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To develop tailored elementary, middle, and high school textbooks suitable for understanding the nuclear energy and radiation, quantitative and qualitative research was carried out in parallel, which included nine steps to ensure the validity of content and structure. The elementary, middle, and high school students wanted to acquire information used in their daily lives, including the definition of nuclear energy and radiation, principles and status of nuclear power generation, and information about irradiated food, medical radiation, and radiation in life. In the evaluation of the effects of textbook contents according to the educational requirements of each school level, high suitability frequencies (>80%) were shown for the human character, education goals, curriculum goals, evaluation method, and education time. At some levels, the high suitability frequencies (>70%) were shown for the education grade, education type, and textbook type.

Robotic tectonics have been integrated into the architectural profession through automated construction for more than a decade, advancing sustainability initiatives in the industry and increasing the quality of building construction. Over the years, avant-garde architects have explored the feasibility of this new design paradigm through the integration of newly-developed digital design software into automated construction. This robotic digital workflow continues to push designers to re-think the complete architecture process (from design conception to physical construction) and guides the building industry towards more precise, efficient, and sustainable development. However, in the current environment of architectural education, professional courses can be fragmented, thematic, and overly academic. Such content is not inherently compatible with the latest technological developments. The lack of understanding and application of digital technological can subsequently lead to the lack of sustainable development in architectural education. In this paper, we aim to introduce a new didactic pedagogical approach that is reliant on the principles of robotic tectonics and is defined through linear development in four distinct, developmental stages (based on information gleaned from four “Robotic Tectonics” workshops and various other rich teaching practices). This pedagogical framework provides interdisciplinary knowledge to architecture students and enables them to use advanced digital tools such as robots for automated construction, laying the groundwork for the discovery of new and complex building processes that will redefine architecture in the near future.

Laboratory research in adults indicates that alcohol-related subjective effects are enhanced under some social conditions. However, it is unknown whether this "social facilitation" of alcohol effects occurs in adolescents and is associated with alcohol use in the natural ecology.We examined associations of social facilitation of alcohol-related subjective effects with subsequent alcohol use among a relatively high-risk group of adolescents who reported drinking alcohol both with friends and alone.Los Angeles high school students from a prospective study (N = 142; 51% female; 10th graders) completed a baseline survey that assessed alcohol-related "positive" and "negative" subjective effects in two contexts: social (alcohol with friends) and solitary (alcohol alone); social facilitation was calculated as the difference between social and solitary. Students then completed five semi-annual surveys spanning 30 months (2014-2017) assessing 30-day alcohol use (days used, number of drinks, binge drinking).Greater social facilitation of positive effects was significantly associated with greater number of alcohol use days (RR [95% CI] = 1.48 [1.19, 1.82]; p < .001), greater number of drinks (RR [95% CI] = 1.38 [1.14, 1.66]; p = .001), and greater odds of binge drinking (OR [95% CI] = 1.75 [1.20, 2.57]; p = .004). Similar associations were found with social positive effects. There were no significant associations between solitary positive effects-or any negative effects-and alcohol use outcomes.Social facilitation can be measured outside of the laboratory. Relatively high-risk drinking adolescents who are more susceptible to the social facilitation of subjective alcohol effects are more likely to use more alcohol and binge drink.

To support the development of a society that is attuned to the challenges presented by sustainable development, it is vital that higher education business students understand the value of sustainability, and act in a way that is consistent with these values. This paper explores a sustainability-focused experiential learning activity through investigating the utility of an emerging form of service learning in the digital space for developing global citizens. The paper presents an international case study of educators who employed digital service learning in various business education contexts. The research reports on the perceptions of higher education students in relation to their awareness, critical thinking and action for sustainability. The paper has practical contributions in identifying an opportunity for implementing sustainability curriculum into higher education for business.

It would be very beneficial to determine in advance whether a student is likely to succeed or fail within a particular learning area, and it is hypothesized that this can be accomplished by examining student patterns based on the data generated before the learning process begins. Therefore, this article examines the sustainability of data-mining techniques used to predict learning outcomes. Data regarding students’ educational backgrounds and learning processes are analyzed by examining their learning patterns. When such achievement-level patterns are identified, teachers can provide the students with proactive feedback and guidance to help prevent failure. As a practical application, this study investigates students’ perceptions of computer and internet use and predicts their levels of information and communication technology literacy in advance via sustainability-in-data-mining techniques. The technique employed herein applies OneR, J48, bagging, random forest, multilayer perceptron, and sequential minimal optimization (SMO) algorithms. The highest early prediction result of approximately 69% accuracy was yielded for the SMO algorithm when using 47 attributes. Overall, via data-mining techniques, these results will aid the identification of students facing risks early on during the learning process, as well as the creation of customized learning and educational strategies for each of these students.

Solving important social problems and promoting sustainable development requires solutions involving multiple stakeholders. Nevertheless, previous social marketing studies were limited to individual behavioral changes and lacked a perspective to involve surrounding stakeholders. This study focused on education for sustainable development (ESD) on a field trip and clarified the factors that promote students’ knowledge diffusion from the viewpoint of network externalities. A questionnaire was distributed, and responses from 1950 high school students were collected. This study used factor analysis to unveil the factors related to students’ features and field trip experiences and clarified how these factors promote driving network externalities and expanding the network through regression analysis. The findings indicated that the experiential value obtained from visiting a site with actual social problems has a large positive effect on driving network externalities and expanding the network. Therefore, encouraging driving network externalities and expanding networks by providing ESD on a field trip can contribute to solve social problems and achieve sustainable development.

Positive and strong relationships among various stakeholders are essential for the sustainable management of an organization. Despite growing interest in how various sport organizations manage stakeholders to promote social sustainability, there remains a gap in stakeholder and sustainability research in high school athletics. The purpose of this study was to examine how the social sustainability of sport organizations (i.e., high school athletics) were maintained during decision-making processes. Specifically, this study used a qualitative case study framed by stakeholder theory to investigate how the relevant decision-makers in high school athletics (i.e., principals and athletic directors) manage other stakeholders in their departmental decision-making processes to promote the sustainability of their athletic department. Two high schools from the US and South Korea, one from each country, were selected as the cases for the current study. Semi-structured interviews regarding stakeholder management in departmental decision-making processes were conducted with four individual interviewees, including the principals and athletic directors of each high school. The results of this study illustrated that both the US and the South Korean high school athletic departments utilized stakeholder engagement strategy in their departmental decision-making processes. The principals and athletic directors recognized the importance of communicating with other stakeholders and engaging them in athletic department decisions. Specifically, the organizational decisions of both high school athletic departments were made in consultation with the main internal stakeholders of the athletic department (i.e., the principal and athletic director) as well as other various stakeholders (e.g., parents, coaches, alumni association).

South Korean universities have been facing student shortages to sustain their growth due to its severe population decline. The Korean government has since introduced policies to attract more international students to the country. The present study examined the prestige-seeking tendencies of international students in Korea and their influence on students’ satisfaction levels. The five dimensions of prestige-seeking behavior were adopted to help explain students’ satisfaction levels. Research samples were current and former international students in Korea. The findings reveal the quality of the education did not contribute directly to the students’ overall satisfaction level. Instead, it was hedonic elements that affected satisfaction. Moreover, status, snob, and bandwagon effects contributed significantly to the quality and hedonic motives.