4 minute read
Tuesday Onsite Presentation Session 4
Education, Sustainability & Society
Session Chair: Yasser Lenis
15:35-16:00
68276 | The Future of Work Through the Eyes of a Child
Sara Ratner, University of Sydney, Australia
We know that humans are capable of mental time travel, we are able to re-live our past and imagine future possibilities. Our ability to envision the past and think about possible future events sets us apart from all other creatures. The human brain’s capacity to look to the future has created the world as we know it. (Dawson, 2017; Prabhakar & Hudson, 2014; Seligman, 2016; Suddendorf & Corballis, 2007; Tulving, 2002). So how do children gain the ability to make choices today in order to set themselves up for future success? Raby and Clayton (2009) found that in order for individuals to imagine the future they draw on semantic and episodic future-oriented thought processes. Semantic thought processes are explained as those that rely on general knowledge and experience whereas episodic processes see the individual transport themselves mentally to the future where they become an active participant in the imagined event. Several studies have shown that children as young as 3-year-olds are able to use semantic associations to make choices that will inform a future, imagined event (Atance & Meltzoff, 2005; Atance & O’Neill, 2005). This presentation explores the future of work through the eyes of young children. Children currently enrolled in Year Six (aged 11-12 years) were invited to draw upon their diachronic, episodic future-oriented thinking to imagine their day at work in the year 2030. The results provide valuable data on how schools can best support future ready citizens.
16:00-16:25
67870 | Education as Social Innovation in Rural Populations Affected by Armed Conflict
Yasser Y Lenis, Antioquia, Colombia
Amy Montgomery, St. George’s University, Grenada
Diego F Carrillo-González, Universidad de Sucre, Colombia
Enoc Valentín González Palacio, Antioquia University, Colombia
Dursun Barrios, National University of Colombia, Colombia
Natalia Duque, Antioquia University, Colombia
Education can enhance the production conditions and quality of life in rural communities affected by armed conflict. Therefore, public universities play a pivotal role to reduce poverty and inequality in rural areas. The purpose of this study was to determine the effects of a theoretical-practical training program in rural management and leadership (D-ML), artificial insemination (D-AI), and bovine genetic improvement (D-GI), on the perception and level of knowledge in a rural Colombian population. Methodologically, the project consisted of two phases: Phase 1 included the practical and theoretical training and evaluation of 53 undergraduate animal sciences students in three dimensions (D-ML, D-AI, and D-GI). After training, 13 students were selected according to their solidarity skills and social sensitivity. Phase 2 included the socioeconomic characterization and training of rural residents by students and field experts in the three dimensions (D-ML, D-AI, and D-GI). Results indicate that before the theoretical-practical training, the level of general knowledge of the residents was 45.9% with an increase to 77.6% after training (p<0.01). The level of knowledge in D-AI went from 38.5% before training to 80.6% (p ˂ 0.05) after training, while the level of knowledge for D-GI pre-training was 50.8% and increased to 73.0% after training (p<0.01). Finally, the level of knowledge in D-ML increased (p<0.01) from 54.8% before training to 75% after training. It can be concluded that rural extension programs can reduce social inequality, strengthen the capacity of knowledge, and enhance the economy of rural residents.
16:25-16:50
69120 | School as the Key Agent in Narrowing the Gaps Between Students’ Civic Competencies: Evidence From ICCS 2016
Sungwoo Kang, Chungnam National University, South Korea Hojun Lee, Cheongju National University of Education, South Korea Sun Kim, University of Oxford, United Kingdom
Despite growing interest in citizenship education in many countries, critical questions remain as to how students’ civic competencies in different countries can be compared effectively through an analysis that assesses not only the levels of but also the variations in such competencies, and how these variations can be addressed. Using data from the International Civic and Citizenship Education Study 2016, this paper examines the situation in 16 countries, broadly categorizing such competencies in terms of students’civic knowledge, disposition to engage in society, and attitudes toward civic and citizenship issues. For this purpose, this study identifies and analyzes the determinants of the variations in students’civic competencies with hitherto underemployed research methods, machine learning and quantile regression. The results indicate that open discussion in the classroom, the use of social media as a tool for communication, and the fostering of student-teacher relationships are important factors in improving the civic competencies of students, especially among those who display lower levels. This paper also finds that a formal curriculum in civic education at school has a powerful effect on bridging the gap in students’civic competencies. The results of this study have important policy implications for the ways in which citizenship education is conducted at school: in particular, the promotion of relational or interactive aspects of school pedagogy, such as by facilitating online and offline communication among students as well as by strengthening the ties between teachers and students, is crucial in lessening the differences in students’civic and citizenship competencies.
16:50-17:15
67864 | Education in a Post-COVID World: Ideas for Public Action Among College Students
Wan-Chen Hsu, National Kaohsiung
University
of Science and Technology, Taiwan
This study examined “ideas for public action among college students in a post-COVID world.” It also analyzed the impact of educational ideals and practices in the pandemic context among students of different school affiliations and genders, with 799 questionnaires analyzed. The differences in the item scores indicated the importance of university students' policy participation and involvement in pedagogical model development in the pandemic context. Additionally, for gender-aware educational actions, females scored significantly higher than males, highlighting the importance of promoting students' right to education and teachers' professional development and collaboration. Also, private university students generally scored lower than public ones on awareness of educational action, perhaps due to the influence of educational stratification, family background, and educational capital.