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ESD Goals and Soft Skills Competencies through Constructivist Approaches to Teaching: An Integrative Review

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Title: ESD Goals and Soft Skills Competencies through Constructivist Approaches to Teaching: An Integrative Review
Language: English
Authors: Mohammad Awad AlAfnan (ORCID 0000-0002-5889-4292), Samira Dishari (ORCID 0000-0002-7948-4022)
Source: Journal of Education and Learning (EduLearn). 2024 18(3):708-718.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Goal Orientation, Soft Skills, Competence, Constructivism (Learning), Teaching Methods, Sustainable Development, Metacognition, Student Development, Models, Critical Theory, Social Influences, Consciousness Raising, Skill Development
ISSN: 2089-9823
2302-9277
Abstract: Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430806
Database: ERIC
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  Data: ESD Goals and Soft Skills Competencies through Constructivist Approaches to Teaching: An Integrative Review
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  Data: <searchLink fieldCode="AR" term="%22Mohammad+Awad+AlAfnan%22">Mohammad Awad AlAfnan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5889-4292">0000-0002-5889-4292</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samira+Dishari%22">Samira Dishari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7948-4022">0000-0002-7948-4022</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2024 18(3):708-718.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 11
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  Data: 2024
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+Skills%22">Soft Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+Raising%22">Consciousness Raising</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Data: Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 708
    Subjects:
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Soft Skills
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Critical Theory
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Consciousness Raising
        Type: general
      – SubjectFull: Skill Development
        Type: general
    Titles:
      – TitleFull: ESD Goals and Soft Skills Competencies through Constructivist Approaches to Teaching: An Integrative Review
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            NameFull: Mohammad Awad AlAfnan
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            NameFull: Samira Dishari
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            – D: 01
              M: 08
              Type: published
              Y: 2024
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              Value: 2089-9823
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              Value: 18
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            – TitleFull: Journal of Education and Learning (EduLearn)
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