EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 204 (2024) SHS Web Conf., 204 (2024) 05004 References
Open Access
Issue
SHS Web Conf.
Volume 204, 2024
1st International Graduate Conference on Digital Policy and Governance Sustainability (DiGeS-Grace 2024)
Article Number 05004
Number of page(s) 17
Section Digital Education and Environmental Awareness
DOI https://doi.org/10.1051/shsconf/202420405004
Published online 25 November 2024
  1. H. Al-Ababneh y S. Alrhaimi, «Modern Approaches to Education Management to Ensure the Quality of Educational Services», TEM Journal, vol. 9, pp. 770–778, may 2020, doi: 10.18421/TEM92-46. [CrossRef] [Google Scholar]
  2. L. Darling-Hammond, «Defining teaching quality around the world», European Journal of Teacher Education, vol. 44, n.o 3, pp. 295–308, may 2021, doi: 10.1080/02619768.2021.1919080. [CrossRef] [Google Scholar]
  3. M. Gupta, «Decoding the dark shades of electronic human resource management», International Journal of Manpower, vol. 43, n.o 1, pp. 12–31, 2022, doi: 10.1108/IJM-11-2020-0512. [CrossRef] [Google Scholar]
  4. M. Hajian y S. Jangchi Kashani, «1 - Evolution of the concept of sustainability. From Brundtland Report to sustainable development goals», en Sustainable Resource Management, C. M. Hussain y J. F. Velasco-Munoz, Eds., Elsevier, 2021, pp. 1–24. doi: 10.1016/B978-0-12-824342-8.00018-3. [Google Scholar]
  5. P. Haug, «‘It is impossible to avoid policy’ comment on Mel Ainscow: promoting inclusion and equity in education: lessons from international experiences», Nordic Journal of Studies in Educational Policy, vol. 6, n.o 1, pp. 17–20, ene. 2020, doi: 10.1080/20020317.2020.1730092. [CrossRef] [Google Scholar]
  6. D. Lin y J. Cui, «Transport and Mobility Needs for an Ageing Society from a Policy Perspective: Review and Implications», International Journal of Environmental Research and Public Health, vol. 18, n.o 22, Art. n.o 22, ene. 2021, doi: 10.3390/ijerph182211802. [Google Scholar]
  7. V. Odell, P. Molthan-Hill, S. Martin, y S. Sterling, «Transformative Education to Address All Sustainable Development Goals», 2020, pp. 905–916. [Google Scholar]
  8. I. Ihsan, M. Pabbajah, I. Abdullah, y H. Hidayati, «The contestation of national and religious curricula in Indonesia’s madrasas since the passage of the uuspn», Educational Studies, pp. 1–14, jul. 2021, doi: 10.1080/03055698.2021.1958757. [Google Scholar]
  9. S. M. Indrawati y A. Kuncoro, «Improving Competitiveness Through Vocational and Higher Education: Indonesia’s Vision For Human Capital Development In 2019-2024», Bulletin of Indonesian Economic Studies, vol. 57, n.o 1, pp. 29–59, ene. 2021, doi: 10.1080/00074918.2021.1909692. [CrossRef] [Google Scholar]
  10. C. Pramana, D. Chamidah, S. Suyatno, y F. Renadi, «Strategies to Improved Education Quality in Indonesia: A Review», Turkish Online Journal of Educational Technology, vol. 12, pp. 1977–1994, jul. 2021. [Google Scholar]
  11. B. Setiawan y T. M. Sunarharum, «Ensuring Sustainable Urban Transformation in Indonesia: Toward Indonesia Emas 2045», The Journal of Indonesia Sustainable Development Planning, vol. 1, pp. 217–224, ago. 2020, doi: 10.46456/jisdep.v1i2.80. [CrossRef] [Google Scholar]
  12. B. Sumintono, H. Hariri, y U. A. Izzati, «Attraction of Authority: The Indonesian Experience of Educational Decentralization», en Education in Indonesia: Critical Perspectives on Equity and Social Justice, Z. Sakhiyya y T. Wijaya Mulya, Eds., Singapore: Springer Nature, 2023, pp. 169–189. doi: 10.1007/978-981-99-1878-2_10. [CrossRef] [Google Scholar]
  13. T. Ferguson, C. Roofe, y L. Cook, «Teachers’ perspectives on sustainable development: the implications for education for sustainable development», Environmental Education Research, vol. 27, pp. 1–17, may 2021, doi: 10.1080/13504622.2021.1921113. [CrossRef] [Google Scholar]
  14. T. G. Griffiths, «Education to transform the world: limits and possibilities in and against the SDGs and ESD», International Studies in Sociology of Education, vol. 30, n.o 1-2, pp. 73–92, abr. 2021, doi: 10.1080/09620214.2020.1854829. [CrossRef] [Google Scholar]
  15. S. Heleta y T. Bagus, «Sustainable development goals and higher education: leaving many behind», High Educ, vol. 81, n.o 1, pp. 163–177, ene. 2021, doi: 10.1007/s10734-020-00573-8. [CrossRef] [Google Scholar]
  16. K. Torkington, D. Stanford, y J. Guiver, «Discourse(s) of growth and sustainability in national tourism policy documents», Journal of Sustainable Tourism, vol. 28, n.o 7, pp. 1041–1062, jul. 2020, doi: 10.1080/09669582.2020.1720695. [CrossRef] [Google Scholar]
  17. K.-H. Wang, M. Umar, R. Akram, y E. Caglar, «Is technological innovation making world “Greener”? An evidence from changing growth story of China», Technological Forecasting and Social Change, vol. 165, p. 120516, abr. 2021, doi: 10.1016/j.techfore.2020.120516. [CrossRef] [Google Scholar]
  18. N. Aisyah y L. F. Sofiah, «The Role of Pesantren in Improving the Religiosity of Tahfidz Al-Quran Santri in Yogyakarta», presentado en 4th International Conference on Sustainable Innovation 2020-Social, Humanity, and Education (ICoSIHESS 2020), Atlantis Press, ene. 2021, pp. 69–74. doi: 10.2991/assehr.k.210120.107. [Google Scholar]
  19. F. Benini et al., «International Standards for Pediatric Palliative Care: From IMPaCCT to GO-PPaCS», Journal of Pain and Symptom Management, vol. 63, n.o 5, pp. e529–e543, may 2022, doi: 10.1016/j.jpainsymman.2021.12.031. [CrossRef] [Google Scholar]
  20. S. Caeiro, L. A. Sandoval Hamon, R. Martins, y C. E. Bayas Aldaz, «Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection», Sustainability, vol. 12, n.o 2, Art. n.o 2, ene. 2020, doi: 10.3390/su12020543. [Google Scholar]
  21. W. Penuel, R. Riedy, M. Barber, D. Peurach, W. LeBouef, y T. Clark, «Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure», Review of Educational Research, vol. 90, p. 003465432093812, jul. 2020, doi: 10.3102/0034654320938126. [Google Scholar]
  22. S. Sadrizadeh et al., «Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment», Journal of Building Engineering, vol. 57, p. 104908, oct. 2022, doi: 10.1016/j.jobe.2022.104908. [CrossRef] [Google Scholar]
  23. M. A. Ashraf, S. M. Tsegay, y Y. Meijia, «Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers», Sage Open, vol. 11, n.o 3, p. 21582440211030623, jul. 2021, doi: 10.1177/21582440211030623. [CrossRef] [Google Scholar]
  24. R. Mensah, «Pedagogical Analysis of Teaching Social Studies: An Empirical Literature Review», vol. 3, pp. 66–76, abr. 2020, doi: 10.33140/JHSS.03.02.01. [Google Scholar]
  25. T. Stratan-Artyshkova et al., «Formation of New Approaches to the Use of Information Technology and Search For Innovative Methods of Training Specialists within the Pan-European Educational Space», vol. 22, pp. 97–104, ago. 2022, doi: 10.22937/IJCSNS.2022.22.8.13. [Google Scholar]
  26. P. L. Wessels y L. P. Steenkamp, «Generation Y students: Appropriate learning styles and teaching approaches in the economic and management sciences faculty», South African Journal of Higher Education, vol. 23, n.o 5, pp. 1039–1058, 2009. [Google Scholar]
  27. O. Brussino et al., Promoting inclusive education for diverse societies: A conceptual framework. 2021. doi: 10.1787/94ab68c6-en. [Google Scholar]
  28. P. Jurado de los Santos, A.-J. Moreno-Guerrero, J.-A. Marin-Marin, y R. Soler Costa, «The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science», International Journal of Environmental Research and Public Health, vol. 17, n.o 10, Art. n.o 10, ene. 2020, doi: 10.3390/ijerph17103526. [CrossRef] [Google Scholar]
  29. A. Alam, «Should Robots Replace Teachers? Mobilisation of AI and Learning Analytics in Education», en 2021 International Conference on Advances in Computing, Communication, and Control (l’C,A’C3), dic. 2021, pp. 1–12. doi: 10.1109/ICAC353642.2021.9697300. [Google Scholar]
  30. C. K. Y. Chan, «A comprehensive AI policy education framework for university teaching and learning», Int JEduc Technol High Educ, vol. 20, n.o 1, p. 38, jul. 2023, doi: 10.1186/s41239-023-00408-3. [CrossRef] [Google Scholar]
  31. F. Tuma, «The use of educational technology for interactive teaching in lectures», Annals of Medicine and Surgery, vol. 62, pp. 231–235, feb. 2021, doi: 10.1016/j.amsu.2021.01.051. [CrossRef] [Google Scholar]
  32. L. A. T. Nguyen y A. Habók, «Tools for assessing teacher digital literacy: a review», J. Comput. Educ., vol. 11, n.o 1, pp. 305–346, mar. 2024, doi: 10.1007/s40692-022-00257-5. [Google Scholar]
  33. R. Lavi, M. Tal, y Y. J. Dori, «Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning», Studies in Educational Evaluation, vol. 70, p. 101002, sep. 2021, doi: 10.1016/j.stueduc.2021.101002. [CrossRef] [Google Scholar]
  34. J. A. V. Matas, «La educación en la Technoaldea: ¿Privación de la creatividad?», Foro de Educación, vol. 18, n.o 2, pp. 259–275, jul. 2020, doi: 10.14516/fde.737. [CrossRef] [Google Scholar]
  35. D. McGunagle y L. Zizka, «Employability skills for 21st-century STEM students: the employers’ perspective», HESWBL, vol. 10, n.o 3, pp. 591–606, abr. 2020, doi: 10.1108/HESWBL-10-2019-0148. [CrossRef] [Google Scholar]
  36. R. Kelchen, J. Ortagus, K. Rosinger, y A. Cassell, «Investing in the Workforce: The Impact of Performance-Based Funding on Student Earnings Outcomes», The Journal of Higher Education, vol. 95, n.o 2, pp. 172–199, feb. 2024, doi: 10.1080/00221546.2023.2171201. [CrossRef] [Google Scholar]
  37. K. O. Rosinger, J. Ortagus, R. Kelchen, A. Cassell, y L. C. Brown, «New Evidence on the Evolution and Landscape of Performance Funding for Higher Education: The Journal of Higher Education: Vol 93, No 5 - Get Access». Accedido: 1 de mayo de 2024. [En línea]. Disponible en: https://www.tandfonline.com/doi/iull/10.1080/00221546.2022.2066269 [Google Scholar]
  38. F. Levy y R. Murnane, «Education and the changing job market», Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A, vol. 62, pp. 80–83, oct. 2004. [Google Scholar]
  39. P. Mupa y T. I. Chinooneka, «Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence?», Journal of Education and Practice, 2015. [Google Scholar]
  40. E. Ozel, M. Z. Ganezan, A. K. M. Daud, G. Darusalam, y N. A. N. Ali, «Critical Issue Teacher Training into Inclusive Education». Accedido: 1 de mayo de 2024. [En línea]. Disponible en: https://www.researchgate.net/publication/326101567_Critical_Issue_Teacher_Training_into_Inclusive_Education [Google Scholar]
  41. P. Grossman, E. Kazemi, S. S. Kavanagh, M. Franke, y E. Dutro, «Learning to facilitate discussions: Collaborations in practice-based teacher education», Teaching and Teacher Education, vol. 81, pp. 97–99, may 2019, doi: 10.1016/j.tate.2019.02.002. [CrossRef] [Google Scholar]
  42. S. Adu-Boateng, «Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study», Journal of Science Teacher Education, vol. 33, n.o 3, pp. 303–325, 2022, doi: 10.1080/1046560X.2021.1915605. [CrossRef] [Google Scholar]
  43. Unicef, «SDG Goal 4: Quality Education», UNICEF DATA. Accedido: 1 de mayo de 2024. [En línea]. Disponible en: https://data.unicef.org/sdgs/goal-4-quality-education/ [Google Scholar]
  44. P. Barett, A. Treves, T. Shmis, D. Ambasz, y M. Ustinova, The Impact of School Infrastructure on Learning Peter Barrett, Alberto Treves, Tigran Shmis, Diego Ambasz, and Maria Ustinova. World Bank Group, 2019. [Google Scholar]
  45. D. L. Espelage, «Development of Online Professional Development for School Resource Officers: Understanding Trauma, Social-Emotional Learning, Restorative Discipline, and Cultural Diversity», Journal of Police and Criminal Psychology, vol. 37, n.o 4, pp. 737–751, 2022, doi: 10.1007/s11896-020-09404-z. [CrossRef] [Google Scholar]
  46. M. C. S. Fuster, «Necesidades formativas en evaluación de materiales didácticos: percepciones de los maestros», Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales, vol. 97, n.o 36.3, Art. n.o 36.3, dic. 2022, doi: 10.47553/rifop.v97i36.3.91636. [Google Scholar]
  47. M. Martens et al., «Being on the wrong side of the digital divide»: seeking technological interventions for education in Northeast Nigeria Technological interventions for education, vol. 72. 2020. doi: 10.1108/AJIM-05-2020-0172. [Google Scholar]
  48. A. Poole, «‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China». Accedido: 26 de abril de 2024. [En línea]. Disponible en: https://www.tandfonline.com/doi/epdf/10.1080/2331186X.2016.1156242?needAccess=true [Google Scholar]
  49. S. Serroukh y I. Serroukh, «Traditional teaching method Vs Modern teaching method Traditional teaching method Vs Modern teaching method The traditional way of teaching and learning», jul. 2022. [Google Scholar]
  50. D. Ho y M. Lee, «Capacity building for school development: current problems and future challenges», School Leadership & Management, vol. 36, n.o 5, pp. 493–507, oct. 2016, doi: 10.1080/13632434.2016.1247040. [CrossRef] [Google Scholar]
  51. D. W. Chambers, «Quality assurance and quality improvement to enhance yield in the process of dental education», J. Dent. Educ., vol. 85, n.o 12, pp. 1894–1899, 2021, doi: 10.1002/jdd.12827. [Google Scholar]
  52. M. N. Giannakos, «Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning», Information Systems Frontiers, vol. 24, n.o 2, pp. 619–635, 2022, doi: 10.1007/s10796-020-10097-2. [CrossRef] [Google Scholar]
  53. S. Noor, A. Kanesan, y F. Mohamad, «Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality», International Journal of Instruction, vol. 11, pp. 485–498, oct. 2018, doi: 10.12973/rji.2018.11430a. [CrossRef] [Google Scholar]
  54. A. Addi-Raccah y R. Ainhoren, «School governance and teachers’ attitudes to parents’ involvement in schools», Teaching and Teacher Education, vol. 25, n.o 6, pp. 805–813, 2009, doi: 10.1016/j.tate.2009.01.006. [CrossRef] [Google Scholar]
  55. M. Hussain, «Parental Involvement and Students’ Educational Achievement: A Phenomenological Study», IJSER, vol. 10, n.o 2, p. 1073, feb. 2019, doi: 10.14299/ijser.2019.02.01. [CrossRef] [Google Scholar]
  56. S. A. Richardson, «Principals’ Perceptions of Parental Involvement in the “Big 8” Urban Districts of Ohio», Research in the Schools, vol. 16, n.o 1, pp. 1–12, 2009. [Google Scholar]
  57. K. Yulianti, E. Denessen, y M. Droop, «Indonesian Parents’ Involvement in Their Children’s Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia», p. 26, 2019. [Google Scholar]
  58. F. Schimperna, «Universities and CSR Teaching: New Challenges and Trends», Administrative Sciences, vol. 12, n.o 2, 2022, doi: 10.3390/admsci12020055. [CrossRef] [Google Scholar]
  59. C. Bachmann, «Developing communication curricula in healthcare education: An evidence-based guide», Patient Education and Counseling, vol. 105, n.o 7, pp. 2320–2327, 2022, doi: 10.1016/j.pec.2021.11.016. [CrossRef] [Google Scholar]
  60. P. Liu y L. M. Thien, «Educational Leadership and Asian Culture: Culturally Sensitive Leadership Practice», Routledge & CRC Press. Accedido: 1 de mayo de 2024. [En línea]. Disponible en: https://www.routledge.com/Educational-Leadership-and-Asian-Culture-Culturally-Sensitive-Leadership-Practice/Liu-Thien/p/book/9781032213675 [Google Scholar]
  61. Z. Mohd Zabidi, Z. Abdullah, y B. Sumintono, «Exploring teacher collaboration: what’s inside the Malaysian PLC black box?», Journal of Professional Capital and Community, vol. 8, n.o 4, pp. 313–331, ene. 2023, doi: 10.1108/JPCC-03-2023-0020. [CrossRef] [Google Scholar]
  62. S. J. Rosenholtz, «Effective Schools: Interpreting the Evidence», American Journal of Education, vol. 93, n.o 3, pp. 352–388, 1985. [CrossRef] [Google Scholar]
  63. C. P. J. Loader, Quality Assurance and Accountability in Higher Education, London, Kogan Page. London: Kogan Page, 1990. [Google Scholar]
  64. W. Talaat, M. A. Amin, M. R. Bassiouny, N. H. Hassan, y O. Hamed, «A call to enhance transparency among Egyptian medical schools», BMC Med. Educ., vol. 23, n.o 1, 2023, doi: 10.1186/s12909-023-04464-1. [Google Scholar]
  65. D. Moher, A. Liberati, J. Tetzlaff, y D. G. Altman, «Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement», BMJ, vol. 339, p. b2535, jul. 2009, doi: 10.1136/bmj.b2535. [CrossRef] [PubMed] [Google Scholar]
  66. I. Luka, «Summative evaluation of online language learning course efficiency for students studying tourism and hospitality management», Quality Assurance in Education, vol. 26, n.o 4, pp. 446–465, ene. 2018, doi: 10.1108/QAE-04-2018-0051. [CrossRef] [Google Scholar]
  67. V. Shela, T. Ramayah, y A. Noor Hazlina, «Human capital and organisational resilience in the context of manufacturing: a systematic literature review», Journal of Intellectual Capital, vol. 24, n.o 2, pp. 535–559, ene. 2021, doi: 10.1108/JIC-09-2021-0234. [Google Scholar]
  68. K. M. Smith, S. Wilson, P. Lant, y M. E. Hassall, «Energies | Free Full-Text | How Do We Learn about Drivers for Industrial Energy Efficiency—Current State of Knowledge». Accedido: 2 de mayo de 2024. [En línea]. Disponible en: https://www.mdpi.com/1996-1073/15/7/2642 [Google Scholar]
  69. N. J. van Eck y L. Waltman, «Software survey: VOSviewer, a computer program for bibliometric mapping», Scientometrics, vol. 84, n.o 2, pp. 523–538, ago. 2010, doi: 10.1007/s11192-009-0146-3. [CrossRef] [PubMed] [Google Scholar]
  70. J. S. Farrant, Principles and Practice of Education. English Language Book Society/Longman, 1980. [Google Scholar]
  71. R.j. Reddy, Methods of Teaching. APH Publishing, 2009. [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.