Education for Sustainable Development (ESD)

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Future ◽  
The Way

Education for Sustainable Development (ESD) empowers people to change the way they think and work towards a sustainable future.

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.

scholarly journals Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

2018 ◽  
Vol 9 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Glenn Strachan
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
Education For Sustainable Development ◽  
Economic Systems ◽  
Sustainable Entrepreneurship ◽  
Sustainable Future ◽  
Development Change ◽  
Sustainability Challenges

Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.

A Long, Winding (and Rocky) Road to Environmental Education for Sustainability in 2006

2006 ◽  
Vol 22 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Annette Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
The Road ◽  
New Directions ◽  
History Of ◽  
The 1960S ◽  
The Way

AbstractThis article charts the history of environmental education over four decades - from the 1960s to 2006 - as a rocky road of determined chocolate with the possibilities of rocks (nuts) and easy passage (marshmallow). There were distractions such as suggestions of changing names and new directions (add fruit?) along the way but the road has continued to be well travelled. The article concludes that there is much in common with where we have come from (the 1975 Belgrade Charter) and where we stand now (in year 2 of the United Nations Decade of Education for Sustainable Development). Where next?

scholarly journals Effects of Contextual Factors on ESD in Teacher Education

2017 ◽  
Vol 8 (2) ◽  
pp. 77-93 ◽  
Author(s):  
Çağla Atmaca
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Contextual Factors ◽  
Education For Sustainable Development ◽  
Thinking Style ◽  
Professional Skills ◽  
Related Factors ◽  
School Settings ◽  
Sustainable Future ◽  
And Training

AbstractEducation for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on pre-service and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 in-service teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and in-service teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

scholarly journals Towards a Sustainable Future? The EU Policies Concerning Plastics and Their Didactical Potential for Primary and Secondary Teaching

2019 ◽  
Vol 10 (1) ◽  
pp. 47-62
Author(s):  
Ulrich Kerscher
Keyword(s):  
Sustainable Development ◽  
Circular Economy ◽  
Sustainable Consumption ◽  
Education For Sustainable Development ◽  
Transformation Process ◽  
Plastic Waste ◽  
Point Of View ◽  
Marine Litter ◽  
Sustainable Future ◽  
The Eu

Abstract Plastic, plastic waste and marine litter indisputably is one of the key environmental issues of the 21st century. The already existing amount of accumulated marine litter, the high quantity of plastic waste escaping from waste management streams every year in combination with the low recycling rates for plastic and the missing awareness of the consumer for sustainable consumption pose a permanent threat to the ecosystem, biodiversity and human health. What is more, as economic and ecological interests strongly deviate from each other, the transformation of this status quo towards a more sustainable future will take place very slowly. Against this background, this paper will shortly outline the multitude of problems connected to plastic products throughout a productís lifecycle and introduce the idea of a circular economy. On this basis, the paper will critically analyze the strategy papers and the ongoing legislation of the EU introduced to solve these problems and to realize the transformation process of the EU-economy towards a circular economy from a sustainable development point of view. On the one hand, awareness raising is one main strategy of the EU to achieve this transformation, on the other hand, educational institutions are not specifically mentioned by the EU. In order to address this shortcoming, the paper will constitute the teaching principle global development politics / education for sustainable development as one measure to increase consumersí awareness and sustainable consumption. In general, this paper will proof that the topical area plastics can fruitfully be implemented at German schools for primary and secondary education in order to strengthen the education for sustainable development.

scholarly journals ENTREPRENEURSHIP EDUCATION IN TERTIARY INSTITUTIONS: A PARADIGM FOR SUSTAINABLE DEVELOPMENT

2019 ◽  
Vol 7 (9) ◽  
pp. 63-70
Author(s):  
Okoye Victor O ◽  
Okoye Chinasa R.
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Entrepreneurship Education ◽  
Primary Role ◽  
Tertiary Institutions ◽  
Research And Innovation ◽  
Sustainable Future ◽  
Powerful Means ◽  
The Way

The paper attempts to highlight the importance of entrepreneurship education in the quest for sustainable development and the role of tertiary institutions in promoting sound entrepreneurship education. In Nigeria, just like other developed and developing countries, tertiary institutions, through research and innovation, have been saddled with the responsibility of integrating sustainable development into their teachings and learnings. As societies look for solutions that could lead to sustainable development, entrepreneurship education, being offered in tertiary institutions, is becoming increasingly more appealing. Thus, given their primary role as knowledge producers, tertiary institutions, through research and innovation, can serve as powerful means to help create a more sustainable future by engaging in entrepreneurship education. Going forward, this paper also highlights the role of tertiary institutions in this very important subject of sustainable development, the reasons why people choose to be entrepreneurs as well as the importance of entrepreneurship education. The paper concludes by proffering suggestions on the way forward.

scholarly journals Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

2019 ◽  
Vol 21 (2) ◽  
pp. 38-55
Author(s):  
Manisha Jetly ◽  
Nandita Singh
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education For Sustainable Development ◽  
Asia Pacific ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Sustainable Future ◽  
Depth Analysis

Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

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