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6 articles
Article 31 May 2025
Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
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Article 23 Aug 2024
Gulnara N. Nabiyeva and Stephen M. Wheeler
Highlights of Sustainability
Volume 3 (2024), Issue 3, pp. 294–307
Volume 3 (2024), Issue 3, pp. 294–307
4545 Views1982 Downloads1 Citations
Article 30 May 2024
Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 255–274
Volume 3 (2024), Issue 2, pp. 255–274
2579 Views1661 Downloads4 Citations
Review 18 Apr 2024
Md Tasbirul Islam, Usha Iyer-Raniga and Amjad Ali
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 129–162
Volume 3 (2024), Issue 2, pp. 129–162
6259 Views898 Downloads4 Citations
Article 27 Feb 2024
Afonso Delgado, Paulo Caldas and Miguel Varela
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 84–103
Volume 3 (2024), Issue 1, pp. 84–103
2563 Views1037 Downloads2 Citations
Review 8 Aug 2022
Ambe J. Njoh, Ijang B. Ngyah-Etchutambe, Fri C. Soh-Agwetang, Pascar T. Tah, Mah O. Tarke and Fotoh J. Asah
Highlights of Sustainability
Volume 1 (2022), Issue 3, pp. 159–170
Volume 1 (2022), Issue 3, pp. 159–170
3165 Views1596 Downloads2 Citations
Volume 4 (2025), Issue 2, pp. 146–157