Barriers and Drivers by Sustainability School Community Projects Implementation: What Changes Appeared

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F24%3A10493242" target="_blank" >RIV/00216208:11310/24:10493242 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11410/24:10493242

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QtjRubiA7f" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QtjRubiA7f</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/cdem-2024-0003" target="_blank" >10.2478/cdem-2024-0003</a>

Result language

angličtina

Original language name

Barriers and Drivers by Sustainability School Community Projects Implementation: What Changes Appeared

Original language description

School-community projects have become essential components of educational systems worldwide, aiming to engage students and local communities in collaborative initiatives. This article explores the implementation of school community projects, focusing on sustainability themes, by addressing two research questions: RQ1 examines the current knowledge about barriers and drivers in school-community projects, and RQ2 investigates how these factors have evolved in response to critical societal changes. Experts&apos; perspectives on open schooling projects conducted in 2022 and 2023 were collected using retrospective think-aloud interviews. The study adhered to ethical principles, ensuring participant anonymity and consent. The findings reaffirm previously identified barriers and drivers, such as the significance of leadership commitment, effective communication, and student engagement. However, our research unveils novel insights, highlighting the challenges posed by declining student well-being, eco-anxiety, and diminished interest in projects, notably among older students. Puberty, environmental grief, and post-pandemic effects are identified as contributing factors. Teachers emphasise the importance of hands-on activities within project curricula to mitigate these challenges, bridging the gap between theory and application. Collaborative decision-making and planning also play a crucial role, with difficulties arising from perceiving sustainability projects as solely science-oriented. Furthermore, our study suggests that while long-term partnerships with external stakeholders are valuable, it is essential to limit the frequency of projects to prevent burnout among participants. In conclusion, our findings underscore the need for a holistic approach to project design, including mental health considerations and interdisciplinary collaboration, to maximise the positive impact of such initiatives in an ever-changing educational landscape.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Chemistry, Didactics, Ecology, Metrology

ISSN

1640-9019

e-ISSN

2084-4506

Volume of the periodical

29

Issue of the periodical within the volume

1-2

Country of publishing house

PL - POLAND

Number of pages

14

Pages from-to

39-52

UT code for WoS article

001413647100001

EID of the result in the Scopus database

2-s2.0-85219745345