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All Journal Tamilis Synex: Multidimensional Collaboration Relevancia: Jurnal Pendidikan dan Pembelajaran
Rebecca L. Morrison
School of Education University of Iceland Reykjavík, Iceland
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Climate Change Education and Sustainable Learning in Iceland Rebecca L. Morrison
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 02 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1552

Abstract

Climate change education and sustainable learning have emerged as critical priorities in Iceland's education system, reflecting both the nation's unique environmental vulnerabilities and its commitment to global sustainability frameworks. This study examines the implementation, evolution, and outcomes of climate change education across Iceland's preschool, compulsory, and upper secondary education levels, drawing upon national curriculum frameworks, teacher survey data, and empirical evidence from institutional practices. Iceland's approach is distinguished by the 2011 National Curriculum Guide that established sustainability as one of six fundamental pillars of education, the GETA (ActionESD) research project's influence on policy development, and the integration of education for sustainability across all school levels following the 2008 financial collapse. The research identifies four critical dimensions: the pillar-based curriculum integration model, the interplay between research and policy in curriculum development, teacher preparedness and professional development challenges, and the tension between policy ambition and classroom implementation. Findings indicate that while Iceland has achieved remarkable success in embedding sustainability into national curriculum frameworks, a significant implementation gap persists, with 92% of teachers reporting that their schools do not teach about climate change and 66.7% believing the curriculum insufficiently addresses climate education. Persistent challenges include teacher confidence gaps, lack of common understanding of ESD across stakeholders, insufficient resources, and the political volatility of sustainability education. The study concludes that Iceland's model offers valuable insights for nations seeking to integrate climate change into education through research-informed policy and pillar-based curriculum design, while highlighting the necessity of sustained investment in teacher professional development, systematic monitoring, and the creation of common understanding across all educational stakeholders.
The Influence of Social Media on Mathematics Learning Achievement in Mathematics Education Students Wulan Lailatul Mufidah; Raifatul Maghfiroh; Moh. Syadidul Itqan; Rebecca L. Morrison
Relevancia: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 02 (2025): Relevancia: Jurnal Pendidikan dan Pembelajaran
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/rjp.v2i02.908

Abstract

This study aims to examine the influence of social media usage on mathematics learning achievement among students of the Mathematics Education Study Program at Nurul Jadid University. In the digital era, social media has become an integral part of students' academic lives. The research employed a quantitative approach using a correlational method. Data were obtained through a Likert-scale questionnaire distributed to 28 sixth-semester students and analyzed using simple linear regression. The results of the normality test indicated that the data were normally distributed and suitable for further analysis. The regression analysis revealed that social media usage had a positive and significant effect on mathematics learning achievement, with a correlation coefficient of 0.747 and a determination coefficient of 55.8%. This means that more than half of the variance in learning achievement can be explained by the intensity of social media usage. These findings suggest that productive and focused use of social media can enhance conceptual understanding, active engagement in discussions, and overall learning effectiveness in mathematics. Therefore, the integration of social media into the learning process must be supported by digital literacy and guided by lecturers to prevent it from becoming a distraction.
Co-Authors Moh. Syadidul Itqan Raifatul Maghfiroh Wulan Lailatul Mufidah