Embedding Education for Sustainable Development (ESD) Within the Curriculum of UK Higher Educational Institutions (HEIs): Strategic Priorities

2016 ◽  
pp. 91-107 ◽  
Author(s):  
Obehi Frances Sule ◽  
Alison Greig
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational

scholarly journals Diversification of Higher Educational Institutions as a Factor of Sustainable Development of Education

2020 ◽  
Vol 208 ◽  
pp. 09039
Author(s):  
Artur Gudmanian ◽  
Liubov Drotianko ◽  
Serhii Sydorenko ◽  
Serhii Ordenov ◽  
Nataliya Chenbai
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
University Education ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Social Sphere ◽  
Technological Universities ◽  
Higher Educational ◽  
The One

The article explores the processes of diversification of higher educational institutions in the context of the sustainable society, which poses specific requirements to the quality of training of new generations of professionals for economy, social sphere and culture. The authors believe that the co-evolution of higher education and the society of sustainable development may evolve along the line of horizontal diversification of higher educational institutions. In the framework of this type of diversification, many industry-specific institutions of higher education (academies, institutes, technological universities) launch educational programs beyond their specialized status and implement ICT education across all curricula. The authors emphasize that for higher education to be sustainable, besides being continuous, it needs to move in the direction of fundamentalization, universality, flexibility, informatization and increasing the role of the humanities. To be sustainable, higher education has to be innovative, based on a harmonious unity of teaching, research and industry-based training. Today, university curricula should be flexible and show a good balance between fundamental and applied disciplines, on the one hand, and so-called general disciplines, the humanities, social sciences and specialist, profession-specific disciplines on the other. The humanities must be granted a proper place in the content of university education, if we want universities to shape high cultural and moral values in their graduates.

scholarly journals Features of the Fundamentalization of Education in Higher Educational Institutions of Ukraine in the Context of Sustainable Development

2020 ◽  
Vol 10 (6) ◽  
pp. 149
Author(s):  
Sergii D. Rudyshyn ◽  
Volodymyr P. Kravets ◽  
Valentyna I. Samilyk ◽  
Tetyana V. Sereda ◽  
Vitalii O. Havrylin
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Development Strategy ◽  
Professional Training ◽  
Modern Society ◽  
Educational Institutions ◽  
Professional Activity ◽  
Higher Educational Institutions ◽  
Rapid Reduction ◽  
Higher Educational

The article outlines peculiarities of the paradigm of fundamentalization of education in pedagogical higher educational institutions (HEIs) of Ukraine on the basis of the concept of sustainable development, namely: 1) performance of three interconnected functions of education — training, education, development; development of students’ ability to understand and implement sustainable development strategy in their future professional activity; 2) compliance of the paradigm with modern principles of structuring scientific knowledge, which are based on the internal logic of science, its place and role in the development of civilization in the 21st century; 3) ensuring the integrity of knowledge by integrating it around the core of fundamental scientific concepts; concentrated presentation of the fundamental laws and principles of science from a single methodological position, which allows building bridges between different subjects, without destroying their subject certainty; 4) formation of the theoretical type of scientific thinking of students; creation of intellectual, ethical and cultural foundation for personal self-development; 5) knowledge of modern information and communication technologies; oral and written communication in a foreign language. To acquaint students with the latest scientific achievements of mankind, the teacher must constantly “keep abreast” of socio-economic and environmental achievements of civilization on the basis of sustainable development, transform them into the content of the subject, as well as develop quality teaching and methodological support for its further understanding by future specialists. Given the rapid reduction of time between the invention and its widespread use, the content of subjects quickly becomes obsolete, which causes the inevitable lag of professional training of students behind the needs of modern society. To trace the synergy of humanization and ecologisation in the context of the fundamentalization of education on the basis of sustainable development, we studied the curricula of a number of pedagogical HEIs of Ukraine, namely: National Pedagogical Dragomanov University, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Volodymyr Vynnychenko Central Ukrainian Pedagogical University, Rivne State Pedagogical Institute, Ternopil Volodymyr Hnatiuk National Pedagogical University.

scholarly journals Does the University Third Mission Entail Sustainability Science: Evidence from Indian Higher Educational Institutions’ Sustainable Technological Patenting Activity and Collaborations

2019 ◽  
Vol 8 (4) ◽  
pp. 65-72
Keyword(s):  
Sustainable Development ◽  
Centrality Measures ◽  
Educational Institutions ◽  
Future Research ◽  
Third Mission ◽  
Process Data ◽  
Higher Educational Institutions ◽  
Collaboration Patterns ◽  
Higher Educational ◽  
The University

This paper explores the vision of “University Third Mission” on the emergence of “Sustainable Science”. We aim to track environmentally sound technologies (ESTs) patent trends, proportionate players, collaborative players of higher educational institutions. The patentscope database and green patent inventory of World Intellectual Property Organisation (WIPO )is utilized to extract patent filings details of Indian Universities and Indian Institutes of Technologies(IITs), thus totally 930 institutions for the period of 14 years. After the cleaning process, data visualization tools and technique like Gephi, are applied on data to check collaboration patterns using centrality measures and excel for charts. We find that overall patenting trends are increasing; yet ESTs patent filings are low. Only a meager number of institutions are active and a handful of institutions have the collaboration record showing the research for sustainability is something to embrace. Status of current research output shall equip the policymakers and university management to design future research agenda and strategies to execute the university third mission and to contribute for sustainable development. This research brings new thoughts on university research for sustainable development and adds value within university third mission; it focuses on Technologies for sustainable development filings, micro level players and their collaboration patterns.

Hygienic assessment of learning environment conditions (by the example of higher educational institutions of the city of Ufa)

2020 ◽  
Vol 99 (4) ◽  
pp. 405-411
Author(s):  
Elena Ju. Gorbatkova
Keyword(s):  
Ionizing Radiation ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Factors Affecting ◽  
Republic Of Bashkortostan ◽  
Average Relative Humidity ◽  
Higher Educational ◽  
The Republic ◽  
And Performance ◽  
The City

Introduction. The important factors affecting health and performance of young people are the conditions of education, in particular, a comfortable microclimate in the classrooms of higher educational institutions. Materials and methods. In view of the urgency of this problem, an analysis was made of the microclimate parameters of educational organizations of different profiles (Ufa city, the Republic of Bashkortostan). 294 classrooms were studied in 22 buildings of 4 leading universities in Ufa. A total of 3,822 measurements were taken to determine the parameters of the microclimate. The analysis of ionizing radiation in the aerial environment of classrooms. There was performed determination of radon and its affiliated products content. In order to assess the conditions and lifestyle of students of 4 higher educational institutions of the city of Ufa, we conducted an anonymous survey of 1,820 students of I and IV years of education. Results. The average temperature in the classrooms of all universities studied was 23.9±0.09 C. The average relative humidity in all classrooms was 34.2 ± 0.42%. Analysis of ionizing radiation (radon and its daughter products decay) in the aerial environment of the classrooms and sports halls located in the basement determined that the average annual equivalent equilibrium volumetric activity of the radon daughter products (EROA ± Δ222Rn) ranged from 28 ± 14 to 69 ± 34.5 meter, which meets the requirements established by SanPiN. Conclusion. The hygienic assessment of the microclimate parameters of educational institutions of various profile revealed a number of deviations from the regulated norms. The results indicate the need to control the parameters of the microclimate, both from the administration of universities, and from the professors. According to the results of the study, recommendations were prepared for the management of higher educational institutions in Ufa.

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