Abstract Critical Thinking, Language and School Vegetable Gardens

Background: Academic environment plays an essential role in students' professional development. An effective and protected academic experience always promotes students’ critical thinking and enhances reflective practices that help them to become trained in the field of nursing. Objective: The study aimed to identify students' academic experiences and professional challenges. Methodology: A descriptive, cross-sectional study was conducted from the students of Bachelors' of Sciences in Nursing (Generic) and (Post-Registered) degree programs of Begum Bilqees Sultana, Institute of Nursing at Nawabshah. The study covers the duration from November to December 2021. The study sample size consisted of 151 students. Data were collected through a 10-items self-structured questionnaire to capture students' academic experiences and professional challenges. Results: The response rate of the survey questionnaire was 93%. One hundred twenty-four (87.9%), and 112 (79.4%) respondents contradicted the available teaching aids and teachers’ efforts to complete lengthy course contents. The teachers' use of traditional teaching methods and the existence of the theory-practice gap are endorsed by n=108 (76.6%), and n=103 (73%), respectively. Eighty-six respondents (60.9%) disputed the statement that teachers give feedback on time. Unexpectedly, 74 (52%) and 59 (41.8%) remained neutral on institutional favors to the particular students in graded/final examinations marks, and teachers use problem-solving skills to bring the students into the right path for learning outcomes respectively. Conclusion: Institutions need to manage teaching resources for better academic learning experiences. Teachers’ Professional development and in-service training are given top priority. Contemporary teaching and learning approaches enhance the experiences of the learners. It also develops students’ critical thinking and reflective practice capabilities.

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities.


 
 
 
 This research investigates the current state of sustainable development education in Chinese kindergartens, utilising data from an environmental protection teaching experiment conducted at gong protection teaching experiment conducted at Gong Shu Kindergarten A in Hangzhou City, Zhejiang Province, China. The experiment demonstrates the positive impact of sustainable education concepts on fostering sustainable development thinking among preschool children. The research methods are then elucidated, encompassing the scope, issues, assumptions, data sources, data analysis, research areas, and the timeframe. Chapter 4 analyses the current state of Chinese sustainable early childhood education, delving into the philosophical underpinnings of environmental education and environmental ethics in sustainable development. This analysis includes an in-depth examination of the existing challenges in Chinese sustainable education, such as limited learning channels, immature thoughts, and the effectiveness of sustainable education concepts in environmental protection teaching. The chapter concludes with proposals for environmental education to advance sustainable education, encompassing the establishment of application systems, implementation approaches, and curriculum design. Through this comprehensive study, a deeper understanding of Chinese early childhood education sustainability emerges, offering valuable insights for future development.
 
 
 

PurposeThe aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.Design/methodology/approachA conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.FindingsStrategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.Practical implicationsThis study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.Social implicationsPhysical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.Originality/valueThis document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

Purpose: This study attempts to discuss the ethical issues brought about by the rapid development of artificial intelligence and propose countermeasures, in an attempt to provide a theoretical reference for the governance of artificial intelligence ethical issues and the establishment of an artificial intelligence regulatory framework. Approach/Methodology/Design: A literature review was conducted using a structured search of various literature sources, including academic, organisational, government grey literature sources and news reports, with primary consideration given to literature published or released since 2010. Findings: Today, the rapid development of artificial intelligence has led to a wide range of ethical issues. As artificial intelligence technology continues to innovate, discussions on ethical issues must also keep pace with the times. Only artificial intelligence that develops under reasonable and standardized constraints can truly help people create a better life in the future. Practical Implications: This study analyses the main ethical problems arising from the rapid development of artificial intelligence, specifically from the perspectives of ‘environmental ethics’, ‘gender ethics’ and ‘social ethics’, and proposes corresponding countermeasures. This study analyses the main problems from three perspectives, including ‘environmental ethics’, ‘gender ethics’ and ‘social ethics’, and puts forward corresponding countermeasures, so as to provide theoretical references for the construction of a normative framework for AI ethics and make positive contributions to the promotion of ethical governance of AI. Originality/value:This paper discusses the latest major ethical issues arising from AI from a new perspective, combining three different perspectives: ‘gender ethics’, ‘environmental ethics’ and ‘social ethics’. This paper is innovative in that it discusses the contradictions caused by artificial intelligence from three different perspectives: ‘gender ethics’, ‘environmental ethics’, and ‘social ethics’, and proposes corresponding countermeasures.

The Purpose of the Study. The research aims to study how ethical education, fostering critical thinking, empathy, and adaptability, is crucial for educators to prepare students for a complex world driven by rapid technological development, emphasizing teachers' role in integrating ethical discussions about technology within the curriculum. The authors emphasise that ethics education that fosters critical thinking, empathy, and adaptability is critical for educators. The purpose of the study is to examine how ethics education can assist educators in preparing students for life in a complex world defined by rapid technological development. This is important because in the 21st century, the rapid development of technology is changing the human experience, requiring adaptability, resilience, empathy and critical thinking. The Research Methodology. It was analysed the studies on ethical education, critical thinking, empathy, and adaptability, highlighting the importance of these attributes in teachers education and professional development. A scientific pedagogical survey was organised and conducted in the form of a written anonymous questionnaire of 100 4th year graduate students majoring in 014 Secondary Education (Language and Literature (English)), T.H. Shevchenko National University "Chernihiv Colehium", Chernihiv, Ukraine. It was provided the quantitative and qualitative analysis of its results, interpreting the insights of preservice teachers' experiences, challenges, and strategies in fostering ethical values and critical thinking skills amidst technological issues. The survey data were analysed to quantify and qualify educators' attitudes and perceptions regarding the integration of ethical insights in their education and development. The synthesized findings from the various data sources were provided comprehensive insights into the current state of educating ethical minds within the holistic approach to teacher professional development in the 21st century. The article aims to develop practical recommendations for educators, policymakers, and curriculum designers to enhance ethical education within the holistic educational system. The Scientific Novelty. In the 21st century, rapid tech growth reshapes human experiences, demanding adaptability, resilience, empathy, and critical thinking. This article supports holistic education, specifically focusing on ethics amidst tech challenges. It aims to go beyond traditional moral teaching, nurturing critical thinking and empathy as vital for ethical decision-making. The authors insist that educators hold a central role in addressing tech's ethical implications. The study encourages integrating tech ethics discussions into curricula to empower students for ethical discourse. Teacher - student communication serves as a moral compass for personal growth amid data overflow. The Conclusion. Holistic TPD fosters ethical citizens through teacher-led critical thinking, interdisciplinary learning, and tech-enabled experiences for a sustainable future.

Background: Wisdom is considered as a concept based on cognition, deep understanding and insight, reflective thinking and also a combination of considering individual interests in interaction with the interests of others. Therefore, the aim of this study was to investigate the role of academic experiences, critical thinking and cognitive flexibility in predicting the wisdom of Tehran University students. Methods: This research was a correlational study. Herein, 275 female postgraduate students in 2020 were selected through multistage random cluster sampling. In order to collect data, the questionnaires of wisdom, academic experience, critical thinking and cognitive flexibility were employed. Data were analyzed using SPSS-23 software and hypotheses were tested through multiple regression. Results: The results showed that in academic experiences (P=0.002, β=0.13), critical thinking (P=0.001, β=0.19) and also in cognitive flexibility (P=0.001, β=0.57), the predictors were positive and significant. Also, wisdom and the predictor variables explained 51% of the variance in the criterion variable. Conclusions: According to the results of this study, academic experiences, critical thinking and cognitive flexibility play a role in increasing and fostering students’ wisdom, as a result of which students can make wise and realistic decisions in the process of solving real life problems.

The purpose of this study was to develop and test the effectiveness of a Realistic Mathematics learning model based on Mandailing culture with a Deep - Learning approach in improving the logical thinking skills of high school students. This approach aims to build a deep and meaningful understanding of concepts through the integration of local cultural contexts that are close to students' lives. The methodology used is the development research method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The analysis stage involves literature studies and field observations to identify students' needs and relevant Mandailing cultural potential. The design and development stage produces learning tools in the form of lesson plans, student worksheets, and learning media that have been validated by material experts and cultural experts. Implementation was carried out through a quasi-experiment in two classes (experimental and control) with a logical thinking test instrument as the main measuring tool. Evaluation was carried out formatively and summatively to determine the effectiveness of learning. The results showed that students who participated in Realistic Mathematics learning based on Mandailing culture with a Deep Learning approach experienced a significant increase in logical thinking skills compared to the control group. In addition, students showed enthusiasm and active involvement because the learning was linked to the culture they were familiar with. The conclusion of this study is that mathematics learning that integrates local culture with an immersive learning approach is effective in improving students' logical thinking skills. This model also strengthens cultural identity while developing higher-order thinking skills. Recommendations are directed to teachers, curriculum developers, and educational policymakers to consider a contextual learning approach based on local culture as a strategy to improve the quality of learning processes and outcomes, particularly in developing students' logical and cognitive thinking skills.

The indigenous knowledge of the Baduy people encompasses social, cultural, and environmental elements essential for sustainable development. This study intends to examine and integrate literature about social, cultural, and environmental ethics within Baduy wisdom. The employed methodology is a systematic literature review adhering to the PRISMA 2020 principles. A literature search was performed via Google Scholar and Scopus via the Publish or Perish tool, encompassing papers from 2016 to 2024, along by a comprehensive analysis of 8 chosen articles. The study's findings delineate three primary themes: social ethics (pertaining to customary structures and community organisations), cultural ethics (concerning the significance of rituals and spiritual values), and environmental ethics (focused on nature conservation and restrictions on environmental alteration) through customary law (Pikukuh), spiritual beliefs (Sunda Wiwitan), traditional agricultural practices, and intergenerational oral traditions (Pamali). This study reinforces the concept of a comprehensive and community-oriented framework for sustainable living, grounded in the ideals of simplicity, collaboration, and harmony with nature. Notwithstanding the variety of existing research, considerable deficiencies persist, particularly in the analysis of social, cultural, and environmental ethics rooted in local wisdom, the interdisciplinary comprehension of the Baduy community's knowledge system, and the imperative of integrating local wisdom into global dialogues on sustainability and cultural preservation.

RETRACTED: Critical thinking of a translator: Expanding the practice of using and editing machine translation

Academics’ opinions and practices of education for sustainable development: reflections on a nation-wide, mixed-methods, multidisciplinary study

Political Science programs have long seen part of their mission as the cultivation of “critical thinking” among their undergraduates. But what exactly does critical thinking mean in our Political Science courses? Can we foster critical thinking in our classes and, if so, how? This article, based on a yearlong systematic study of an introductory Comparative Politics course undertaken as part of a university-wide “Critical Thinking Project,” looks at these questions. In this article we consider how critical thinking can be defined, fostered and assessed in the introductory Comparative Politics course; the implications these may have for students' performance in other Political Science courses; and how students themselves view critical thinking. Our data suggests students define critical thinking broadly in accord with those definitions of teachers of Political Science, believe these skills were fostered in the introductory Comparative Politics course and are certain that they carry over into their academic experiences with upper-division Political Science courses and later life experiences more generally. Moreover, we argue here that the most important variable in fostering critical thinking skills in the introductory Comparative Politics course (and perhaps in all Political Science courses) is the development of students' ability to think as social scientists do and the opportunity to apply this thinking skill to concrete puzzles or problems from the real world of politics.

Critical thinking as a concept, has a rich history and is central to much of the debate within international educational research and increasingly within environmental and sustainability education (ESE). Currently, it is gaining a foothold in the curriculum and in practice in Nordic countries. However, to date, there has been no proper account of what critical thinking entails in formal ESE settings in Nordic countries. In this article, we utilise a theoretically explorative approach to discuss the following research question: How can various conceptualisations of critical thinking be understood in relation to a selection of ESE positions and current challenges in the Nordic educational context? Through a theoretical exploration of critical thinking and action in relation to selected ESE positions, we find that although critical ESE positions favour critical thinking, which enables a strong degree of deliberate and detectable action, conceptualisations of critical thinking that promote cognitive skills are also important for critical ESE.

Critical thinking (CT) in sustainable higher education: Ensuring consistent CT perception-practice and identifying gaps between college instructors' and students' perceptions in advanced academic writing courses in the UAE

School vegetable garden is the practice of cultivation of vegetables in and around the school premises by the students. School vegetable garden programme is a promising tool that can teach cultivation of vegetable within the formal educational framework. It provides opportunities for young minds to understand the basic lessons of agriculture and develop an affinity towards it. A study was conducted among 180 student respondents among six schools by adopting the procedure of two stage random sampling, in Nenmara and Kollengode blocks of Palakkad district in Kerala. All the selected schools had functional school vegetable gardens and were practicing activities either through agriculture or nature clubs. The perceived effectiveness of school vegetable garden by students revealed that development of life skills was found to be the most important outcome. The constraints faced by students were more time spent for garden activities and difficulty in maintaining the garden during vacation.