Vol 8 - Issue 1

Educations

List of Articles

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.

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.

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.

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.