BUILDING COLLECTIVE THRIVING THROUGH STUDENT INITIATIVE IN SCHOOL EDUCATION: A SYSTEMATIC LITERATURE REVIEW
Abstract
World inequality is a major problem that needs to be addressed worldwide. Education will be a perfect vessel to make a change that will make the world less unequal. But what kind of education, and how can we help our pupils to initiate a change that will help their community thrive? There is no current research that connects students’ initiative with community thriving, which has resulted in lowering world inequality. Therefore, this SLR aimed to summarize prior research on school education that made attempts to make an impact through fostering students’ initiative to take action that leads to collective thriving in its community. PRISMA has helped this systematic literature review (SLR) sieve 1912 journal articles published about students’ action and community thriving found from JSTOR, Taylor & Francis, Science Direct, and Google search database into 14 journal articles to be analysed qualitatively. Critical Appraisal Skills Programme (CASP) criteria based on this SLR research questions, then reduce the SLR resources into 5 journal articles to be analysed further through the thematic synthesis method. This SLR shows that it is possible for education to solve the world inequality problem, and it is one of the best vehicles to push a change in society. This study also shows educators some practical strategies that have been used to help students grow in their initiative and take action as a result of their learning, such as inquiry, structured freedom learning, project-based, and collaborative learning.
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DOI: https://doi.org/10.17509/e.v25i2.100731
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