標(biāo)題: Titlebook: Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies; How do education sys Mustafa ?ztürk Book 2022 The Editor(s) [打印本頁(yè)] 作者: 炸彈 時(shí)間: 2025-3-21 19:53
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies影響因子(影響力)
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies影響因子(影響力)學(xué)科排名
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies被引頻次
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies被引頻次學(xué)科排名
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies年度引用
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies年度引用學(xué)科排名
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies讀者反饋
書(shū)目名稱Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies讀者反饋學(xué)科排名
作者: 破裂 時(shí)間: 2025-3-21 23:43
Studies of Crystals by X-Ray Diffraction,or Egypt’s 2030 Vision and provides recommendations through (a) setting an educational framework for global citizenship; (b) integrating Global Citizenship Education into the curriculum; (c) increasing global citizenship and civil society awareness at schools; and (d) reorienting education towards nature and environment.作者: 閑逛 時(shí)間: 2025-3-22 02:22 作者: 沒(méi)有希望 時(shí)間: 2025-3-22 06:54 作者: 沒(méi)血色 時(shí)間: 2025-3-22 09:20 作者: OGLE 時(shí)間: 2025-3-22 14:54 作者: OGLE 時(shí)間: 2025-3-22 19:42 作者: 積極詞匯 時(shí)間: 2025-3-22 21:41 作者: 盡忠 時(shí)間: 2025-3-23 02:57
Fundamentals of Crystal Chemistry,to the SDG4 - Quality Education. Adopting the specific targets of the SGD4 at the national level begins with the alignment of the education policies and legislations which are also integrated into the strategic objectives and project activities articulated within educational programmes. However, tra作者: ascetic 時(shí)間: 2025-3-23 08:21 作者: GRAZE 時(shí)間: 2025-3-23 11:24 作者: 切碎 時(shí)間: 2025-3-23 16:28 作者: 熟練 時(shí)間: 2025-3-23 18:49 作者: 噱頭 時(shí)間: 2025-3-24 00:05
https://doi.org/10.1007/978-1-349-24417-1hai, China. This process has taken a decade and occurred in three main periods. In the first period, the integration was mainly related to the environmental domain based on the characteristics of the curriculum in Hongqiao Kindergarten, and it served to enrich the traditional environmental education作者: 伴隨而來(lái) 時(shí)間: 2025-3-24 05:09
https://doi.org/10.1057/9780230618299f positive benefits in the lives of children, their families and the surrounding community. However, accessible and affordable materials for teachers to utilise in their classrooms are scarce, leaving teachers with additional work to add to their already heavy workload. Recognising this challenge, t作者: overshadow 時(shí)間: 2025-3-24 10:30
ng Education for Sustainable Development at the pre-school level with an emphasis on Global Citizenship Education and the SDGs. Described as a successful partnership between innovative Mexican educators, who are from an education system with a commitment to civics education and educational reforms, 作者: indecipherable 時(shí)間: 2025-3-24 10:40 作者: cardiovascular 時(shí)間: 2025-3-24 17:24
https://doi.org/10.1007/978-3-031-53692-2tions of people meet in order to carry out actions to promote their objectives related to human rights, environmental protection, sustainability, or any other topic of social or public interest. This chapter aims to publicize the role of the Mexican citizen networks, as a space of non-formal environ作者: 苦澀 時(shí)間: 2025-3-24 20:15
https://doi.org/10.1057/9780230118881believe that the connection between Education for Sustainable Development and public change in behavior and action will become more prevalent when students are afforded personal community-based connections to the environment. In this chapter, we discuss how the framework of Critical Environmental Ag作者: defendant 時(shí)間: 2025-3-25 00:05 作者: monologue 時(shí)間: 2025-3-25 03:54 作者: obstruct 時(shí)間: 2025-3-25 08:47 作者: CREEK 時(shí)間: 2025-3-25 15:16 作者: LVAD360 時(shí)間: 2025-3-25 17:22
Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies978-3-030-98962-0Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: CLASP 時(shí)間: 2025-3-25 23:25
https://doi.org/10.1007/978-3-030-98962-0Education for sustainable development; Education policy; Global citizenship education; Higher education作者: 使聲音降低 時(shí)間: 2025-3-26 04:06
978-3-030-98964-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: crease 時(shí)間: 2025-3-26 06:05 作者: 忘川河 時(shí)間: 2025-3-26 09:27
Key Elements of Education for Sustainable Development in Turkey ’s Education: An Analysis of Policy n for the representation and integration of the elements of Education for Sustainable Development regarding all formal, non-formal, and informal learning environments and processes. Therefore, this chapter presents an integrated document analysis performed on Turkey’s key policy documents, demonstra作者: 放逐 時(shí)間: 2025-3-26 14:59 作者: 抱狗不敢前 時(shí)間: 2025-3-26 17:31
Looking for a Better Future? Reconstruction of Global Citizenship and Sustainable Development in Polritical and social justice orientation. Drawing on the results of the analysis, three main points could be argued: (a) global citizenship is almost non-existent in the curriculum; (b) Global Citizenship Education and Education for Sustainable Development are not presented as intertwining nor cross-c作者: 角斗士 時(shí)間: 2025-3-26 23:14 作者: BLA 時(shí)間: 2025-3-27 03:56
Global Citizenship in a National Curriculum: The Case of Pakistan’s Single National Curriculumvalues of global citizenship. The curriculum emphasizes spiritual values of kindness, honesty, and empathy over more active forms of citizenship that encourage advocacy and action. Finally, texts selected from four provincial textbooks demonstrate that the enacted curriculum, which is heavily depend作者: Lime石灰 時(shí)間: 2025-3-27 05:40 作者: epinephrine 時(shí)間: 2025-3-27 12:03 作者: placebo-effect 時(shí)間: 2025-3-27 16:32
Building Global Competence in Pre-school Settings: One World – A Global Citizenship Education Progray evaluate the effectiveness of the program from the perspectives of the parents, teachers, and administrators from 13 different pre-school settings in Guerrero. In addition, they provide a case for national education systems for the freedom and bandwidth to experiment and innovate in a society wher作者: 帶來(lái) 時(shí)間: 2025-3-27 19:34 作者: Saline 時(shí)間: 2025-3-27 22:57
Environmental Education Networks for Social Empowerment and Global Citizenship: A Case of Non-formalembers of the environmental educators’ networks across the country. The categories of the analysis are framed around three specific objectives to identify: (a) what didactic strategies are created for environmental education; (b) how these networks conceive a global citizenship; and (c) what compete作者: 合群 時(shí)間: 2025-3-28 04:53 作者: 蠟燭 時(shí)間: 2025-3-28 09:36
Hungarian Secondary School Teachers’ Views on Global Competence Development in English as a Foreign cceed in it. Findings emerging from this qualitative inquiry suggest that the participants are reasonably aware of what global competence entails. Moreover, they think it should be everyone’s task to nurture global citizens, but admittedly, they have an easier task as foreign language teachers as op作者: AER 時(shí)間: 2025-3-28 10:58 作者: Antarctic 時(shí)間: 2025-3-28 14:59 作者: GRAZE 時(shí)間: 2025-3-28 19:58
Reciprocal Space and Reciprocal Lattice,n for the representation and integration of the elements of Education for Sustainable Development regarding all formal, non-formal, and informal learning environments and processes. Therefore, this chapter presents an integrated document analysis performed on Turkey’s key policy documents, demonstra作者: 點(diǎn)燃 時(shí)間: 2025-3-29 01:46
Frank H. Allen,Michael J. Doylerocesses and promote a holistic approach for identifying solutions and strategies that align with local needs and capacities. We then utilize this framework to illustrate how the theoretical discourse on educational transformation could serve as a reference for the design and application of approach作者: 過(guò)渡時(shí)期 時(shí)間: 2025-3-29 05:35 作者: 焦慮 時(shí)間: 2025-3-29 09:54
Crystals for Magnetic Applications, SDG3, SDG6, SDG14, and SDG15, which are also reflected in the nationalized SDG targets of Vietnam. In this context, we recommend teachers to consider the local characteristics and school resources in selecting textbooks and organizing educational activities to provide personalized learning experie作者: 說(shuō)笑 時(shí)間: 2025-3-29 12:56 作者: invulnerable 時(shí)間: 2025-3-29 15:59
https://doi.org/10.1007/978-1-349-24417-1 impacting children’s daily lives. This curricular practice facilitated the combination of new activities with social-emotional learning and the introduction of financial literacy education into the program. Portraying the coordinated and discordant aspects of Education for Sustainable Development i作者: 喚醒 時(shí)間: 2025-3-29 20:47
https://doi.org/10.1057/9780230618299calable and cost-effective, this holistic programme is currently implemented in over 16 low-, mid- and high-income countries including Colombia, India, Mexico, North Macedonia, South Africa, Trinidad and Tobago and the UK. A randomised control trial based in Australia and supported by Federation Uni作者: Allowance 時(shí)間: 2025-3-30 02:21 作者: 評(píng)論者 時(shí)間: 2025-3-30 04:25
Approach, Methods, Measures, and Data,as for students from the Global North and Global South to have the opportunity to conduct research on two SDGs together in order to develop solutions for a more sustainable future. The Indian students’ non- and informal personal experiences during their stay in Austria influenced their perspectives 作者: miracle 時(shí)間: 2025-3-30 10:57
https://doi.org/10.1007/978-3-031-53692-2embers of the environmental educators’ networks across the country. The categories of the analysis are framed around three specific objectives to identify: (a) what didactic strategies are created for environmental education; (b) how these networks conceive a global citizenship; and (c) what compete作者: DALLY 時(shí)間: 2025-3-30 13:24
https://doi.org/10.1057/9780230118881 The challenges experienced by rural science teachers presented in this case study, though less severe, nod to the similar experiences of teachers of the Global South where perspectives of educators and learners need to be heard and valued. The findings from this study lead us to shift the way we pl作者: 一加就噴出 時(shí)間: 2025-3-30 16:56 作者: 彎曲的人 時(shí)間: 2025-3-30 20:58 作者: 縮減了 時(shí)間: 2025-3-31 01:00
Educational Response, Inclusion and Empowerment for SDGs in Emerging EconomiesHow do education sys作者: CHASM 時(shí)間: 2025-3-31 07:42
