It focuses on practice-related behaviours and actions, as well as on factors that may influence this relationship (e.g., parental involvement, personal characteristics and motivation). This thesis examines the relationship between studio-based instrumental teaching and home-based private practice within the context of Cyprus.
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By investigating instructors’ beliefs related to teaching sustainability concepts and instructors’ backgrounds from a variety of disciplines, this research fills a void in the published literature and provides the following general recommendations for how to support faculty and university change that include: clarifying university expectations through signaling the importance of sustainability and improving the culture of sustainability. They face a variety of external barriers that include a lack of resources, time, and opportunities. Instructors are more intrinsically versus extrinsically motivated to teach sustainability topics. Instead, the pillars of sustainability taught are determined by instructors’ industry and college. Topics of sustainability incorporated into a class are not impacted by instructors' specific beliefs.
This study found that instructors’ beliefs regarding the importance of sustainability relate to the extent to which sustainability is incorporated into their curriculum. A mixed methods case study utilized surveys and interviews to investigate why instructors incorporate sustainability, what impacts course incorporation of sustainability, and barriers that instructors face. However, educating students and future generations regarding the different pillars of sustainability, including economic, social, and environmental topics, is increasing in importance and urgency. The degree to which sustainability is taught is often varied and inconsistent across colleges, departments, and higher education institutions. There are practical implications for language department managers as it gives them light to prepare for the continuing pandemic and any other crisis that might require ERT to be in practice again. The study suggests that changing classes from on-campus to ERT was not easy to carry out at the beginning of the pandemic. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. The findings show that, in a general sense, teachers were not ready for the sudden shift to ERT, which generated feelings of anxiety. This paper is based on an explanatory sequential mixed-methods research design that used a Likert-scale survey and interviews to respond to the established research questions. This research aimed to obtain the reflections of 20 Ecuadorian polytechnic university English teachers on their experiences using ERT during two semesters. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. As a result, a lock-down quarantine was declared, and on-campus classes were suspended. COVID-19 struck at the beginning of 2020, affecting, among others, the education industry.
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