<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sy-Chyi (Kiky) Wang</style></author><author><style face="normal" font="default" size="100%">Chen-Kung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING UNIVERSITY SOCIAL RESPONSIBILITY INTO HIGHER EDUCATION: A DESIGN THINKING APPROACH TO RURAL COMMUNITY INNOVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">creative design</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">rural development</style></keyword><keyword><style  face="normal" font="default" size="100%">university social responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">1109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the integration of University Social Responsibility (USR) into higher education through a case study of the &quot;Creativity Design&quot; course at National Chiayi University. The course, supported by Taiwan's National Science and Technology Council, aimed to address challenges faced by Haomeili, a remote village facing the Taiwan Strait to the west in Chiayi County. Utilizing a Design Thinking framework, 54 students engaged in developing innovative tourism solutions for the community. The course structure included technical training, fieldwork, and project execution, with students collaborating with local stakeholders and industry experts. Despite successful project outcomes, including tourism videos, digital maps, and social media campaigns, the study revealed challenges in long-term sustainability and adoption of innovations, particularly due to the community's limited technological familiarity. Logistical issues, such as transportation and coordination, also emerged as significant hurdles. The research highlights the potential of USR courses in fostering meaningful university-community engagement while emphasizing the need for sustained partnerships beyond academic semesters. It underscores the importance of aligning innovative solutions with community needs and technological capacities. The study concludes by suggesting refinements in course planning, the establishment of inter-semester continuity, and the development of strategies to ensure the long-term impact of student projects, providing valuable insights for future USR initiatives in higher education.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1098</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matthew Osaigbovo  Ovbiebo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATING RURAL SOUTH AFRICAN WORKERS IN THE EASTERN CAPE: IMPLICATIONS, PROBLEMS AND PROSPECTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">empowerment theory</style></keyword><keyword><style  face="normal" font="default" size="100%">rural development</style></keyword><keyword><style  face="normal" font="default" size="100%">rural workers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570704.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Around 20-24% of South African rural workers in the Eastern Cape are illiterate and unfamiliar with modern and more productive methods of practicing their occupations. Given the challenges that are associated with rural workers, it is important to determine the problems and the prospects they experience, and the ways of providing them with training and skills acquisition. The researcher used empowerment theory as the point of departure for a theoretical framework, and a qualitative explorative study was followed to gather and analyse the data. Data were collected by means of focus group discussions, analysed ethical issues were not left out. The findings from the study revealed that the education which the rural worker would require would contain both formal and informal education. The significance of the findings is to develop the creative ability of the rural worker, to ultimately assist him through the process in creating necessary skills and knowledge for maximum production in their work and standard of living. It is also an articulation of the diversified programmes, which could allow many rural workers to become more productive and fulfilled in their endeavour.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-96</style></section></record></records></xml>