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Article
Publication date: 2 January 2018

Michele Biasutti, Vassilios Makrakis, Eleonora Concina and Sara Frate

The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused…

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Abstract

Purpose

The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses.

Design/methodology/approach

A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project.

Findings

The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods.

Research limitations/implications

The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed.

Originality/value

There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Available. Open Access. Open Access
Article
Publication date: 12 January 2024

Eleonora Concina, Sara Frate and Michele Biasutti

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary…

1189

Abstract

Purpose

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.

Design/methodology/approach

A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.

Findings

Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.

Originality/value

Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

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