Educations

Edu - ISSN 2632-590X - © ISTE Ltd

Journal issues

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Recent articles

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.

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Prospects for education in the probable Anthropocene time: for a didactics of sustainability, a new tool for scientific socialization

At a time when media debates about schools are oscillating between a race to reform, a return to radicalism or even a fantasised former republican school, and when didactics - the fields of research and practice that aim to build a ’bridge’ between the sciences with explanatory aims and the appropriation of their results by a variety of audiences - are too often locked in technical debates and excesses, there is an urgent need to think about the expected changes from the point of view of content too, with a view to containing the endemic crisis of contemporary schools faced with a loss of meaning and clear aims. The science of sustainability, as an emerging academic trend, is therefore challenging the didactics of existing school subjects in terms of their content and methods, in a necessary updating in line with these academic developments. It offers these disciplines and their didactics an opportunity for renewal.

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Education in the Anthropocene era: continuities, disruptions, and specificities of research in the face of ecological and climate crises

We examine the specific contributions of education for the Anthropocene in the face of ecological and climatic crises in the context of environmental education on the one hand, and educational research on the other. The emergence of the current trend in education for the Anthropocene is positioned between education for, which is the result of political orders to the world’s education systems, and socially topical issues, which correspond to a current of research focused on renewing the relationship between science and society in education. Between permanence, rupture and continuity, education in the time of the Anthropocene questions the school form, taking into account contexts and territories and curricular legitimacies.

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Curricular developments in European higher education: a legal point of view on the “so-called” process of democratization

In a knowledge-based economy, the field of higher education is in high demand. This is to ensure a strong production capacity for globally competitive innovations. This geo-economic context upsets educational issues by requiring citizens to raise their level of skills and knowledge in a logic of performance. This study tends to show how the European Union relies on curricula to transform the democratization of higher education into a process of selection of human capital. It tends to show that curricular fragmentation is a strategy that draws its legitimacy from the meritocratic fiction, favoring in the background a massification of qualified human resources in a soft power perspective of the European model of the knowledge society.

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Political stakes of the internationalization of higher education curricula. Perspectives about the Erasmus + program for biosphere reserves

In a context of globalization, education and training are vectors for the dissemination of standardized academic knowledge, aimed at making nations and institutions adhere to the same values and curricular design. This article brings out the political issues of the internationalization of curricula via the ERASMUS programs aimed at third countries, here marroco and Lebanon. We will understand this questioning through a case study, the EduBiomed program, which is interested in the university training of actors in Mediterranean biosphere reserves. We will analyze the European Union’s internationalization strategies, the managerial challenges of training and research via projects, those of pluriculturalism in training, and those of the curricular fragmentation processes.

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Environmental education in rural areas: what role for farmers?

This article questions the role that farmers can play in environmental education aiming an ecological transition. Considering that farmers are key actors of environmental controversies, the article postulates that the study of the pedagogical practices they develop can contribute to renewing perspectives on environmental education and its implementation. Based on an inductive and exploratory approach, it describes and seeks to understand these pedagogical practices. In order to do so understanding the farming production system is essential. Through this dual description of agricultural and educational practices, this article highlights the important role of farmers promoting an environmentally friendly system in the territorial ecological transition. In conclusion, he highlights the limitations of these practices which have few collective dimensions and remain focused on the modification of individual behaviours and on a tourist audience.