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Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study

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  • Zengzhao Chen

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

  • Rong Chen

    (Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China)

Abstract

In 2019, the United Nations released “Education for Sustainable Development for 2030”, emphasizing that sustainable learning is an important component of education for sustainable development, as it can enable learners to master the knowledge and skills required to keep learning in a variety of circumstances. To better understand teachers’ sustainable learning within the context of education, this study used a comprehensive method combining quantitative analysis and qualitative analysis to examine the key factors that influence teachers’ reflective practice skill through educational practice for sustainable learning. A total of 349 teachers responded to the survey. Based on the quantitative results, 10 teachers were chosen for qualitative analysis. Results showed that teaching support service, peer feedback, teacher–student interaction, and personal goal orientation were found to have a significant impact on teachers’ reflective practice skill, which is beneficial for promoting sustainable learning. Interestingly, the direct impact of pedagogical self-efficacy on reflective practice skill was not observed. The following qualitative research yielded five topics on teaching support service, peer feedback, teacher–student interaction, pedagogical self-efficacy, and personal goal orientation. These topics helped to explain the results of the quantitative analysis. The findings of the proposed model were conducive to understanding the mechanism that affects teachers’ reflective practice skill as well as providing practical implications for teachers’ sustainable learning in educational practice.

Suggested Citation

  • Zengzhao Chen & Rong Chen, 2022. "Exploring the Key Influencing Factors on Teachers’ Reflective Practice Skill for Sustainable Learning: A Mixed Methods Study," IJERPH, MDPI, vol. 19(18), pages 1-21, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11630-:d:915983
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    References listed on IDEAS

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    1. Aušra Kazlauskienė & Ramutė Gaučaitė & Dolors Cañabate & Jordi Colomer & Remigijus Bubnys, 2021. "Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research," Sustainability, MDPI, vol. 13(18), pages 1-25, September.
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    Cited by:

    1. Dianne Forbes & Dilani Gedera & Maggie Hartnett & Ashwini Datt & Cheryl Brown, 2023. "Sustainable Strategies for Teaching and Learning Online," Sustainability, MDPI, vol. 15(17), pages 1-17, August.

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