Shared education has the potential to foster pluralistic values and improve relations between individuals from diverse ethno-linguistic backgrounds. This study aims to contribute to the understanding of how shared learning experiences can promote pluralism and social equality by examining the pedagogical factors that influence their success. This study focuses on a shared English learning model implemented with 8th-grade Arab and Jewish students in homogenous Israeli cities. This qualitative study, involving observations, interviews, focus groups, and transcript analysis, engaged 42 students, two teachers, and two administrators. The findings suggest that shared education has positive social implications. It facilitated interaction between Arab and Jewish students and challenged negative stereotypes. Notably, the Jewish students’ limited Arabic language proficiency led to complex interactions, stimulating critical thinking about linguistic inequality and increasing motivation to learn Arabic. While shared education improved intergroup relations, it also encountered logistical challenges that necessitated institutional support to optimize its effectiveness.
As a group of college students who are about to enter social life and have a certain impact on socio-economic and technological development, their concepts and qualities will have a significant impact on social development. Therefore, in a complex and ever-changing social environment, schools should pay attention to educating college students in aspects such as their values, high moral literacy, and political awareness. Schools can take ideological and political education as the foundation, comprehensively educate students through the construction of a good academic atmosphere, and cultivate them into application-oriented high-quality talents. Based on this, this article mainly studies the construction methods of college students' academic style from the perspective of ideological and political education in the new era.
The architecture and engineering industry employs resource-efficient sustainable building design (SBDC) to reduce greenhouse gas emissions and mitigate environmental damage. This study examines the understanding and practice of SBDC among Chinese architecture students. A survey of 555 undergraduates from China’s architecture universities was conducted. Two independent and seven dependent variables were analyzed to evaluate the impact of academic stages and practical experiences on students’ awareness. The findings reveal that over 70% of respondents consider SBDC important in architecture. More than half have taken courses with over 30% SBDC content. However, 45.85% of respondents only have a basic understanding of SBDC. This result underscores the significance of educational disparities, this insufficiency is likely due to inadequate coverage and representation of SBDC in the curriculum. Our study highlights the necessity of enhancing SBDC-related education within the current curriculum framework to ensure all students receive a systematic and comprehensive knowledge of sustainable building design.
