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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11410/24:10493242

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Chemistry, Didactics, Ecology, Metrology

ISSN

1640-9019

e-ISSN

2084-4506

Svazek periodika

29

Číslo periodika v rámci svazku

1-2

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

14

Strana od-do

39-52

Kód UT WoS článku

001413647100001

EID výsledku v databázi Scopus

2-s2.0-85219745345