Netherlands focused on developing sustainability education through CBL. Emphasis was on STEM education, citizenship, and their interconnectedness. Throughout 2022-2023, a professional learning community (PLC) was formed, consisting of six teachers from various secondary schools in the region. During this period, teachers worked together with pre-service teachers, laying the groundwork for this educational innovation.
Participants
This study’s participants involved six secondary school teachers from different educational backgrounds and schools. These teachers are part of the PLC, and participated in the first year of the project, meaning that they have had more experience and expertise in the design, implementation, and evaluation of CBL projects. Therefore, a purposeful sampling strategy was employed (Cresswell, 2003).
Data Collection
Data were collected from five monthly PLC meetings and six semi-structured interviews, each lasting approximately three hours and one hour, respectively. The data included field notes from participatory observations during the PLCs and transcripts of the interviews. The developed CBL tool was used to guide the interview and served as a framework for observing the PLC meetings. The first author created the field notes. Interviews, recorded and transcribed verbatim, explored teachers’ successes and challenges.
Data Analysis
ATLAS.ti qualitative analysis software was utilized for data analyses. The data analysis process adhered to Boeije’s (2009) qualitative data analysis spiral. The dimensions and indicators of the developed tool served as the foundation for both deductive and inductive analysis. This involved determining how teachers implemented various dimensions in their CBL projects for ESD, the approaches they employed, and the successes and challenges encountered in the process.
Conclusions, Expected Outcomes or Findings
Overall, many dimensions of CBL evident in higher education are reflected in secondary education, such as the real-life and open-ended nature of challenges, as well as the student-centered aspects of learning activities. Teachers indicate that CBL is a valuable approach for ESD. Teachers find that engaging with students’ interests and environment, and incorporating sustainability issues in this manner, sparks enthusiasm and curiosity. Moreover, it has the potential to influence students’ behavior and attitudes with regard to sustainability.
However, while acknowledging the benefits of CBL for ESD, teachers struggle with the amount of teacher regulation, questioning the fine line between direct instruction or guidance and letting students independently navigate subject complexities. While some teachers perceive this as a challenging aspect, others express reservations about the complex and open-ended nature of challenges, suggesting that these may be too demanding for secondary school students to effectively engage with and gain meaningful learning experiences.
Furthermore, concerning collaboration across disciplines, teachers acknowledge the value of collaborating with different subjects to address the complex nature of sustainability issues. However, organizational and logistical aspects of secondary education often hinder such collaboration. For example, some teachers struggle in working together with other teachers due to scheduling problems. Additionally, challenges arise due to colleagues’ limited support and apprehensiveness in teaching interdisciplinary subjects, stemming from their expertise confined to single discipline.
In summary, while preliminary findings suggest that many dimensions of CBL applicable to higher education are reflected in secondary education, challenges emerge in implementing certain aspects. These challenges include scaffolding and concretizing complex, open-ended, and uncertain sustainability issues, navigating teacher-student regulation, and overcoming limitations imposed by facilities and organizational aspects of secondary education.
References
Bayram-Jacobs, D., Evagorou, M., Akaygun, S., & Shwartz, Y. (2022). Science education for
citizenship through socioscientific issues. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1011576
Beemt, A. van den, Watering, G. van de & Bots, M. (2022). Conceptualising variety in challenge-
based learning in higher education: The CBL-compass. European Journal of Engineering
Education, 48(1), 24-41. https://doi.org/10.1080/03043797.2022.2078181
Boeije, H. (2009). Analysis in Qualitative Research; SAGE: London, UK.
Castro, M. P., & Gómez, M. G. (2020). Challenge based learning: Innovative pedagogy for
sustainability through e-learning in higher education. Sustainability, 12(10), 4063. https://doi.org/10.3390/su12104063.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
Gallagher, S. E., & Savage, T. (2020). Challenge-based learning in higher education: An exploratory literature review. Teaching in Higher Education, 28(6), 1135-1157. https://doi.org/10.1080/13562517.2020.1863354
Jucker, R. (2011). ESD between systemic change and bureaucratic obfuscation: Some reflections on environmental education and education for sustainable development in Switzerland. Journal of Education for Sustainable Development, 5(1), 39-60. https://doi.org/10.1177/097340821000500109
Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2021). Challenge based learning in higher education– A systematic literature review. Innovations in Education and Teaching International, 59(5), 609-618. https://doi.org/10.1080/14703297.2021.1892503
Malmqvist, J., Kohn Rådberg, K., & Lundqvist, U., (2015). Comparative analysis of challenge-based learning experiences. In Proceedings of the 11th International CDIO Conference, edited by CDIO. Chengdu, Sichuan, P.R. China: Chengdu University of Information Technology.
McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. (2nd ed.)
Routledge. https://doi.org/10.4324/9781315105642
Takala, A. & Korhonen-Yrjänheikki, K. (2019). A decade of Finnish engineering education for sustainable development. International Journal of Sustainability in Higher Education, 20(1), 170–186. https://doi.org/10.1108/IJSHE-07-2018-0132
Taylor, N., Quinn, F., Jenkins, K., Miller-Brown, H., Rizk, N., Prodromou, T., Serow, P., & Taylor, S.
(2019). Education for sustainability in the secondary sector-A review. Journal of Education for Sustainable Development, 13(1), 102-122. https://doi.org/10.1177/0973408219846675
UNESCO. (2020). Education for Sustainable Development: A roadmap.
https://unesdoc.unesco.org/ark:/48223/pf0000374802?posInSet=2&queryId=3779a679-30bd-4f04-b0fa-20904abec4c5
Van den Akker, J. 2003. Curriculum Perspectives: An Introduction. In Curriculum Landscapes and
Trends, edited by J. Van den Akker, W. Kuiper, and U. Hameyer, 1–10. Dordrecht, The Netherlands: Kluwer.
Poster
Bridging the Gap: Exploring the University-Rural Community Nexus
University of Santiago de, Spain
Presenting Author:University-society cooperation has important implications at the level of knowledge development and research, enabling the transfer of innovative practices and methods that address concrete problems for the advancement of society (Shek & Hollister, 2017; Watson et al., 2011). Under this premise, it is possible to consider that many of the challenges facing civil society can be addressed through academic expertise and research, through collaboration between the university and its immediate environment, thereby improving the quality of life of the community itself (Labhrainn & McIlrath, 2007).
In this regard, the links established between the university sphere and society also strengthen community participation in decision-making and project implementation from a more inclusive perspective, responding to real needs and problems from a more democratic approach (McMillan et al., 2016). From a reciprocal perspective, civil society benefits from access to scientific knowledge and highly qualified professionals, while the university gains practical learning opportunities that allow it to get closer to the real world (Asghar & Rowe, 2017). Undoubtedly, such collaboration fosters the development of social capital that strengthens the relationship between academia and socio-community organisations and actors, as they work through mutual commitment to solve social problems and contribute to the sustainable development of the community itself.
The projects resulting from this collaboration facilitate the integration of the university into its community. In this way, the knowledge generated is transferred and the university is promoted as an agent of social change. In this way, through active participation in projects that benefit the community, there is an alignment of values and goals that strengthens the identity and projection of the university as an institution, addressing contemporary challenges and generating a positive long-term impact (McNall et al., 2009).
In particular, joint work between universities and civil society has led to significant advances in rural development. Firstly, there is applied research on specific challenges related to environmentally sustainable practices, natural resource management, technologies in the rural environment, etc. (Taibo, 2020; Turiel, 2020). There is also the transfer of specialised knowledge to civil society through technical training, the implementation of different sustainable practices or the development of rural entrepreneurship, thus boosting the economy of different areas (Bisquert & Cartea, 2020; Porto et al., 2022).
Similarly, work to strengthen community participation in decision-making and project design in response to social problems has contributed to a more inclusive and responsive approach to local needs and aspirations (e.g. through the creation of networks and partnerships that have broadened the impact of such initiatives).
With this last issue in mind, we present a participatory action research project, funded by the Galician Agency for Rural Development (2023-CP028), which has developed from various collaborative teaching and research activities between the University and socio-educational agents in rural areas, with the aim of contributing to a greater democratization of knowledge in the Autonomous Community of Galicia (Spain). All this has been done through the design of joint publications, training activities for teachers and professionals working in rural areas, the application of innovative methodologies such as service learning, as well as the planning of different institutional meetings involving teachers, students, socio-community organisations and professionals from the public administration.
Methodology, Methods, Research Instruments or Sources Used
This is a qualitative study based on a participatory action research approach carried out in the Autonomous Community of Galicia (Spain) in 2023. It involved active collaboration between the university, the community, and the public administration with the aim of creating a space for dialogue that would promote the democratization of knowledge about socio-educational development in rural areas.
As a starting point, a joint analysis was carried out between the university and the community, with the participation of various lecturers from the University of Santiago de Compostela and professionals from different socio-community organisations in the area. All of them are members of the Community of Action and Knowledge of the Rural Environment (ComAK).
Following a participatory needs assessment, ComAK proposed various intervention strategies and activities with the aim of creating a space for dialogue that would allow reflection on the problems identified to define different courses of action for the sustainable development of the rural environment:
• Service-learning projects involving teachers, students and social organisations, combining academic content with community service. It has been a useful practice in that it represents a way of organising formal education together with community participation, helping to transform the immediate environment while breaking down the walls of the classroom. In this collaboration, the people who make up the organisations working in the area, together with those from the academic system, have had the opportunity to discuss the future of education and social participation in terms of sustainable development.
• Meeting of the ComAK in which students, teachers, rural groups and professionals from the public administration participated, with the objectives of linking formal learning with different projects for the revitalization of the environment, putting into value and practice the knowledge of the community to improve the rural context, establishing synergies and channels of collaboration between different agents, and exploring future lines of intervention around the sustainable development of the rural environment.
• Publication of a study collecting different experiences and good practices carried out by university teachers and students in the form of service learning, as well as community development projects resulting from the activities of socio-educational organisations.
The participatory action-research carried out between the university and the social sector, whose axis of action was a greater promotion of the rural environment, has meant a dynamic process that has made it possible to propose more effective and sustainable solutions to the needs and problems of rural communities.
Conclusions, Expected Outcomes or Findings
The main conclusions to be drawn from the activities carried out include, firstly, the strengthening of the network between teachers, students and rural agents, i.e. between academia and society. This clearly implies a change in the current idea of cooperation for development, defining precisely what kind of development is desirable for rural communities, as well as the most operational way to create alliances between the university, public administration and socio-community organisations.
In this line, work has been carried out on the causes that have historically led to the impoverishment of the rural environment and the identification of possible solutions, such as the need for an economy based on knowledge of the environment, the promotion of innovation in the rural environment (for example, through greater technological development), the promotion of greater university involvement in the implementation of social projects, changing the perception of the rural context as an area lacking in opportunities, making visible the actions of the organisations and associations working in these communities, involving the public administration in the implementation of specific funding lines, revitalizing the district organisations as centers of social and cultural development, promoting the repopulation of rural areas from a responsible point of view, and proposing eco-feminist proposals that critically analyze rural lifestyles, valorization of the initiatives carried out in the territory by mapping them, appropriate prioritization of the needs specifically related to the environment, identification of integrated actors in each context to create inter-territorial networks, design of a specific approach to promote the productive sector of each region or the union of professionals fighting for a better education system, more committed to the opportunities and problems of the rural environment.
References
Asghar, M., & Rowe, N. (2017). Reciprocity and critical reflection as the key to social justice in service learning: A case study. Innovations in Education and Teaching International, 54(2), 117-125. https://doi.org/10.1080/14703297.2016.1273788
Bisquert i Pérez, K. M., y Cartea, P. Á. M. (2020). Iniciativas colectivas de consumo ecolóxico en Galicia: panorama actual, modelos e acción socioeducativa. Brazilian Journal of Agroecology and Sustainability, 2(1), 1-21. https://doi.org/10.52719/bjas.v2i2.3709
Coelho, M., & Menezes, I. (2021). University Social Responsibility, Service Learning, and Students' Personal, Professional, and Civic Education. Frontiers in Psychology, 12(617300), 1-16. https://doi.org/10.3389/fpsyg.2021.617300
Labhrainn, I. M., & McIlrath, L. (2007). Higher Education and Civic Engagement: International Perspectives. Routledge.
McMillan, J., Goodman, S., & Schmid, B. (2016). Illuminating “transaction spaces” in higher education: University–community partnerships and brokering as “boundary work”. Journal of Higher Education Outreach and Engagement, 20(3), 8-31.
McNall, M., Sturdevant, C., Brown, R., & Allen, A. (2009). Brokering Community–University Engagement. Innovative Higher Education, 33, 317-331. https://doi.org/10.1007/s10755-008-9086-8
Porto, A. M., Mosteiro M. J., Baylina, M., & Villarino, M. (2022). Género y emprendimiento rural. claves para la orientación profesional. Revista Española de Orientación y Psicopedagogía, 33(3), 7-21.
Shek, D. T. L., & Hollister, R. M. (2017). University Social Responsibility and Quality of Life. A Global Survey of Concepts and Experiences. Springer.
Taibo, C. (2020). Colapso: capitalismo terminal, transición ecosocial, ecofascismo. Los libros de la Catarata.
Turiel, A. (2020). El debate renovable. Soberanía Alimentaria, Biodiversidad y Culturas, 41, 6-10.
Watson, D., Hollister, R., Stroud, S. E., & Babcock, E. (2011). The Engaged University. International Perspectives on Civic Engagement. Routledge.