Educations

Edu - ISSN 2632-590X - © ISTE Ltd

Journal issues

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Recent articles

Human Rights Education for a Culture of Peace: The Case of Student Learning in Morocco

Human rights education, which is essential for building a culture of peace and preventing crises, is a priority in Morocco’s educational overhaul in line with the Sustainable Development Goals (SDG 4.7). We retrace the history of its inclusion in the national system, before focusing on a case study and the associated implementation of a statistical model for evaluating its effects. The integration of human rights values into the Moroccan education system, although incomplete and unsystematic, is progressing with reforms centred on the promotion of dignity, equality and justice. A case analysis shows that pupils’ learning is organised between knowledge and values, and depends on the family context in terms of responsibility and emotional skills. The results obtained relate to pupils’ knowledge of a culture of human rights for a culture of peace, as well as their cognitive and emotional skills. They enable us to lay the foundations for a change of educational perspective in the face of the traditional school form, particularly through artistic and participatory projects. This work therefore calls for a redefinition of national educational priorities, giving a central place to cross-curricular education, the need to strengthen family-school collaboration, and the redefinition of a ‘culture of peace’, the need to strengthen collaboration between families and schools, and a redefinition of assessment models.

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Preventive education for epidemics: What practices? What representations for primary school teachers?

This research focuses on practices, representations and the need for training in epidemic prevention education among primary school teachers. Indeed, the aim is first to identify the representations and practices of teachers regarding their role in the field of epidemic prevention education, and well as training needs. The methodology is based on a survey of a sample of teachers belonging to different regions of Tunisia, i.e. 389 Tunisian primary school teachers. The results show that the majority of teachers have an overall representation of preventive education (63% of the 389 participants) but very few teachers have a representation of preventive education for epidemics. Also a high number of teachers declare that they have never attended specific training on epidemic prevention. These research results show the great need to generalize the practices of epidemic prevention education in Tunisian schools. It must develop training in epidemic prevention education for primary school teachers.

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Training for sustainable development in the Anthropocene: Towards a renewed training curriculum

This article presents an exploratory analysis in search of the common representation of Tunisian SVT teachers on the issue of water and water resource management, based on the method of the structural theory of representations transposed to the sciences of education and training. With this in mind, an assessment of the process of focusing, deducting, supplementing and distorting has made it possible to understand societal logic by comparing indicators relating to virtual water (blue water, green water and grey water) in national and international reference systems. The knowledge not retained is taken into account in a training program. A triad of data collection tools (question, interview and photo-expression) gave an idea of the evolution of the sample’s social representation after the implementation of the experimental training scheme, and led to a measurement of its efficiency. This study provided food for thought on the value of the trainees’ social representations into account when designing a training curriculum adapted to the Anthropocene, with a view to outlining some benchmarks for renewed training in education for sustainable development in the form of curricular guidelines in education for sustainable development.

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How do future teachers and veterinary students relate to animals?

This study examines human-animal relationships, which can raise socially sensitive issues and be subject to controversy. Unlike adults, whose compassion and empathy towards animals vary according to moral values attributed to different types of animals (pets, livestock, wildlife, etc.), children do not make such distinctions. We analyze the perceptions of students training to become veterinarians and primary school teachers regarding their relationship with animals. By asking them to project themselves into choosing an animal they would like to be and an animal they would not like to be, we examine the justifications provided by the students, categorizing them according to anthropocentric or zoocentric perspectives, and searching for signs of interspecific empathy. Our analyses suggest that it is crucial to integrate questioning about human-animal relationships into the training of future veterinarians and teachers, particularly in the era of the biodiversity crisis.

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Forms and functions of STD risk education in biological curricula in Tunisia

The analyse of Tunisian Life Sciences curricula showed that the STD education risks is based on providing biomedical knowledge. This transmissive model does not grant a sexual health promotion for Tunisian students.