SUP4PCL Dissemination Plan

Conference Agenda in English

Conference Agenda in Arabic

Conference Concept note in Arabic

Conference Concept Note in English

English and Arabic Invitations for the Conference

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Many countries developed their education to convey the values and the guiding principles underlying Sustainable Development (SD), including Egypt. Egypt launched an initiative titled Education for Sustainable Development Beyond the Campus (Edu Camp), which sought to introduce SD concepts in Egyptian schools. However, teachers’ perceptions and skills were still needed to be developed in order to adopt the pedagogical approaches that could turn SD concepts into reality. The researchers (PCL teachers) noticed their (non-PCL) colleagues’ minimal consciousness of the concepts of SD and their inability to plan learning activities that could develop students’ orientation towards SD. Using a preliminary study in September 2019, the research examined the primary school teachers’ perceptions of the concept of SD. T-test and ETA instruments were employed as evaluative tools before/after intervening, using a quasi-experimental design. The definitive study population (N = 24) consisted mainly of mathematics and Arabic teachers. Findings revealed that the engagement of teachers in the proposed program has significantly developed their understanding, which, in turn, evolved their SD planning. It is highly recommended to have this program replicated with teachers of other disciplines, as well, and to prepare a teaching guide for education for SD (ESD).

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The study aimed to investigate the effectiveness of using a flipped classroom on students’ motivation. Students were in the first secondary stage at two different schools. The researchers adopted the quasi-experimental approach with 101 students. At the first school, the researchers selected 45 students who were studying geography; 24 students represented the experimental group while 21 students represented the control group. At the second school, the researchers selected 56 students who were studying biology; 26 students represented the experimental group whilst 30 students represented the control group. The study adopted Youssef Qatami (1989) measurement tool (pre- and post) to determine the students’ level of motivation for learning. T-Test analysis was used to measure any possible differences between the two groups. Additionally, the study utilized surveys to explore student’s perceptions of using flipped classrooms. Statistically, there were no significant differences in learning geography between both groups, the experimental and the control ones, and this was attributed to the chronic absenteeism of students and administrative obstacles. However, there were significant differences in learning biology between both groups, in favor of the experimental group, and this was attributed to the use of flipped classroom teaching. Furthermore, surveys showed that the use of flipped classrooms increased students’ motivation, which coincided with interest and enthusiasm. Thus, the students highly recommended the necessity of implementing flipped classrooms in teaching and learning the rest of the subjects.

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Students manifested difficulties in their reading comprehension for English passages, which pushed the researchers to conduct a survey, followed by interviews, to understand the reasons. Findings showed that the main problems were the absence of students’ voices, their treatment as passive recipients, the ignorance of their experiences, which decreased their motivation for learning. Therefore, the purpose of this study was to identify students’ true needs to develop their English reading skills, which, in turn, could assist teachers in developing their teaching skills through identifying students’ needs. The researchers recruited students, who were studying at the first preparatory stage at two different schools, as the study sample.  The research adopted the quasi-experimental approach, in which data was collected, pre-and post-intervention, via surveys. The pre-intervention survey was utilized to explore students’ exact needs. Based on findings, researchers determined the needed teaching strategies and applied a program for almost 5 weeks, as an intervention. The information gathered by the researchers, using a post-survey, revealed the significant differences in students’ reading comprehension skills. This was attributed to considering students as active participants in learning. Thus, it is highly recommended to use teaching strategies that can consider students’ voices and encourage them to become active learners, as well as, help students to take charge of their self-learning.

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The purpose of this study is to investigate the impact of self-assessment and peer-assessment on developing kindergarten children’s critical thinking. In so doing, the study adopted the quasi-experimental approach and selected a sample of 82 kindergarten students; 45 of them represented the experimental group while the rest (i.e., 37) represented the control group. For this study, the proper aged-skills were predetermined, which found to be investigation/ research, explanation/inference, self-regulation, and reflection. In light of that, the researchers planned the proper activities that were proactively applied. They additionally designed an observation tool, as a research tool, that was utilized pre-and after the intervention. Statistically, findings revealed the significant differences between the experimental and control groups using T-test analysis, in favor of the experimental group. This was attributed to the integration of self-assessment and peer-assessment strategies into the curriculum, which promoted students’ critical thinking. Thus, this research supported the introduction of self-and peer assessments as a methodology to be utilized with children as young as in kindergarten while shedding light on its positive impact on developing critical thinking.

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Using animation movies is one of the most important means that can attract students and make the educational process fun. Therefore, this method can be used to overcome problems, such as overcoming the difficulty of teaching Arabic grammar and the limited ability of creative thinking. Consequently, the purpose of this study was to examine the impact of using animation movies, as an innovative strategy, on developing students’ creative thinking and their willingness to learn. The study adopted the quasi-experimental approach and assigned two groups; experimental and control. The researcher created many animation movies to explain grammar lessons and to apply the integrated curriculum approach. Data was collected, pre-and post-intervention, via surveys to examine the differences. There were statistical significant differences between the average scores between the pre and post-intervention, in favor of post-intervention; the experimental group, regarding developing the creative thinking of students and attraction to  education.

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This qualitative study aimed to explore the impact of the integration of various disciplines on the development of 21^st -century skills for high-school students. It adopted a Partnership for 21st Century (P21) as its theoretical framework while focusing on the learning and innovation skills domain. It emphasized acquiring the 4Cs, which are: creativity, critical thinking and problem-solving, communication, and collaborative skills. Therefore, it focused on exploring whether students have acquired those skills or not. The study adopted the descriptive method and recruited students from two classes. Data were collected via interviews, document analysis, and observations, and analyzed thematically to answer the research questions. Findings showed the interrelationship between the integrated curriculum and developing the 21^st Century Skills. The integrated curriculum appeared to be an impetus for students motivated behavior to do research, participate in scientific competitions, and encourage recycling projects and group work. The study concluded that the integrated curriculum should be considered as an ideal method for the teaching and learning of 21^st Century Skills.

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Building peer communities of learners (PCL) is one of the recent trends in the educational field that aims to raise the efficiency of the educational process. It is utilized to improve teachers’ professionalism as it gives opportunities to practice collaborative activities, which can positively impact student learning. Therefore, it was adopted to change the school culture, mainly, the absence of effective communication between the teachers and between the teachers and the students. Accordingly, this study aimed to investigate the effectiveness of using PCLs in developing professional and social communication between teachers and between teachers and students. It utilized the basic principles of PCLs as its conceptual framework and adopted the quasi-experimental approach, in which data was collected, pre-and post-intervention. The study included a sample of (N=10) teachers and the total sum of students who were studying at the first and second preparatory stages. Findings indicated the significant differences between pre- and post participating in the peer learning communities, in terms of teachers’ professional and social communication between themselves and their students. Teachers’ awareness increased as they were able to integrate global citizenship and sustainable development concepts in their planning and teaching. Teacherswere also able to adopt the STEM approach effectively. Thus, it positively impacted students’ academic performance and collaboration, in which students produced research papers and created innovative projects.   

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The prevalence of violence and bullying behavior among students of middle school has become part of their lives. Therefore, the purpose of this research study was to investigate this phenomenon. Specifically, the study examined it from the following five perspectives: manifestation, causes, consequences, effect, and recommendation. The research adopted the mixed-method approach and used the basic principles of peer communities of learners as its conceptual framework. Data were collected from 45 students and 8 teachers via structured surveys (a three point Likert Scale) and prepared unstructured surveys by teachers. Findings that emerged from the analysis, enabled the researchers to define two needed dimensions for overcoming this problem, which are family therapy and school therapy. The study’s main recommendation is to conduct further studies to understand students’ psychological and behavioral despositions in order to offer counseling and advising.

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Teachers could not fully comprehend the characteristics or elements of the professional learning community. They further lacked the organized vision and could not employ concepts like sustainable development in their teaching plans. Therefore, the current research focused on defining the professional communities and its principles and foundation, the concept of sustainable development, and the possibility of transforming schools from the traditional bureaucratic model into a community of professional learners. In so doing, the study employed the random sampling and data was collected via surveys. The study used the descriptive method for analysis, which was followed by designing a model and applying it to a sample of schools, located in New Cairo. This project is composed of five stages in order to increase teachers’ awareness, satisfy their needs, and transform the school culture. Following implications, the study found that the perceptions of the school members were changed. They believed more in teamwork, which enhanced them to initiate peer communities of learners (PCL) and transform their teaching practices. Their transformation positively impacted nearby schools; these schools modeled the concept of PCL that attracted many teachers to join. The study additionally found that the department of education vision changed. Consequently, they spread the concept of PCL across various schools and produced a set of resources, amongst which a training manual, to facilitate building more effective PCLs.

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Living in the twenty-first century requires a student to be equipped with critical thinking, problem-solving, and collaborative skills to prepare students for increasingly complex lifes and work. The research adopted the principles of PISA and TIMSS as its guiding principles and conceptual framework. It focused on science and mathematics as the core subjects for developing students’ cognitive and intellectual abilities and their moral attitudes. It employed a quasi-experimental approach and assigned a group of students to the experimental group and others for the control group. The researchers designed a pre/post instrument usinga six point Lickert scale, which helped determine students’ academic performance. T-Test analysis was used to measure any possible differences between the two groups. Generally, students’ level of thinking and, in turn, grades significantly improved after the intervention. Statistically, there were significant differences in understanding and acquiring critical thinking and problem-solving skills, in favor of the experimental group. This was attributed to the use of several activities. However, there were insignificant differences in other indicators, and this was ascribed to the chronic absenteeism of students. The study recommends to utilize activities that can enhance critical thinking and problem-solving skills, instead of focusing on memorizing, while providing sufficient time for implementation.

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