<?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%">Le Quyen, T. T.</style></author><author><style face="normal" font="default" size="100%">Shyhnan Liou</style></author><author><style face="normal" font="default" size="100%">Chia Han Yang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IDENTIFYING AND VALIDATING SUSTAINABLE DEVELOPMENT GOALS-RELATED KEY COMPETENCIES IN UNDERGRADUATE GRAPHIC DESIGN EDUCATION</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%">Delphi method</style></keyword><keyword><style  face="normal" font="default" size="100%">design education</style></keyword><keyword><style  face="normal" font="default" size="100%">graphic design</style></keyword><keyword><style  face="normal" font="default" size="100%">key competencies</style></keyword><keyword><style  face="normal" font="default" size="100%">SDG</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic review</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%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1718792336.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%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In contemporary higher education, aligning student competencies with sustainable development goals (SDGs) is crucial for enhancing their employability. This necessity extends to graphic design undergraduate programs, pivotal in nurturing designers capable of addressing global sustainability challenges. Using a mixed-methods approach, this study aims to outline essential competencies for graphic design undergraduates pertinent to the SDGs. The research commenced with a systematic review of fourteen seminal articles, leading to the initial identification of fifty-eight key competencies. Subsequently, a Delphi study involving 44 graphic design experts validated these competencies. This iterative process refined the list, excluding twenty-seven competencies and affirming thirty one as critical. These validated competencies were categorized into four groups: Systemic, Performance, Contextual, and Global. The study's findings provide valuable insights for graphic design educators and industry employers, illuminating competencies essential for addressing sustainability challenges. Furthermore, this research contributes to academic discourse by offering a structured framework for integrating SDG-related competencies into graphic design education. This facilitates the development of designers proficient not only in their craft but also in sustainability imperatives. Our aim is to enhance pedagogical strategies and inform curriculum development in graphic design education, aligning them with evolving professional demands and sustainable development objectives.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">371-389</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%">Airi  Kukk</style></author><author><style face="normal" font="default" size="100%">Leida Talts</style></author><author><style face="normal" font="default" size="100%">Helle Sikka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN`S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE</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%">social skills</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233708.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students` social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children’s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire „Transition from Preschool to School”. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children`s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-135</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%">Iveta Balode</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPORTANCE OF CRITICAL CONSTRUCTIVISM STUDY ENVIRONMENT IN THE DEVELOPMENT OF COMPETENCES OF HOSPITALITY MANAGEMENT SPECIALISTS</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%">life-long learning</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392234616.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Introduction. The article deals with the issue of the organization of hospitality management studies in the critical constructivism environment from the viewpoint of student learning and development of professional competences. Goal. By comparing the study environment, to offer a conception of critical constructivism, which brings into the centre of educational development a personality who is motivated to obtain life-long education. Methodology of Research. In the article, analysis of pedagogic literature is used, a pedagogic research including questioning of students has been carried out in the Information Systems Management Institute, as well as comparison and observation of the pedagogic process has been provided. Results of Research. The methodological foundations of the critical constructivism study process have been outlined, and suggestions for the improvement of the hospitality management study environment have been provided. Conclusions. It is necessary to improve the study environment, paying more attention to the organization of studies oriented to an individual in the context of life-long learning.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-14</style></section></record></records></xml>