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Abstract Since the increase in greenhouse gas emissions has increased the global warming potential, an international agreement on carbon emissions reduction target (CERT) has been formulated in Kyoto Protocol (1997). This study aimed to develop a framework for the analysis of the low-carbon scenario 2020 to achieve the national CERT. To verify the feasibility of the proposed framework, educational facilities were used for a case study. This study was conducted in six steps: (i) selection of the target school; (ii) establishment of the reference model for the target school; (iii) energy consumption pattern analysis by target school; (iv) establishment of the energy retrofit model for the target school; (v) economic and environmental assessment through the life cycle cost and life cycle CO 2 analysis; and (vi) establishment of the low-carbon scenario in 2020 to achieve the national CERT. This study can help facility managers or policymakers establish the optimal retrofit strategy within the limited budget from a short-term perspective and the low-carbon scenario 2020 to achieve the national CERT from the long-term perspective. The proposed framework could be also applied to any other building type or country in the global environment.

The field of adult education research has been and will continue to expand. In this process, one of the notable changes is that the units of research extend from individuals to collectives. Educational researches has traditionally studied an individual's learning and change as a unit of research. However, social change is difficult to account for in individual units, and most of the major changes, especially those involving social changes have been made through collective learning and changes beyond the individual level. The research fields that have grown in the area of adult education, such as organizational learning, community learning, expansive learning or team learning, started from this interest. Form@re - Open Journal per la formazione in rete, Vol. 19 No. 2 (2019): Adult Education Perspectives in a Changing World: from the Learning to the Job Competences

This study aims to comprehend Portland State University (PSU)’s green campus strategies, and students’ level of knowledge and living practices relating to green campus. PSU’s sustainable campus plan has been nationally and internationally recognized. A literature review, field investigation, and interviews were conducted to ascertain the PSU green campus strategies. This study also used a survey to understand students’ level of knowledge and practices. The survey results were analyzed by SPSS. Green campus projects at PSU were operated by official organizations and funded according to PSU’s long term plans in 12 multilateral categories: administration, energy, water, climate action, green buildings, green purchasing, waste reduction and recycling, food and dining services, transportation, land use, action, and education and student activity. The survey results show that the level of students’ understanding about PSU’s green campus strategies was somewhat low, but the amount of practice of a sustainable lifestyle was higher. Students who had taken courses related with sustainability or were engaged in sustainable activities had more knowledge about green campus strategies than students who had not. Therefore, it would be important to focus more on educating students and developing related programs in order to have more positive effects of green campus projects.

This study aims to identify research trends in student experience in higher education through analyzing the topics around which research on university students’ experiences has been conducted. Using the topic modeling technique, the Scopus database for studies published up to 2017 containing the terms “student experience” and either “higher education” or “tertiary education” in their titles, keywords, and abstracts was searched. After excluding overlapping studies, a total of 1211 studies were extracted. The articles were then classified into a total of 21 topics on university student experience, including “Learning with online technologies”, “Practice at the university”, and “Diversity in college”. The results of the current study indicate that it will be possible to offer various programs to support more valuable and better student experience at the university level. Thus, this study elucidates the ways in which research fields regarding student experience have been constructed and the ways in which the main research trends have changed.

This empirical study was conducted to evaluate whether digital textbooks contribute to sustainable development in school education. Accordingly, 690 students participated in the three-year research, and the data on the relationship between students’ perceived usefulness/preference for digital textbooks and academic achievement were analyzed using latent growth curve model statistics. The results showed that the usefulness of and preference for digital textbooks had a significant effect on academic achievement, with the impact enhancing depending on the increase in their preference. To cope with new digitalized education settings, especially in the post-COVID-19 era, digital textbooks should be flexible, connected, instructional, and data driven so that schools can achieve sustainable development.

This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure. In particular, fear of negative evaluation was found to fully mediate the effect of academic failure tolerance on resilience. Secondly, notable differences in paths were found among grade levels. For first grade students, competence lowered the fear of negative evaluation and academic failure tolerance. For second grade students, initiative had an indirect effect on academic failure tolerance through fear of negative evaluation. For third grade students, sociality lowered the fear of negative assessment and increased academic failure tolerance. Fear of negative evaluation partially mediated the relationship between first graders’ competence, second graders’ initiative, and third graders’ sociality and academic failure tolerance. Conclusively, children’s ego function is an important factor affecting academic failure tolerance, and the fear of negative evaluation mediates the relationship between the two variables. The four factors of ego have been found to have a different impact on each grade level. In consideration of effectiveness and sustainability, viable methods of psychological intervention to improve children’s academic motivation, specifically created to meet the needs of children at each grade level, are necessary. This study is meaningful in that it provides applicable results for sustainability-based psychological interventions to improve children’s academic failure tolerance.

The COVID-19 pandemic has created the opportunity to conduct a huge experiment with online classes in the university setting. The objectives of this study are (1) to provide obvious insight into determining factors driving greater intention of students to use online learning systems based on an integrated technology acceptance model (TAM) and theory of planned behavior (TPB), and (2) to provide the moderating role of innovativeness as a key factor. An online survey was conducted with 216 university students taking hospitality and tourism studies in Busan, Korea. The results of the study are as follows. First, perceived ease of use affects perceived usefulness, perceived usefulness affects attitude, whereas perceived ease of use does not directly affect attitude. Second, attitude and subjective norms positively influence behavioral intention, while perceived behavioral control does not. Third, user innovativeness plays a moderating role in the relationship between subjective norms and behavioral intention. As part of the lessons learned from COVID-19, it is meaningful to provide insightful implications to academia, specifically to the college of hospitality and tourism.

Entrepreneurship education has been employed broadly in higher education, and one of the most popularly targeted outcomes is enhancing entrepreneurial mindset. However, the role of entrepreneurial mindset has not been examined in relation to career adaptability, which has been acknowledged as an important resource for adjustment, especially with the increased uncertainty caused by COVID-19. The current study investigated the relations among intolerance of uncertainty—specifically its sub-factors, prospective anxiety and inhibitory anxiety—career adaptability, and entrepreneurial mindset in 274 Korean college students facing school-to-work transition during COVID-19. The study conducted path analysis and evaluated the mediating effect of entrepreneurial mindset, using a 95% bootstrapping confidence interval, to better understand the role of entrepreneurial mindset in general career development in the context of uncertainty. The results found that inhibitory anxiety had an inverse association with career adaptability and entrepreneurial mindset, while prospective anxiety had a positive relation with career adaptability and entrepreneurial mindset. Entrepreneurial mindset and career adaptability showed a significantly positive relation, and the mediating role of entrepreneurial mindset between intolerance of uncertainty and career adaptability was also supported. Discussions on the role of entrepreneurial mindset are initiated and practical implications for entrepreneurship education are proposed along with the limitations of the study.