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Journal articles on the topic 'Learning Societies'

Author: Grafiati

Published: 29 September 2021

Last updated: 18 July 2025

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1

Borrás, Susana. "The `Learning' Economy in Contemporary Societies." Minerva 42, no. 1 (2004): 97–100. http://dx.doi.org/10.1023/b:mine.0000017836.97412.45.

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2

Callo, Tatiana. "Modern societies and socialy "challenged" learning configuration." Univers Pedagogic 2 (June 15, 2020): 3–13. https://doi.org/10.5281/zenodo.4090425.

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The notion of socially challenged learning refers to a very sensitive ϔield and appears in the context of current educational constructions, based on a causal ethos. Socially challenged learning is a phenomenon, as an object of sensitive intuition, to which the categories of the intellect are added. And, since we already exist in an interpreted world, in which phenomena are already marked by notions, we ϔind that there is no opposition between sensitivity and reason to perceive socially challenged learning as an existential phenomenon. The use of this notion is made, by virtue of a certain way of &bdquo;offering” education, which exists on the a priori horizon of learning. Learning, as a phenomenon, does not reveal itself to the vision as such, but is subject to different perceptions, to a hidden game of derivatives. The pedagogical vision, in order to &bdquo;rip off” the phenomenon of socially induced learning from its &bdquo;concealment”, must &bdquo;conquer” it through a sustained effort of thought, which is to be achieved in the given article.

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3

Gea, Miguel, Rosana Montes, and Miguel Gonzalez Laredo. "Towards Learning Strategies on Digital Nomadic Societies." International Journal for Digital Society 2, no. 1 (2011): 381–86. http://dx.doi.org/10.20533/ijds.2040.2570.2011.0046.

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4

Altinay, Fahriye, Ebba Ossiannilsson, Zehra Altinay, and Gokmen Dagli. "Accessible services for smart societies in learning." International Journal of Information and Learning Technology 38, no. 1 (2020): 75–89. http://dx.doi.org/10.1108/ijilt-03-2020-0031.

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PurposeThis research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework.Design/methodology/approachQualitative research was employed in this research that interview forms were conducted to get data from 60 participants. Thematic analysis was used to analyze data.FindingsResearch results revealed that MOOCs and assertive technologies are crucial for smart society and opens a map for open pedagogy. Accessible media, services and applications in smart societies are key elements for disabled people lives.Research limitations/implicationsResearch is limited to numbers of research participants in northern part of Cyprus.Practical implicationsEstablishing strategies and policies for the smart and accessible society and services are intensified need for the disabled people within the framework of learning analytics.Social implicationsAssistive technologies become medium of facilitating accessible and smart society and services for everyone.Originality/valueEducation plays a great role to enrich services of societies in order to create inclusive efforts to the life of disabled people. United Nations Educational Scientific and Cultural Organizations (UNESCO) underline the main theme of making inclusive and equitable quality education and promoting lifelong learning opportunities for all. In this respect, accessibility, inclusiveness, equity, equality, quality for lifelong learning are main components to foster accessible and smart society for everyone. Integrating the importance of learning analytics creates a value for understanding of being smart society.

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5

Deneubourg, J. L., S. Aron, S. Goss, and J. M. Pasteels. "Error, communication and learning in ant societies." European Journal of Operational Research 30, no. 2 (1987): 168–72. http://dx.doi.org/10.1016/0377-2217(87)90093-2.

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6

Asheim, Björn T. "Learning regions as development coalitions." Concepts and Transformation 6, no. 1 (2001): 73–101. http://dx.doi.org/10.1075/cat.6.1.05ash.

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The understanding of post-Fordist societies as learning economies, in which learning organizations such as learning firms and learning regions play a strategic role, has lately received some criticism. The critique has partly pointed at the structural limits to learning in a capitalist global economy, and partly argued that firms in capitalist societies have always been learning, referring especially to the role of innovation in inter-firm competition. Against the critics, it is argued that the learning region has great potential, both as a theoretical and normative concept and as a practical metaphor for formulating regional policy.

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7

George, Gerald. "Learning from Lester: Some Reflections on Historical Societies." Public Historian 7, no. 4 (1985): 65–70. http://dx.doi.org/10.2307/3377551.

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8

Edwards, Richard. "Intellectual Technologies in the Fashioning of Learning Societies." Educational Philosophy and Theory 36, no. 1 (2004): 69–78. http://dx.doi.org/10.1111/j.1469-5812.2004.00049.x.

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9

Levy, Raphaël, Marcin Peski, and Nicolas Vieille. "Stationary Social Learning in a Changing Environment." Econometrica 92, no. 6 (2024): 1939–66. http://dx.doi.org/10.3982/ecta20475.

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We consider social learning in a changing world. With changing states, societies can be responsive only if agents regularly act upon fresh information, which significantly limits the value of observational learning. When the state is close to persistent, a consensus whereby most agents choose the same action typically emerges. However, the consensus action is not perfectly correlated with the state, because societies exhibit inertia following state changes. When signals are precise enough, learning is incomplete, even if agents draw large samples of past actions, as actions then become too correlated within samples, thereby reducing informativeness and welfare.

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10

Ciocchini, Pablo. "Learning from the South." Asian Journal of Social Science 46, no. 4-5 (2018): 445–66. http://dx.doi.org/10.1163/15685314-04604004.

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Abstract Over the last three decades, governments in Latin America and Southeast Asia have transitioned from authoritarian to democratic regimes. A series of reforms to criminal procedures have been promoted to improve transparency and accountability and reduce the chronic backlog suffered by courts in the region. These reforms are based on the “ideal” model of societies in the Global North. However, due to the socioeconomic conditions and the institutional history of societies in these regions, these reforms have not achieved the proposed goals. Because of these failures, later reforms in Latin America have prioritised managerial concerns. Thus, they have favoured different types of bargained justice and simplified procedures that usher in convictions based mainly on police reports without a proper cross-examination of evidence. This article argues that jurisdictions in both regions could learn a lot from one another regarding avoiding failures and unintended consequences. To achieve this, the article uses a comparative approach and demonstrates the potential of this by comparing four reform strategies carried out in Argentina and the Philippines.

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11

Németh, Balàzs. "Globalisation, Lifelong Learning and Their Impacts on Adult Education of Central East-European Countries." Journal of Adult and Continuing Education 9, no. 1 (2003): 74–80. http://dx.doi.org/10.7227/jace.9.1.6.

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The challenges of the new millennium are turning everything upside down. Modernisation, globalisation, and a change of paradigm since 1989 have altered our perspectives of the mechanisms by which the societies of Central and Eastern European countries operate. Life expectancy has increased throughout the world, overpopulation has stopped in Europe, and integration movements have exerted increasing influence, constraining societies by outlining and reshaping not only the ‘map of the future’, but also of sub-systems and groups of societies of Central and Eastern Europe. It is evident that, in future societies, the real wealth generated from natural and social resources will depend upon the quality and wealth of human resources. This article scrutinises this issue within the context of lfelong learning.

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12

Abdijalilovna, Zoyirova Dilso‘z, and Thomas Allan Heller. "Second Language Learning Through Exolingual And Ergonomic Approaches (A Re-Examination ofLanguage Evolution inBilingual Societies)." International Journal of Pedagogics 5, no. 4 (2025): 298–300. https://doi.org/10.37547/ijp/volume05issue04-79.

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This article explores the process of second language acquisition in bilingual societies through exolingual and ergonomic approaches. It argues that language learning is not merely a cognitive or structural process, but one shaped by socio-cultural, psychological, and environmental factors. Drawing on theoretical perspectives from Lupyan, Krashen, Skinner, and others, the article re-examines language evolution through cultural transmission and practical engagement. The exolingual method, introduced by André Martinet, emphasizes learning within real-life communicative and cultural contexts, while ergonomic principles highlight the importance of designing comfortable, learner-friendly environments. Together, these approaches offer a comprehensive and effective framework for enhancing foreign language acquisition in diverse educational settings.

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13

Saito, Kohei. "Learning from Late Marx." Monthly Review 68, no. 5 (2016): 51. http://dx.doi.org/10.14452/mr-068-05-2016-09_5.

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Kevin B. Anderson, Marx at the Margins: On Nationalism, Ethnicity and Non-Western Societies, expanded edition (Chicago: University of Chicago Press, 2016), 344 pages, $25, paperback.Recent years have seen the development of a fresh area of research into Marx's critique of political economy, based on his previously unpublished economic manuscripts and notebooks, which have been made newly available in the updated edition of the complete works of Marx and Engels, the Marx-Engels-Gesamtausgabe (MEGA). Lucia Pradella published the first detailed analysis in English of Marx's London Notebooks, and Brill's Historical Materialism book series recently celebrated its hundredth volume with a translation of Marx's original manuscript for volume 3 of Capital, based on the new MEGA edition. The same series also published Heather Brown's Marx on Gender, which drew extensively on his late notebooks. And earlier this year, the second, expanded edition of Kevin Anderson's Marx at the Margins: On Nationalism, Ethnicity and Non-Western Societies appeared. The first edition of Anderson's book, published in 2010, inaugurated this new trend in Marxist studies, and it remains among the most important achievements in the field.Click here to purchase a PDF version of this article at the Monthly Review website.

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Scales, Ellen. "Learning to Learn: Building Dynamic and Sustainable Knowledge Societies." Journal of the World Universities Forum 1, no. 4 (2008): 1–10. http://dx.doi.org/10.18848/1835-2030/cgp/v01i04/56906.

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15

Carvalho da Silva, Vanessa Pinto. "Adult Education and lifelong learning in Southern European societies." Revista de Sociología de la Educación-RASE 15, no. 1 (2022): 45. http://dx.doi.org/10.7203/rase.15.1.22344.

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16

Manheimer, Ronald J. "Chapter 8 Lifelong Learning in Aging Societies Emerging Paradigms." Annual Review of Gerontology and Geriatrics 28, no. 1 (2008): 111–27. http://dx.doi.org/10.1891/0198-8794.28.111.

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17

Brown, Tony. "Using film in teaching and learning about changing societies." International Journal of Lifelong Education 30, no. 2 (2011): 233–47. http://dx.doi.org/10.1080/02601370.2010.547615.

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18

Friman, Hen, Yafa Sitbon, Ifaa Banner, and Yulia Einav. "Environmental education between cultures and societies." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 5 (2018): 108–15. http://dx.doi.org/10.18844/prosoc.v5i5.3684.

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Advances in elementary school curriculums supply theoretical lessons about environmental education; such an approach does not hold much information according to the topic, indicating that younger pupils’ level of knowledge is really depressed. In order to ensure effective environmental education, learning must be taught utilising a short piece of theoretical lesson that only offers the fundamentals and provides experiential experiments that illustrate scientific principles. Such activity gives even the weakest pupils’ the motivation to study the subject in a fun way and allows the pupils’ to learn at different levels thereby providing them with a practical and theoretical understanding of the material. Holon Institute of Technology (HIT) prides itself on its advanced academic achievements, application of innovative techniques that lead to creative teaching and new technologies. The students (Jews and Arabs) from HIT took part in action learning course that teaches environmental education by experience at Arab elementary school.Keywords: Environmental education, elementary school, Hebrew, Arabic.

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19

Strom, Robert D., and Paris S. Strom. "Education for grandparents in longevity societies." Journal of Adult and Continuing Education 24, no. 2 (2018): 208–28. http://dx.doi.org/10.1177/1477971418810652.

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What should grandparents be expected to learn in longevity societies experiencing rapid social transformation? Grounded theory was initially applied to identify assumptions, goals and curriculum. The Grandparent Strengths and Needs Inventory was developed to record the observations of grandparent attitudes and behaviours as seen by grandparents, parents and grandchildren. This research report describes (a) an educational intervention programme that confirmed grandparents are able to improve relationships with family members, (b) protocols for application by support groups of grandparents raising their grandchildren, (c) a model for education of assisted living residents with reliance on indigenous leadership, and (d) methods to determine strengths and learning needs grandparents in particular cultures have in common. Grandparent courses have been offered in public schools, universities, libraries, senior centres, and religious institutions and emphasize (a) conversation agenda for grandparents to explore with individual grandchildren and their parents, (b) awareness of the challenges parents encounter and ways to help them attain their goals, and (c) learning about grandchild experiences from infancy through early adulthood.

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20

Hallinger, Philip, and Allan Walker. "Leading learning in Asia – emerging empirical insights from five societies." Journal of Educational Administration 55, no. 2 (2017): 130–46. http://dx.doi.org/10.1108/jea-02-2017-0015.

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Purpose The purpose of this paper is to synthesize findings from studies of principal instructional leadership conducted in five East Asian societies. The authors first identify similarities and then differences in approaches to instructional leadership across the societies. Then the findings of the synthesis are compared with broad findings from the global literature on principal instructional leadership. Design/methodology/approach The paper employs a thematic approach to synthesizing findings from the five qualitative studies. Findings The authors identified numerous similarities in practices of instructional leadership across the five societies. These included first, a top-down approach to defining the mission and goals of schools whereby principals worked within a fairly narrow zone of discretion. Second, principals devoted relatively little attention to coordinating the curriculum due to working within strict national curriculum frameworks. Third, principals executed their instructional leadership practices with an ever-present sense of the need to honor hierarchical relations and maintain harmony among staff and other stakeholders. Differences across the five societies centered on the extent to which the instructional leadership role of principals was explicitly defined and the extent to which they received training for the role. Originality/value This synthesis sought to build upon reviews of research published in a special issue of this journal two years ago. The synthesis and this body of research papers have contributed toward moving empirical research on educational leadership broadly, and instructional leadership in particular, forward in East Asia.

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21

Hobart, Charles W. "The Influence of the School on Acculturation with Special Reference to Greenland." Journal of Educational Thought / Revue de la Pensée Educative 2, no. 2 (2018): 97–116. http://dx.doi.org/10.55016/ojs/jet.v2i2.43523.

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In most societies education is the process through which the mature members of the society seek to prepare their children and adolescents for the responsibilities and opportunities which exist in the society. In simple hunting, fishing, gathering societies, much of "education" is essentially "learning by doing" through imitation and apprenticeship. Formal instruction, if present at all, is brief, and is often a part of puberty initiation rites. Even in folk societies where formal education does exist it usually consumes but a small portion of the child's day, for a brief period of his life, and this is overshadowed by the "learning by doing," informal aspects of his education.

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22

MAMATA, TUMMALA SAI. "Chimeras In Time-Honored Societies." Think India 22, no. 2 (2019): 463–66. http://dx.doi.org/10.26643/think-india.v22i2.8751.

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A river flows serenely accepting all the miseries and happiness that it comes across its journey. A tree releases oxygen for human beings despite its inner plights. The sun is never tired of its duty and gives sunlight without any interruption. Why are all these elements of nature so tuned to? Education is knowledge. Knowledge comes from learning. Learning happens through experience. Familiarity is the master of life that shapes the individual. Every individual learns from nature. Nature teaches how to sustain, withdraw and advocate the prevailing situations. Some dwell into the deep realities of nature and nurture as ideal human beings. Life is a puzzle. How to solve it is a million dollar question that can never be answered so easily. The perception of life changes from individual to individual making them either physically powerful or feeble. Society is not made of only individuals. Along with individuals it has nature, emotions, spiritual powers and superstitious beliefs which bind them. Among them the most crucial and alarming is the emotions which are interrelated to others. Alone the emotional intelligence is going to guide the life of an individual. For everyone there is an inner self which makes them conscious of their deeds. The guiding force should always force the individual to choose the right path. Writers are the powerful people who have rightly guided the society through their ingenious pen outs. The present article is going to focus on how the major elements bound together are dominating the individual’s self through Rabindranath Tagore’s Home and the World (1916)

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23

Charungkaittikul, Suwithida, and John A. Henschke. "Lifelong Learning." International Journal of Technology-Enhanced Education 3, no. 1 (2024): 1–13. http://dx.doi.org/10.4018/ijtee.349130.

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Lifelong learning as a future education in today's circumstances is an essential challenge for inventing the future of our societies. Lifelong learning is more than adult education and/or training- it is a mindset and a habit for people to acquire as human being's responsibility. People are living longer and, in some parts of the world, healthier lives. Longer lives must be planned for. Societal aging may affect economic growth and many other issues, including the sustainability of families, the ability of states and communities to provide resources for older citizens, and international relations. It is, therefore, the role and responsibilities of all sectors to seek a better model to develop this particular.

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24

Woodgate, Jessica, Paul Marshall, and Nirav Ajmeri. "Operationalising Rawlsian Ethics for Fairness in Norm Learning Agents." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 25 (2025): 26382–90. https://doi.org/10.1609/aaai.v39i25.34837.

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Social norms are standards of behaviour common in a society. However, when agents make decisions without considering how others are impacted, norms can emerge that lead to the subjugation of certain agents. We present RAWL·E, a method to create ethical norm-learning agents. RAWL·E agents operationalise maximin, a fairness principle from Rawlsian ethics, in their decision-making processes to promote ethical norms by balancing societal well-being with individual goals. We evaluate RAWL·E agents in simulated harvesting scenarios. We find that norms emerging in RAWL·E agent societies enhance social welfare, fairness, and robustness, and yield higher minimum experience compared to those that emerge in agent societies that do not implement Rawlsian ethics.

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25

Kant, Dr Shashi, Abasara Dabaso, and Metasebia Adula. "Coffee Logistics Indigenous Implicit Learning Knowledge Effect on Cooperative Societies Sustainability in Ethiopia." Dec 2022-Jan 2023, no. 31 (December 7, 2022): 8–20. http://dx.doi.org/10.55529/jmc31.8.20.

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Scarcity of the perceptual selection and inclusion of the logistics indigenous implicit learning notion and philosophies were stated as the declaration of the challenge of the investigation. The objective was to investigate coffee logistics indigenous implicit learning knowledge’s of the cooperative societies in the area of Oromia region from coffee planters to sell overseas phase. Mutually foundations of the both principle and secondary information were used to gather the information from the 3 associates (coffee planters, principle cooperative societies and association of cooperative societies) that engaged in coffee logistics on cooperative societies sustainability the investigators used purposive data collection method & random data collection method methodologies by SPSS was used to elucidate, comprehend and review information that was gathered from respondents. With regard to interior knowledge, the explanatory information interpretation from the associates is conveys that there is reasonable sustainability, the networking among the associates that engaged in the logistics is moderate in associates concerning to cybernetics, Leadership knowledge of logistics indigenous implicit learning in the area of coffee cooperative is significant as the collective mean manifested in the experiment generate consciousness is foremost phase for knowledge logistics indigenous implicit learning , so each associates of coffee cooperative logistics must work on the logistics orientation on cooperative sustainability used 359 specimen size and it direct for future experiments.

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26

Dagli, Gokmen, Fahriye Altinay, and Zehra Altinay. "Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching." Sustainability 17, no. 6 (2025): 2440. https://doi.org/10.3390/su17062440.

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27

Kanra, Bora. "Binary Deliberation: The Role of Social Learning in Divided Societies." Journal of Deliberative Democracy 8, no. 1 (2012): 1. http://dx.doi.org/10.16997/jdd.123.

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28

Tagle, Arturo. "Reducing Ethnocentrism through Multiculturalism and Social Learning in Multicultural Societies." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 11 (2021): 1235–42. http://dx.doi.org/10.11594/10.11594/ijmaber.02.11.15.

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Ethnocentrism is the belief that one’s own culture is centrally important and is superior to other cultures, and influences how people would communicate with others from different cultural backgrounds in a multicultural society. This study describes the perceptions of criminology faculty and students towards reducing ethnocentrism through multiculturalism and social learning. This quantitative descriptive research determined the perceptions of 50 purposively selected faculty member and 125 criminology students from selected universities in Metro Manila towards reducing ethnocentrism through multiculturalism and social learning. The researcher-developed questionnaire was administered online using Google Form. Data privacy and confidentiality were considered during the conduct of the entire study. Data were analysed using frequency and percentage distribution, mean, and rank. The majority of the respondents belong to the age group of 20 and younger. The respondents were dominated by males, and were singles. The majority of student respondents were in the first year. The majority of faculty respondents have master’s degree and 1- 10 years of teaching experience, and were regular/permanent employees. In terms of monthly gross income, 25 or 50% of faculty respondents earn P 30,000- 39,999.00. The majority of the faculty and criminology students believed that ethnocentrism can be reduced through multiculturalism and social learning, such that, social learning can be activated through self-awareness to tolerating differences to appreciating the benefits of differences. As gleaned from the study, ethnocentrism can be reduced by modeling an open-minded and accepting organizational climate amidst cultural diversity and complimenting social learning in developing social intelligence, promoting mutual respect, and active listening that leads to intercultural collaboration in this culturally diverse police force and societies.

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29

Uhl, Heidemarie. "Learning from History? Why European Societies Remember the Holocaust Today." Témoigner. Entre histoire et mémoire, no. 126 (April 2, 2018): 48–53. http://dx.doi.org/10.4000/temoigner.7157.

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30

Ahmad, T. A. "Identifying environmental issues on the prehistoric societies in history learning." IOP Conference Series: Earth and Environmental Science 747, no. 1 (2021): 012071. http://dx.doi.org/10.1088/1755-1315/747/1/012071.

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31

Gondolf, Edward W. "Teaching about Utopian Societies: An Experiential Approach to Sociological Learning." Teaching Sociology 12, no. 2 (1985): 229. http://dx.doi.org/10.2307/1318329.

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32

Pittaway, Luke, Elena Rodriguez-Falcon, Olaojo Aiyegbayo, and Amanda King. "The role of entrepreneurship clubs and societies in entrepreneurial learning." International Small Business Journal: Researching Entrepreneurship 29, no. 1 (2011): 37–57. http://dx.doi.org/10.1177/0266242610369876.

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33

Evans, Karen. "LLAKES — Learning and Life Chances in Knowledge Economies and Societies." Transfer: European Review of Labour and Research 16, no. 2 (2010): 265–67. http://dx.doi.org/10.1177/1024258910364335.

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34

Keith, Kathryn. "Childhood Learning and the Distribution of Knowledge in Foraging Societies." Archeological Papers of the American Anthropological Association 15, no. 1 (2008): 27–40. http://dx.doi.org/10.1525/ap3a.2005.15.27.

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Keith, Kathryn. "Childhood Learning and the Distribution of Knowledge in Foraging Societies." Archeological Papers of the American Anthropological Association 15, no. 1 (2006): 27–40. http://dx.doi.org/10.1525/ap3a.2006.15.27.

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Lange, Elizabeth A. "Transformative and Restorative Learning: A Vital Dialectic for Sustainable Societies." Adult Education Quarterly 54, no. 2 (2004): 121–39. http://dx.doi.org/10.1177/0741713603260276.

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Khademian, Anne. "Learning Civil Societies: Shifting Contexts for Democratic Planning and Governance." Journal of the American Planning Association 75, no. 1 (2008): 100–101. http://dx.doi.org/10.1080/01944360802540505.

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Edwards, Richard. "Mobilising concepts: intellectual technologies in the ordering of learning societies." Pedagogy, Culture & Society 12, no. 3 (2004): 433–48. http://dx.doi.org/10.1080/14681360400200201.

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Maneerat, Sa-ngiemjit Ángel Vázquez Alonso María Antonia Manassero Mas. "Comparing Pupils' Learning Skills and Learning Styles Across Cultures." Multicultural Education 9, no. 5 (2023): 75. https://doi.org/10.5281/zenodo.7967355.

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<em>Learning skills and styles are a global innovation collaboration that brings to life the revolutionary notion of deep learning as conceptualized by global educational reform experts. This study aimed to look into students' learning styles and skills in secondary schools across different societies and cultures. 249 students participated in this study, 125 students from Spain, and 124 from Thailand. The tools used for the learning skills had 30 items, with a reliability value of 0.82. The 42-item learning styles questionnaire had a reliability score of 0.97. This finding discovered that Asian and European pupils in various civilizations and cultures had distinct learning styles. In contrast, although the students are from different cultures and environments, they had similar learning skills. After one semester, the students in both countries showed considerable improvements in their learning skills. This implies that culture influenced learning styles but not learning skills and that instructors at school had an important role in activating students' learning skills.</em>

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Andresa, Sartor-Harada, Ulloa-Guerra Oscar, Deroncele-Acosta Angel, and Elena Pérez-Ochoa María. "Pedagogical Opportunities of the Reflective Learning Portfolio." Revista de Filosofía, Centro de Estudios Filosóficos, Universidad del Zulia. Maracaibo - Venezuela 39, no. 102 (2022): 530–51. https://doi.org/10.5281/zenodo.7050873.

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The research analyses the pedagogical opportunities presented by the reflective learning portfolio as an educational tool. A case study is conducted where empirical findings are rationally reflected upon. It carries out a pretest-posttest design with a control group; applied to students from six countries who are taking virtual master's degree programmes at a university in Mexico. The Honey-Alonso Questionnaire is used to measure effectiveness. The results show that, if the instrument is used transversally, covering the Master's thesis, it is possible to encourage reflective learning. Moreover, there are no significant correlations between the gender and country of the trainees and the results. The evidence points to the advantages of using the portfolio as a promoter of critical thinking in e-learning environments, as it favours meta-reflection and dialogical collaboration between the actors in the training process, allowing the dynamisation of relevant learning of future graduates as global citizens.

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Christenson, Nina, Jenni Koivisto, Erik Persson, Emelie Hindersson, Kristin Gustafsson, and Andreas Pettersson. "Riskville - A Game for Learning about Disaster Risks and Urban Planning." International Journal of Mass Emergencies & Disasters 36, no. 3 (2018): 238–46. http://dx.doi.org/10.1177/028072701803600303.

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Education plays a key role in disaster risk reduction (DRR) and in creating resilient societies worldwide by disseminating information about risks and in improving people's risk awareness. This, in turn, helps them to prepare, cope with and recover from possible disaster events, hence making the societies more resilient. This paper shortly presents the theoretical background and the rules of the game Riskville where the participants get to experience in a hands-on manner the connections and conflicts between urban planning, different interests and climate related risks. We conclude that Riskville promotes discussions on different perspectives on disaster risk and resilience and approaches in including them into urban planning.

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Cummins, Jim. "Bilingualism and Second Language Learning." Annual Review of Applied Linguistics 13 (March 1992): 50–70. http://dx.doi.org/10.1017/s0267190500002397.

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Interest in the phenomena of bilingualism and second language learning among both researchers and policy-makers has continued to grow during the past five years. The continued salience of these phenomena is due in part to the rapid growth in cultural and linguistic diversity in industrialized societies brought about by increased immigration and refugee resettlement programs. Policy-makers are naturally concerned to maximize the efficiency and effectiveness of programs that teach the dominant societal language(s) to both children and adults.

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Strom, Paris. "Grandparents and Parents: An Essential Partnership for Longevity Societies." Innovation in Aging 5, Supplement_1 (2021): 764. http://dx.doi.org/10.1093/geroni/igab046.2830.

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Abstract This presentation hypothesizes that an innovative collaboration by the adult generations will be necessary to enable conditions needed for family success in a longevity society. Unprecedented challenges of parents and grandparents are examined. Reasons why adults have to regard youth as a source of learning about their unique experiences in an age-separated society are explained. International curriculum development studies to support families of children from birth through adolescence are described. A curriculum that provides a common knowledge base about child and adolescent guidance is proposed to harmonize efforts of adults to support younger relatives. Curriculum for retirees should focus on continuing responsibilities other generations expect of them, learning about the lives of younger family members, and gaining awareness of parenting practices to reinforce lessons. Training volunteers in assisted living and long-term care facilities to be indigenous leaders of grandparent classes is discussed as a practical way to offer relevant learning and improve social support. Instruments are examined that assess ethnic relationships between adult generations, adults and adolescents, and track results of education intervention.

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Ph.D, Osaretin Osadolor,. "Empowering Teachers: Building Sustainable Societies." World Journal of Educational Research 3, no. 2 (2016): 281. http://dx.doi.org/10.22158/wjer.v3n2p281.

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<p><em>Teacher is whoever earns a living on teaching in the schools. However, in these modern times, teachers are change agents required for the realization of the national goals of education. Education has been described as the door to be opened to get national development. That being the case, the key for opening the door is the teacher.</em></p><p><em>National development may be far-fetched if issues inherent in sustainable societies are not addressed. Such issues include those which pre-disposes societies to unsustainability. They are; balance between economic system and ecosystem, according the environment its recognition, differentiating between growth and development, among others.</em></p><p><em>In order that the teachers may be well equipped to contribute towards bringing about sustainable societies, their acquisition of generic skills were canvassed as imperatives. The generic skills are; knowledge, communication skills, adaptability, creativity, team spirit, literacy, IT-Fluency, learning as a way of life.</em></p>

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Qurratul Aini. "History of Arabic Language Learning: Contemporary Arabic Thought." An Nazhair: Journal of Arabic Education 1, no. 2 (2024): 103–15. https://doi.org/10.20414/nazhair.v1i2.6.

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Contemporary Arab thought reflects the efforts of Arab societies to face the challenges of modernity, globalization, and cultural identity. In this era, Arabic thought developed in various fields, including philosophy, politics, religion, and socio-culture. This period was marked by intense interaction between local traditions and modern ideas from the West, which resulted in a wide range of responses, ranging from critical acceptance to resistance. The main challenge of contemporary Arabic thought includes Modernization, namely how to balance traditional values with the demands of modernity. Globalization is Facing global cultural, political, and economic influences that often conflict with local identities. The Identity Crisis is an effort to maintain the Islamic heritage and Arab culture in the midst of social and technological changes. Contemporary Arabic thought has produced various meanings, including Theological Renewal: Through the reinterpretation of more contextual religious texts. Awareness: Strengthening Arab-Islamic cultural identity in the midst of global dynamics. Criticism of Gender Discrimination: Paving the way for gender equality advocacy in Arab society. Global Integration: the longing of Arab societies to participate in global conversations without losing local identity.

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Kubik, George H. "Alpha societies and requisite variety: a projected framework for governance, education, and work in the 21st century." On the Horizon 23, no. 1 (2015): 16–24. http://dx.doi.org/10.1108/oth-05-2014-0018.

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Purpose – The purpose of this article is to define a framework for projecting future leading-edge alpha societies based on the principle of requisite variety. Alpha societies are advanced as a platform for creating future forms of work and workforce preparation premised on continuous creativity, invention, design and innovation. Design/methodology/approach – The principle of requisite variety is presented as the basis for a structured schema that incorporates trends and developments in anticipatory behaviors, systems thinking, creativity, design and innovation to produce a strategy for continuous leading-edge learning and performance. Findings – Growing global hypercompetition requires real-time ability to create and deliver world-class ideas and value-adding products and services in the shortest possible timeframes. This challenge requires societies, enterprises and individuals that are capable of continuously expanding and expressing their internal variety and complexity while rapidly decreasing the gaps between learning and doing. Research limitations/implications – The principle of requisite variety has been well known to cybernetics and systems communities since 1956. However, literature linking the principle of requisite variety to the future of learning and work is not well developed. Practical implications – This article establishes requisite variety generation as a valuable resource for twenty-first century societies and economies engaged in producing leading-edge outcomes. Social implications – The requisite variety framework developed in this article is intended to enhance the ability of leading-edge societies to continuously leapfrog existing educational, social and economic trajectories. Originality/value – The author defines the future of education and work in terms of enhancing individual, enterprise and societal abilities to absorb, generate and exploit variety, complexity and ambiguity.

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Golob, Nika. "Learning Science through Outdoor Learning." New Educational Review 25, no. 3 (2011): 221–34. https://doi.org/10.15804/tner.11.25.3.18.

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Children from modern societies often enter the compulsory education system with a lack of experience in the outdoors. On the other hand, they possess much knowledge that they often cannot properly apply to the events in their environment and to their own everyday actions and activities. This study is based on research into the outdoor learning experiences in elementary education. By posing open-ended questions about previous outdoor school learning, we examined its effects on pupils in Slovenian elementary school. In this way, we confirmed correlations between the experience of observing life in water and around it and better knowledge of small organisms in an aquatic environment among 10-year-olds. For the water-pollution-related experience, a correlation with favourable attitudes and more appropriate use of water was not statistically confirmed. Outdoor learning provides pupils with the opportunity to combine and develop their knowledge of actual environmental and everyday phenomena. To overcome the gap between pupils’ knowledge and their actions in terms of environmental education we suggest that teachers should integrate outdoor learning into their teaching practice. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor learning in order to develop in pupils the skills that are required for appropriate sustainable development in the future.

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Baldwin, Sandra, and Vicki Squires. "The Politics of Mathematics: Just and Knowing Societies." World Journal of Educational Research 6, no. 1 (2019): 22. http://dx.doi.org/10.22158/wjer.v6n1p22.

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<p><em>Educational leaders and researchers recognize that mathematics can be an effective tool in enabling substantial advances in many fields of science and technology. However,</em><em> </em><em>the role that mathematics can play in shaping and creating socio-political views of societies</em><em> </em><em>is not as well understood.</em><em> </em><em>Within the mathematics’ learning community there is little discussion connecting the unique role that mathematics can play in conceptualizing a democratic society even within the democratic societies where that learning happens.</em><em> </em><em>Building capacity for learning in context is a critical piece of any comprehensive program but it is sometimes difficult for leaders to agree on what that context should and does look like.</em><em> </em><em>There are multitudes of influences at play when educational systems create and enact curricula but in order to push through the stalemate that can exist with different ideologies, it is essential to understand that mathematics</em><em> </em><em>can be a conduit to</em><em> </em><em>improvements in</em><em> </em><em>political social justice as well as a gateway to developments in science and technology. Mathematics has the potential to be a tool to create, as well as an instrument of influence; the key is for leaders to understand how to do both.</em></p>

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Nenden, Nenden, Ilim Abdul Halim, and Abid Khofif Amri Shidqi. "Community-Based Tolerance Education Model for Urban Societies." Tashwirul Afkar 43, no. 2 (2024): 131–70. https://doi.org/10.51716/ta.v43i2.644.

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This study aims to examine how the Sekolah Damai Indonesia (Sekodi) community implements experiential tolerance education within a pluralistic yet fragmented society in post-reformasi Indonesia. By using a qualitative approach with a case study method, data were collected through in-depth interviews, participatory observations, and document analysis. The findings show that Sekodi’s model of community-based non-formal education successfully cultivates empathy, critical awareness, and social cohesion through dialogical and participatory learning spaces. This model challenges the limitations of top-down institutional approaches by positioning youth as co-creators of meaning and active agents of ideological transformation. The implications suggest that grassroots education can play a significant role in promoting peaceful coexistence and democratic resilience in culturally diverse societies. However, the study also reveals structural vulnerabilities due to the reliance on volunteers and informal infrastructure, which may threaten the sustainability and scalability of such initiatives. This research contributes original insights by framing tolerance education through the intersection of Weberian social action and Deweyan experiential learning, offering a practical model of peace education grounded in local contexts.

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Mullen, Carol A. "Distance education as a space of possibility in pandemic-burdened societies." Citizenship Teaching & Learning 16, no. 2 (2021): 229–39. http://dx.doi.org/10.1386/ctl_00059_1.

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Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence ‐ cognitive, social and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful learning supported by each of its ‘presences’, which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.

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