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Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education

Author

Listed:
  • Huaruo Chen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

  • Ling Ling

    (School of Applied Science and Technology, Beijing Union University, Beijing 100020, China)

  • Yonghui Ma

    (School of Chemical Science and Technology, Yunnan University, Kunming 650091, China)

  • Ya Wen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

  • Xiyuan Gao

    (School of Vocational and Continuing Education, Yunnan University, Kunming 650091, China)

  • Xueying Gu

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

Abstract

Based on the theory of sustainable development education, this paper tested the adaptability of contemporary university freshmen. Using the compilation and revision of China’s College Student Adjustment Scale (CCSAS). This paper examines five dimensions: personal emotional adaptability, learning adaptability, interpersonal adaptability, university identity, and living adaptability. Using a sample of 640 freshmen (from more than 30 universities) and considering the three dimensions of gender, major, and origin, the paper reaches the following conclusions. Generally, the adaptability of freshmen was positive and their adaptation is good; from the perspective of gender, males and females are different in physiology and psychology; from the perspective of major, there are no significant differences; from the perspective of students’ origin, there was no significant difference in general, but there were significant differences in personal emotions and university identity. Based on the above results, this paper emphasizes that to achieve the goal of sustainable development education, universities should begin to pay attention to the adaptability of students as soon as they enter the university. In addition to paying attention to the quality of teaching and learning, universities should also pay attention to the individual differences among students and the related factors that hinder their sustainable development. To ensure that students can meet the challenges of society in the future, the university should cultivate students’ awareness of sustainable development and their ability to participate in and develop sustainable practices.

Suggested Citation

  • Huaruo Chen & Ling Ling & Yonghui Ma & Ya Wen & Xiyuan Gao & Xueying Gu, 2020. "Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1371-:d:320104
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    Citations

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    Cited by:

    1. Marina Mondo & Barbara Barbieri & Silvia De Simone & Flavia Bonaiuto & Luca Usai & Mirian Agus, 2021. "Measuring Career Adaptability in a Sample of Italian University Students: Psychometric Properties and Relations with the Age, Gender, and STEM/No STEM Courses," Social Sciences, MDPI, vol. 10(10), pages 1-20, October.
    2. Huaruo Chen & Tingting Fang & Fan Liu & Liman Pang & Ya Wen & Shi Chen & Xueying Gu, 2020. "Career Adaptability Research: A Literature Review with Scientific Knowledge Mapping in Web of Science," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    3. María Graciela Badilla-Quintana & Eileen Sepulveda-Valenzuela & Margarita Salazar Arias, 2020. "Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs," Sustainability, MDPI, vol. 12(19), pages 1-20, October.
    4. Laura Hosman & Marcela Georgina Gómez Zermeño & Lorena Alemán de la Garza, 2020. "SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change," Sustainability, MDPI, vol. 12(16), pages 1-18, August.

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