ハイブリッド教育管理と大学院心理教育学研修における生態学的持続可能性：教育活動の質とカーボンフットプリント削減に関する認識
Hybrid Education Management and Ecological Sustainability in Postgraduate Psychopedagogical Training: Perceptions Regarding the Quality of the Teaching Act and the Reduction in the Carbon Footprint (原題)
Iuliana Roată, Alin Lupașcu, Raluca-Sînziana Zaharia, Florin Andrei Păduraru, Mădălina Maria Brezuleanu, Andrei Popescu, Codrin Lupașcu, Carmen Olguţa Brezuleanu
🤖 gxceed AI 要約
日本語
本研究は、ルーマニアの大学院生257名を対象に、ハイブリッド教育の質と環境持続可能性への認識を調査した。結果、教育の質と環境影響への評価が高く、通学回避によるCO2排出削減量を推定した。ハイブリッド学習は大学の持続可能性政策に有効な選択肢となり得るが、教育の質が中心的な要素である。
English
This study surveyed 257 postgraduate students in Romania on hybrid education quality and environmental sustainability. Results show high ratings for teaching quality and ecological impact, with estimated CO2 savings from avoided commuting. Hybrid learning may be a relevant option for university sustainability policies, though teaching quality remains central.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の大学でもオンライン授業の導入が進む中、ハイブリッド教育の環境便益を定量化した点は参考になる。ただし、日本のGX政策や開示基準との直接的な関連は薄く、教育分野の事例として捉えるのが適切。
In the global GX context
This study provides empirical evidence on the environmental benefits of hybrid education, relevant to global discussions on sustainable practices in higher education. It adds to the literature on carbon footprint reduction in the education sector, though it does not directly address corporate disclosure or transition finance.
👥 読者別の含意
🔬研究者:教育と環境持続可能性の関連を定量化した事例として、今後の研究の参考になる。
🏢実務担当者:大学のサステナビリティ政策担当者は、ハイブリッド教育の導入検討に活用できる。
🏛政策担当者:教育分野のCO2削減施策を検討する際の参考データとなる。
📄 Abstract（原文）
This exploratory descriptive-correlational study analyses the perceptions of 257 adult students (doctoral, master’s, and teachers) at DPPD, USV Iași, during the 2025–2026 academic year regarding hybrid education, teaching quality, and environmental sustainability. Using a structured Likert-scale questionnaire, the analysis indicates good-to-excellent internal consistency, with Cronbach’s alpha values ranging between 0.886 and 0.901, and a high overall global average score of 4.64. The findings reveal strong support for the hybrid model. Perceived teaching quality received the highest subscale rating (M = 4.80), closely followed by the perceived ecological impact (M = 4.65). The analysis indicates strong Pearson correlations, specifically between the hybrid learning experience and perceived teaching quality (r = 0.818), as well as between the perceived ecological impact and pro-sustainability attitudes (r = 0.809). Regarding academic mobility, the estimate indicates 81,283 km of avoided commuting travel and approximately 12,295 kg of avoided commuting-related CO2 emissions, based on self-reported distance, means of transport, and number of physical attendances replaced by online activities. These findings suggest that hybrid learning may represent a relevant managerial option for university sustainability policies. The model appears well suited to postgraduate programmes addressed to employed adults, although the ecological benefits should be read as partial and do not displace perceived teaching quality as the central factor.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.3390/educsci16081342first seen 2026-08-23 04:52:23
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