Enrich Competencies for Sustainability through Radio Drama Competitions- A Multiyear Cross-sectional Study in Hong Kong
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigates the use of radio drama competitions to enhance competencies for sustainability among students. It focuses on how radio drama competitions can provide students with opportunities to develop collaboration, critical thinking, and problem-solving competencies within the sustainable development framework proposed by UNESCO. The study utilized a mixed-method approach, including online surveys and in-person interviews, to evaluate the effects of Hong Kong students’ participation in radio drama competitions on the development of their competencies for sustainability over a period of four years. Both the quantitative and qualitative data suggested radio drama competitions had a positive impact on enriching students’ collaboration, critical thinking and problem-solving competencies. Students and teachers believe these critical competencies for sustainability can be acquired and enriched from the radio drama competition. These competencies help develop global citizens who can nurture more sustainable societies (UNESCO, 2017). This research also aims to contribute to the existing body of knowledge by incorporating insights on how radio drama competitions can empower primary and secondary school students from Hong Kong to develop these sustainable competencies through experience and reflection. The radio drama competition offers a platform for students to explore complex sustainability issues, express their creativity, collaborate with other students, as well as engage with a broader audience. In addition, this study provides suggestions on how radio drama competitions can be used as an educational tool for sustainability, integrated into primary or secondary schools’ curriculum, nurture students’ transferrable skills and achieve the goals of Education for Sustainable Development (ESD) at very young age.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it