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Cooperative learning seems to be the right methodology to tackle the development of the teamwork competence inside the process of teaching?learning at the University. That strategy has been used by lecturers of different faculties and schools of the University of the Basque Country UPV/EHU who have sorted an Educational Team on cooperative learning. The experience was developed in six different groups which add up as 185 students. The outcome of that experience was analysed by means of a questionnaire which gathers the main competences of teamwork. The analysis of the dimensions of the questionnaire shows a structure with two dimensions: (1) 'interpersonal competences' and (2) 'instrumental competences'. Students seem to prioritise the most technical or procedural competences (instrumental) over personal and relationship competences (interpersonal) in their formative process and assessment of their learning.

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. To improve climate literacy, technical education must include problem formulation and solutions that consider complex interactions between engineered, Earth, and societal systems, including trade-offs among benefits, costs, and risks. Improving engineering students’ climate literacy must also inspire students’ motivation to work toward climate solutions. This paper highlights the content and pedagogical approach used in a class for engineering students that helped contribute to significant gains in engineering students’ climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire over four years of study. As a whole, students demonstrated significant gains in climate-related content knowledge, affect, and behavior. Substantial differences were observed between students in different engineering disciplines and male vs. female students. Assessment of critical thinking showed that students did an excellent job formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are critical for students to address climate change effectively in their eventual professions.

The author summarizes the author’s techniques used in psychology classes with the aim of meaningfully transforming educational information by bachelors into their personal knowledge. The methodology for developing techniques was based on idiographic and qualitative approaches. The productive ideas of V.P. Zinchenko about “living” knowledge and the fundamental difference between information and knowledge, his original and fruitful metaphor about the fifth dimension of being, which he associated with meaning; a consequence of this metaphor about the difficulties of the process of generating an affectively colored space of meanings by a person turned out to be useful. The procedural aspect and content of four specific techniques for transforming educational psychological information are described. Examples of the use of techniques in the study of specific psychological disciplines are given. A special technique of creating and accumulating knowledge about his person by transforming educational psychological information into verbal self-portraits is highlighted. The question is raised about the correspondence of the knowledge obtained by bachelors as a result of the application of the proposed techniques to the content of the concept of “living” knowledge in the understanding of V.P. Zinchenko. The author’s version of the answer to this question is offered. A hypothesis is formulated about the possible mechanisms of transformation of educational psychological information into meaningful knowledge of bachelors. Two promising directions for the continuation of the empirical research pre sented in the article are highlighted.

After the concept of the Energy Internet was proposed in the last century, it has become a topic of great interest in recent years with the development of related technologies and the growing environmental problems. At the same time, the new technology brought by it also poses new challenges for the electrical engineering specialty, which is inseparable from power plants, power grids and other power facilities. How to reform the electrical engineering specialty to better meet the challenges it brings has become a problem that cannot be ignored. This paper comprehensively analyzes the current development status of the Energy Internet, key technologies involved in the concept of the Energy Internet, and problems in current talent training. This paper proposes to carry out curriculum reform through two main lines and to further optimize the curriculum structure, thus forming a more reasonable training program.

Campus Kindergarten in Brisbane, Australia, is a community-based organisation for children and families that has embraced change through the evolution of its internationally acclaimed ‘Sustainable Planet Project’. The centre initiated the project in 1997, introducing a range of new curriculum and pedagogical processes - always with young children at the heart - that have led to improvements in play spaces, reduced waste, lowered water consumption and improved biodiversity. This child-focussed approach is reflected in the way that children’s ideas provide much of the motivation and inspiration for changing to more sustainable practices. A whole centre project on water conservation, for example, was sparked when preschoolers (aged 4 years) articulated their concerns to staff about water use in the sandpit. This paper overviews a recent research project designed to document, examine and highlight the Sustainable Planet Project, to assist centre staff, researchers and others with a commitment to sustainability, to understanding the change processes. An important feature has been the project's slow, sometimes erratic, development that has always added complexity to the teachers’ work. Such change, however, has not been viewed negatively. Complexity theory has helped to explain the project’s evolution and complexity has been embraced as a vehicle for creativity, engagement, critique and ongoing change in this learning organisation. As a consequence, a culture of sustainability now permeates the centre where a strong vision has been translated into small but realistic goals and achievements.

Memlûkler döneminde çok canlı bir ilmî hayat yaşanmıştır. Bundaki en büyük rol, Selçuklular ve Eyyûbîler döneminde kurulan medreselerin gelişerek devam etmesi, Memlûk sultanları ve emirlerinin vakıf-eğitim kurumlarına ciddi derecede önem vermeleridir. Bu vakıfların sağladığı imkânlarla Kahire ve Şam, İslam dünyasının her yerinden gelen ilim talebeleri ve hocalar için önemli cazibe merkezleri haline gelmiştir. Bu atmosfer içinde dinî ve aklî ilimlerin hemen her dalında ciddi bir tedris faaliyeti yürütülmüş, bu alanlarda, ilmî geleneğin muhafaza edilip sürekliliğin sağlandığı, ayrıntı ve derinliğin hâkim olduğu telif çalışmaları yapılmıştır. Böylelikle Memlûkler İslam dünyasının her bölgesini ilmî ve kültürel anlamda besleyen önemli bir havza olma özelliği kazanmıştır. Memlûkler dönemi tefsir ilmi açısından zengin bir dönemdir. Medrese, camii ve hânkâhlardan oluşan eğitim kurumlarına mutlaka bir tefsir müderrisi kadrosu tahsis edilmiş, devrin seçkin simaları tarafından bu kurumlarda çeşitli tefsir metinleri okutulmuş ve tefsir dersleri icra edilmiştir. Sözgelimi Mansûriyye Medresesi, Tolunoğlu Camii veya Cemâliyye Hânkâhı’nda nesiller boyu kesintisiz tefsir dersleri verilmiştir. Bu derslerde çoğu kez o döneme kadar tefsir ilminde hâkim bir konum elde etmiş olan Zemahşerî’nin (öl. 538/1144) el-Keşşâf’ı takip edilmiştir. Bunu el-Keşşâf merkezli bir tefsir olan Beyzâvî (öl. 685/1286) tefsiri ve rivayet ağırlıklı tefsirler içinde önemli bir yeri bulunan Begavî (öl. 516/1122) tefsiri izlemiştir. Begavî tefsiri özellikle tefsirin merkezinde rivayeti gören kesimlerce tercih edilmiştir. Ayrıca bu dönemde daha çok halka açık bir mahiyet taşıyan ve tefsir, hadis ve mev‘ıza kitaplarının takrir edildiği mîâd dersleri yapılmıştır ki, bu, Memlûkleri ilmî hayatta ayrıcalıklı kılan hususiyetlerden biridir. Okutulan bu derslerin ve bir nevi onların hasılası sayılabilecek tefsir ürünlerinin tefsir ilminin inkişafına ciddi katkıları olduğu muhakkaktır. Tefsir ilminin olgunluk dönemi olarak nitelendirebileceğimiz bu dönemde, tefsirde ciddi bir derinleşmenin ve ilerlemenin olduğunu gösteren pek çok tefsir kaleme alınmıştır. Bu tefsirler Memlûkler dönemi ve sonrasında İslam coğrafyasının her bölgesinde kabul görmüş ve günümüze kadar okutula gelmiştir. Kurtubî (öl. 671/1273), Hâzin (öl. 741/1341), Ebû Hayyân (öl. 745/1344), Semîn el-Halebî (öl. 756/1355), İbn Kesîr (öl. 774/1373), Bikâî (öl. 885/1480) ve Süyûtî (öl. 911/1505) gibi meşhur müfessirlerin eserleri bunların en kayda değer örnekleridir. Memlûkler döneminde ilmî ve fikrî seviyenin bir aynası durumundaki şerh, hâşiye ve muhâkemât türünden de pek çok eser kaleme alınmıştır. Genellikle Zemahşerî ve Beyzâvî tefsirleri üzerine şerh ve hâşiye çalışmaları yapılırken; bu tefsir ve şerh-hâşiyelerdeki görüş ve yorumların tartışıldığı reddiye ve muhâkemeler, ilmî faaliyetlerin yüksek seviyesinin açıkça görülebildiği metinler olmuştur. Bunların başında Kutbeddin er-Râzî’nin (öl. 766/1365) el-Keşşâf üzerine yazdığı şerh gelir ki bu şerh el-Keşşâf literatürüne sağladığı katkılarla sonraki şarihlerin tartışma konularının akışını belirlemiştir. Hanefî muhakkiklerden Ekmeleddin el-Bâbertî’nin (öl. 786/1384) el-Keşşâf şerhi ile Abdullah b. Yûsuf ez-Zeylaî’nin (öl. 762/1360), el-Keşşâf’ın hadislerini, sahâbe ve tâbiîn nakillerini değerlendirdiği eseri, Memlûkler dönemi el-Keşşâf literatürünün en kayda değer eserlerindendir. Memlûklerin erken bir döneminde Şam’da yaşayan Takıyyüddin İbn Teymiyye (öl. 728/1328), merkezine, Hz. Peygamber, sahâbe ve tâbiîn âlimlerinin (selef) görüşlerini koyduğu bir ilim ve düşünce geliştirmiştir. Selefî düşüncenin canlandırılması anlamına gelen bu yaklaşım tefsir ilmine de yansımış, İbn Teymiyye rivayetlere dayalı bir tefsir anlayışını benimserken mezhep taassubuna dayalı bir re’ye karşı keskin bir tavır takınmış, bu çerçevede kendinden önce yazılmış tefsirlere sert eleştiriler yöneltmiştir. İbn Teymiyye, tefsirde selefî anlayışa güçlü bir vurgu yapmış ve bu anlayışıyla dönemin kimi kesimleri üzerinde etkili olmuştur. Tarihçi, muhaddis ve Şâfiî fakihi İbn Kesîr, İbn Teymiyye’nin tefsir anlayışından etkilenenlerden biridir. Fakat o re’y tefsirine onun kadar katı yaklaşmamıştır. İbn Teymiyye ve İbn Kesîr’in tefsir anlayışı, klasik dönemin meşhurları Zemahşerî ve Beyzâvî tefsirleri karşısında çok tutunamamış olsa da selefî düşüncenin yeniden canlandığı modern zamanlarda gün geçtikçe popülerliğini artırmıştır. Bunda Muhammed Reşîd Rızâ (öl. 1935) gibi çağdaş dönem müfessirlerinin fikirleriyle selefî anlayışın güç kazanması etkili olmuş görünmektedir. Memlûkler döneminde tefsir eğitimi ve çalışmaları şimdiye kadar bütüncül bir çalışmaya konu olmamıştır. Biz bu çalışmamızla dönemsel açıdan Memlûklerdeki tefsir eğitimi ve telif çalışmalarının kendine özgü pek çok yönü bulunduğunu ve bunların gerek Osmanlı dönemine gerekse modern döneme etkileri olduğunu ortaya koymayı hedefledik.

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

Corruption is so pervasive in the Republic of Indonesia that it has becomea rampant conundrum in various economic, social, educational, and even religious sectors. Using discursive analysis as the research methodology with the Foucauldian paradigm, this paper aimed at identifying and describing the strategies used in the discursive construction of the implementation of anti-corruption education (Pendidikan Antikorupsi, PAK) by three State Islamic Higher Educational Institutions (Perguruan Tinggi Keagamaan Islam Negeri, PTKINs) in Aceh. Given fairness of the geographical location, Ar-Raniry State Islamic University, Lhokseumawe State Islamic Institute and Teungku Dirundeng State Islamic College were selected as the research sites. The data were collected by interviewing the leaders of three PTKINs—rectors, deans, and heads of departments—through questionnaires and focus group discussions with lecturers. The findings indicate that the three PTKINs generally have strategies for implementing PAK; separate subjects, incorporating the PAK curriculum into related subjects, such as fiqh (Islamic jurisprudence), and state resilience. PAK is also integrated into students' activities that take place on campus. Both internal and external factors, such as overloaded subjects in the departments and insufficient support from the community, hamper PAK at the PTKINs.