The power of art to foster systems thinking, one of the key competencies of education for sustainable development

2018 ◽  
Vol 186 ◽  
pp. 758-770 ◽  
Author(s):  
Ingrid Molderez ◽  
Kim Ceulemans
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Education For Sustainable Development ◽  
Key Competencies

scholarly journals Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation

2019 ◽  
Vol 13 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Christoph Schank ◽  
Marco Rieckmann
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Value Orientations ◽  
Shared Responsibility ◽  
Individual Responsibility ◽  
Economic Perspective ◽  
Economic Context ◽  
Educational Concept ◽  
Key Competencies ◽  
Development Of Competencies

In this article, the concept of education for sustainable development is substantiated and expanded upon from a socio-economic perspective. Incorporating the concept of the economic citizen, we present the liberal republican civic ethos, moral judgement, decision-making capabilities and key competencies relevant for sustainability together with an informed understanding of economic context as constitutive elements of the educational concept. Against the backdrop of the limited reach of individual behavioural changes and the necessary reflections on structural questions, a heuristic of shared responsibility for sustainable development will be devised.

Competency-oriented education for sustainable development

2018 ◽  
Vol 19 (7) ◽  
pp. 1299-1316 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Katrin Grossmann ◽  
Stephan Bartke ◽  
Sandra Huning ◽  
Theresa Weinsziehr ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Comparative Case Study ◽  
Positive Development ◽  
Energy Poverty ◽  
Content Type ◽  
Study Approach ◽  
General Didactics ◽  
Key Competencies

Purpose Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach A qualitative comparative case study approach with a similar didactic approach is used. Findings Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications There was no competency measurement of the students in the described courses. Practical implications There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

scholarly journals Integrating Education for Sustainable Development Competencies in Teacher Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12555
Author(s):  
Kifah Imara ◽  
Fahriye Altinay
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Assessment Tools ◽  
Teacher Competencies ◽  
Unified Framework ◽  
Comprehensive Overview ◽  
Policy And Strategy ◽  
Key Competencies

The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competencies have been considered in the literature as key competencies for reorienting teacher education towards sustainability as well as explore the suggested assessment tools and approaches to integrate these competencies into teacher education programmes. The results show increased attention during the last decade to develop a set of ESD competencies for teachers, which reveals the absence of a unified framework for teacher competencies for ESD. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area. This paper highlights the progress and gaps in the research related to mainstreaming ESD competencies in teacher education, providing evidence from the literature that can inform policy and strategy improvement in higher education institutions.

scholarly journals CURRENT TRENDS IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN PHYSICS ON THE BASIS OF SUSTAINABLE DEVELOPMENT

2020 ◽  
Vol 1 (191) ◽  
pp. 230-233
Author(s):  
Vasil Gayda ◽  
Keyword(s):  
Sustainable Development ◽  
Formal Education ◽  
State Level ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Current State ◽  
Monitoring Tools ◽  
Economic Paradigm ◽  
Key Competencies ◽  
Science And Education

In the article the author analyzes the reasons for the transition of society to the principles of sustainable development, the most promising ideology of the third millennium, which can be described as a new socio-economic paradigm. It is noted that sustainable development cannot be achieved without fundamental changes in the organization of science and education, which should take a special place among the means of implementing the above provisions. It is emphasized that in Ukraine there are some positive changes in the implementation of sustainable development ideas in education and determines the current state of penetration of sustainable development ideas into the educational process of general secondary education. Attention is paid to the regulatory framework that regulates the goals, objectives and principles of sustainable development. It is noted that in Ukraine at the state level there is a certain understanding and preconditions for the implementation of education for sustainable development. Particular emphasis is placed on the adoption of the Law "On Education", which contributed to the implementation of the educational project "New Ukrainian School", the concept of which is ideologically very close to the global concept of education for sustainable development. It emphasizes some success in promoting education for sustainable development in the field of non-formal education at the initiative of environmental NGOs, outlines the vector of their movement. The issue of implementing the principles of sustainable development in the study of physics is covered quite thoroughly. Particular attention is paid to the mechanism of formation in the process of studying the physics of key competencies and the importance of implementing semantic lines that reveal the purpose of sustainable development. Prospects for further scientific research in the development of didactic materials, which are permeated by the concept of sustainable development and the introduction of monitoring tools to assess their effectiveness, are outlined.

scholarly journals Clearing the path that has been laid: a conceptualisation of education for sustainable development

2013 ◽  
Vol 15 (2) ◽  
pp. 25-41 ◽  
Author(s):  
Hayley Bentham
Keyword(s):  
Sustainable Development ◽  
Recent Literature ◽  
Education For Sustainable Development ◽  
Policy And Practice ◽  
Policy Language ◽  
Key Competencies ◽  
Possible Cause ◽  
Insight Into

Abstract Education for sustainable development (ESD) has become so crucial that we have tried to smear it on anything and everything that's teachable. The consequence is that almost everything we do may be said to contain weak attributes of ESD even if we know nothing significant about it. This paper attempts to reveal an understanding of ESD that is informed by an exploration of policy language and agenda and recent literature in the field. The exploration of policy reveals the possible cause for previous inadequate implementation of ESD. An exploration of policy and literature reveals some key competencies that are advocated for through ESD. Insight into how policy has shifted from an ecological to a development focus and substantiation for why this shift is important in addressing current sustainable development issues serves to inform the interpretation of ESD. Finally, the analysis of policy and literature is triangulated to develop a framework that may assist ESD stakeholders in identifying ESD competencies in policy and practice. It is hoped that through this engagement with selected texts a more informed and complex insight into ESD and its features may be developed

scholarly journals The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development

2019 ◽  
Vol 9 (4) ◽  
pp. 260
Author(s):  
Benninghaus ◽  
Mühling ◽  
Kremer ◽  
Sprenger
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Scoring Systems ◽  
Education For Sustainable Development ◽  
Research Literature ◽  
Future Research ◽  
Influence Diagrams ◽  
Influence Diagram ◽  
The Future

Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.

scholarly journals Could Education for Sustainable Development Benefit from a Systems Thinking Approach?

Systems ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 43 ◽  
Author(s):  
Maria Hofman-Bergholm
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Systems Thinking ◽  
Education For Sustainable Development ◽  
Educational Work ◽  
Sustainable Future ◽  
Novel Concept ◽  
Systems Thinking Approach ◽  
The Way

Sustainable development is not a novel concept. However, we continue with our unsustainable way of living. It is as though we cannot see our own part in the unsustainable system. Values, ethics and morals are connected to education and therefor education is in a key position to change the way we think and act for a sustainable future. Both education for sustainable development (ESD) and systems thinking are concepts connected to changes toward a sustainable future. However, they have proven to be conceptually problematic and are characterized by their complexity, making implementation more difficult. The purpose of this study is to discover whether it could be possible to interlace ESD and systems education to a strong and solid entirety in order to overcome the obstacles preventing the implementation of sustainability in education. This is done through a literature review in the fields of systems thinking and ESD. The literature review identifies two joint approaches that could be worth exploring more in order to develop an excellent instrument in the educational work toward sustainability.

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