scholarly journals GOALS AND OBJECTIVES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT AS MODERN CURRICULUM INNOVATION IN SERBIA, MONTENEGRO AND CROATIA

2021 ◽  
pp. 055
Author(s):  
Tamara Vukić ◽  
Marija Jovanović ◽  
Dragan Todorović
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Future Perspective ◽  
Curriculum Innovation ◽  
Starting Point ◽  
Elective Course ◽  
Goals And Objectives

Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

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 Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System

2021 ◽  
Vol 13 (16) ◽  
pp. 8711
Author(s):  
Beineán Conway ◽  
Keelin Leahy ◽  
Muireann McMahon
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Design Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
School Design ◽  
Ethnographic Interviews ◽  
Development Agenda ◽  
Starting Point ◽  
System 2

Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.

Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

2021 ◽  
pp. 102831532110310
Author(s):  
Jeanine Gregersen-Hermans
Keyword(s):  
Sustainable Development ◽  
Curriculum Design ◽  
International Student ◽  
Learning Experience ◽  
Student Assessment ◽  
Education For Sustainable Development ◽  
Curriculum Innovation ◽  
Critical Approach ◽  
International Student Assessment ◽  
The Future

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed.

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 MOTIVES OF THE EGYPTIAN EDUCATION FUTURE FOR SUSTAINABLE DEVELOPMENT: A COMPARATIVE ANALYSIS BETWEEN 2020 AND 2030

2020 ◽  
Vol 8 (2) ◽  
pp. 01-28 ◽  
Author(s):  
Nermeen Singer ◽  
El-Farahaty El-Sayed Mahmoud
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
United Nations ◽  
Analytical Method ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Positive Attitudes ◽  
The Future ◽  
United Nations Convention ◽  
Future Of Education

Purpose of the study: The current study aims to identify the engines of the future of Egyptian education to achieve the fourth goal of the United Nations Convention on Sustainable Development. Methodology: The research followed the analytical method in the comparative analysis of the future of Egyptian education between 2020 and 2030. Main Findings: The results of the research, in addition to the conclusions of researchers from the literature and previous studies, stressed on the importance of the existence of ten motives for the future of education for sustainable development 2030. Applications of this study: This research attempts to address this dilemma through the perspectives and engines of education for sustainability. Where teachers can meet the Education for Sustainable Development (ESD) approach to enhance knowledge and positive attitudes towards appropriate action for sustainability in relevant, meaningful, exciting, and creative ways, this research offers experiences that allow pupils to become more connected to nature, develop children's sense of practical orientation that embraces positive attitudes, change behaviour and hope for the child's future. Novelty/Originality of this study: There is no research or studies that addressed the motives of the Egyptian education future for sustainable development.

LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA

2017 ◽  
Author(s):  
Alvin U. Ugwu ◽  
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Science And Technology ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Sub Saharan Africa ◽  
Science And Technology Education ◽  
Sub Saharan ◽  
Keywords Education

This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.

scholarly journals Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

2020 ◽  
Vol 12 (17) ◽  
pp. 6823 ◽  
Author(s):  
Yared Nigussie Demssie ◽  
Harm J. A. Biemans ◽  
Renate Wesselink ◽  
Martin Mulder
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Indigenous Education ◽  
Design Principles ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
The Sustainable Development ◽  
Modern Education ◽  
Starting Point ◽  
Development Goals

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

scholarly journals FSES HE 3++ educational standard through the prism of the concept of “Education for sustainable development”

2021 ◽  
Vol 94 ◽  
pp. 02006
Author(s):  
Anna Kovrigina
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Educational Programs ◽  
Federal State ◽  
Educational Standard ◽  
Educational Paradigm ◽  
Definition Of ◽  
State Educational

The emergence of new goals in the educational system, dictated by globalization and technologization of modern society raises the question of the transition to a new pedagogical concept of education for sustainable development. The article proposes a definition of ESD, considers the reflection of the principles of ESD in a single regulatory and methodological complex, consisting of the Federal State Educational Standard of Higher Education 3++ and exemplary basic educational programs. The author tried to correlate the requirements of the educational standard in linguistics with current professional standards. In the course of the study, proposals are made for the full implementation of the main professional educational programs of a bachelor's degree in “Linguistics” in terms of the concept of ESD. It is concluded that a new educational paradigm is forming now and needs methodological support for the consistent construction of a unified competency model of a graduate at all levels of the educational system, with an emphasis on the formation of personal qualities and activity attitudes necessary for sustainable development of society.

scholarly journals The problem of correlation between national, panhuman and universal values in the sustainable development of modern society

2020 ◽  
pp. 37-50
Author(s):  
Vitaliy Vladimirovich Kozlovskiy ◽  
Nikolay Nikolaevich Gorbachev
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
Critical Analysis ◽  
Global Economy ◽  
Modern Society ◽  
The Sustainable Development ◽  
Scientific Methods ◽  
General Scientific ◽  
Universal Values ◽  
The Republic

The authors consider the correlation between national, panhuman and universal values in the context of sustainable development of modern society with account for the peculiarities of the Republic of Belarus. The authors see into the main tendencies in philosophical and scientific studies connected with the sustainable development issue, analyze the correlation between the related concepts of “evolutionism” and “sustainable development” in modern philosophy and science. The article analyzes the correlation between different values in sustainable development of society and considers the implementation of these ideas in documents adopted in the Republic of Belarus. The research is based on general scientific methods: historical and comparative analysis, as well as the method of critical analysis.  The authors conclude that the transformation of the global economy into a stable ecosystem hasn’t been appropriately reflected in philosophical and axiological studies. There are moderate, specific and radical societal views on the values manifested in the fight for freedom and truth evolving into contradictions, ethno-religious and nationalist conflicts. In the Republic of Belarus, the conditions have been created for the accomplishment of goals of sustainable development of society with account for the national peculiarities of development that will help harmonize national, panhuman and universal values.   

scholarly journals Library and Education: Panacea for Sustainable Development in Nigeria

2021 ◽  
Vol 5 (2) ◽  
pp. 28-31
Author(s):  
Nicholas Mfangu Tyonum ◽  
Perpetual Amarachi Ezeogu
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Education For Sustainable Development ◽  
Vision 2020 ◽  
Important Resource ◽  
The Relationship ◽  
Goals And Objectives

One important resource for achieving the goals and objectives of education is the library. This paper discussed the role of library. It examined the relationship between the library and education; the relevance of the former to the latter; Importance of library and education for sustainable development in Nigeria. This paper also highlighted the challenges of library and education and made recommendations. Finally, this paper emphasized the need to reposition and revamp our libraries and the entire educational system in order to make much progress towards the attainment of vision 2020.

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