{"title":"评估学生的可持续发展意识与他们认为的教学风格之间的关系：巴基斯坦背景下的探索性研究","authors":"Ayesha Nousheen, Farkhanda Tabassum","doi":"10.1108/ijshe-12-2022-0406","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke <em>et al.</em>’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.</p><!--/ Abstract__block -->\n<h3>Research limitations/implications</h3>\n<p>This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>The study findings will help future teachers to effectively integrate sustainability education into their classrooms.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessing students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani context\",\"authors\":\"Ayesha Nousheen, Farkhanda Tabassum\",\"doi\":\"10.1108/ijshe-12-2022-0406\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke <em>et al.</em>’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.</p><!--/ Abstract__block -->\\n<h3>Research limitations/implications</h3>\\n<p>This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.</p><!--/ Abstract__block -->\\n<h3>Practical implications</h3>\\n<p>The study findings will help future teachers to effectively integrate sustainability education into their classrooms.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.</p><!--/ Abstract__block -->\",\"PeriodicalId\":47989,\"journal\":{\"name\":\"International Journal of Sustainability in Higher Education\",\"volume\":\"10 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-01-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Sustainability in Higher Education\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1108/ijshe-12-2022-0406\",\"RegionNum\":2,\"RegionCategory\":\"环境科学与生态学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Sustainability in Higher Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1108/ijshe-12-2022-0406","RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Assessing students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani context
Purpose
This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.
Design/methodology/approach
A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.
Findings
The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.
Research limitations/implications
This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.
Practical implications
The study findings will help future teachers to effectively integrate sustainability education into their classrooms.
Originality/value
This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.
期刊介绍：
The aim of International Journal of Sustainability in Higher Education is to provide up-to-date information on new developments and trends on sustainability in a higher education context, and to catalyse networking and information exchange on sustainable development as a whole, and on the SDGs in particular, on a global basis. Authors are invited to submit papers from the following areas: Environmental management systems, Sustainable development, Sustainable Development Goals, Curricular innovation, Campus greening, Operational aspects of universities, Energy, water, recycling, waste management, Planning and design of campuses, Environmental reports, Environmental policies and action plans, Staff and student initiatives. Other themes associated to the above or emerging topics will also be considered
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
