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 ORGANIC FARMING PRACTICES IN SIKKIM SCHOOLS: A PATH TO EDUCATION FOR SUSTAINABLE DEVELOPMENT

2019 ◽  
Vol 7 (5) ◽  
pp. 128-136
Author(s):  
Genevive Syangbo
Keyword(s):  
Sustainable Development ◽  
Organic Farming ◽  
National Curriculum ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Government Schools ◽  
Sustainable Living ◽  
Green Schools ◽  
Sustainable Solutions ◽  
Development Of Competencies

The National Curriculum Framework 2005 under its guiding principles includes the need to make ‘children sensitive to the environment and the need for its protection’ while living in harmony within oneself and with one’s natural and social environment as an important curricular concern    (p6). Education for Sustainable Development (ESD) with its emphasis on fostering of ‘competencies that enable students to find sustainable solutions to demanding issues and prevent conflicts’ in their world is seen as a process towards such a goal. In this regard, Sikkim’s initiative towards achieving this broader aim of education has been an ongoing process in schools of Sikkim. This paper presents, from an educational perspective, integration of Education for Sustainable Development (ESD) through practice of Organic farming in government schools in Sikkim. This enables the objective of embedding ESD goals aiming towards development of competencies among learners for sustainable living. The paper also focuses on how the concept of organic farming and green schools has been incorporated into the school curriculum. The process involving schools and the community to work together through a participatory and collaborative approach is enabling all stakeholders of school education to understand and practice the principles of sustainable development with available resources within their communities.

scholarly journals The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

2017 ◽  
Vol 49 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Zorica Veinovic
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Value Systems ◽  
School Subjects ◽  
Educational Concept ◽  
Teaching Curriculum ◽  
The Republic ◽  
Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

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 Implementation trajectories of environmental education for sustainable development in formal, non-formal and informal education based on eduScrum project management methodology

2020 ◽  
Vol 169 ◽  
pp. 05002
Author(s):  
Natalya Ryazanova ◽  
Vladimir Naumov ◽  
Natalia Kamennykh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Informal Education ◽  
Formal Education ◽  
Interdisciplinary Approach ◽  
Analytical Form ◽  
Education For Sustainable Development ◽  
Team Members ◽  
Development Of Competencies

The aim of the study is to study approaches to localization of the topic of SDG in higher education in Russia and some tracks for implementation of environmental education for sustainable development (EESD). The objectives were: to formulate a goal setting for each of the approaches; to develop a methodology for the introduction of the SDG ideology into EESD; to implement the personal and collective role of research team members in working on the project; to create effective collaborations and introduce an interdisciplinary approach; to be able to present the results obtained in a visual and analytical form; to expand the professional outlook of environmentalists, to form a worldview based on the development of competencies for sustainable development. The research methodology in formal education was based on the hypothesis that modern environmental education should be based on the triad of SDG clusters, and all didactic units of university programs should be filled with this ideology. The information approach was implemented through the introduction of project laboratory technologies, case studies and youth models. Strategically, the higher education institutions participating in the experiment developed a methodology for tracking higher education for sustainable development and introduced methods for working with the subjects of SDG.

The possibility of holistic safety education in Japan: From the perspective of Education for Sustainable Development (ESD)

2018 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Traffic Safety ◽  
Daily Life ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Safety Education ◽  
Software Support ◽  
Starting Point ◽  
Holistic Understanding ◽  
Educational Concept

This paper studies modes of safety education, that is, education required for the development of a safe and secure society (i.e., a resilient and sustainable society), particularly in the context of Japan. In addition, this paper aims to verify what kind of safety education should be provided through the new educational concept of “Education for Sustainable Development” (ESD). In recent years, Japan has suffered a number of serious incidents in school zones, cases of children being kidnapped or killed, as well as the damage caused by the Great East Japan Earthquake & Tsunami of March 11, 2011, and other natural disasters. Consequently, the safety and security of children has become the responsibility of society as a whole, not just of educators. Based on this awareness, this paper will discuss a new mode of safety education that can contribute to the design of mobility for the coming age. There are two main findings from this study. First, the paper identifies the need to provide multiple software support for existing safety education. Few safety education programs have sufficiently incorporated the perspective of understanding safety in a comprehensive manner, instead focusing on a particular area of traffic, disasters, or daily life. In light of this issue, this paper recognizes the importance of incorporating the perspective of problem-solving and participation-oriented ESD into a holistic understanding of safety education. Second, awareness surveys conducted by the author on parents and teachers revealed that the respondents demonstrated a high interest traffic safety relative to other safety education areas. It would thus appear to be possible to make “traffic” the starting point for safety education and then broaden the scope to daily life and disasters. The survey also clarified that related parties considered raising children’s awareness to be the most important aspect in safety education. 

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