Building Energy Resiliency in the Asia Pacific – Providing Transition Pathways for a More Secure and Sustainable Future

Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future

Australian Journal of Environmental Education ◽

10.1017/s081406260000149x ◽

2003 ◽

Vol 19 ◽

pp. 81-95 ◽

Cited By ~ 5

Author(s):

Daniella Tilbury ◽

Kate Henderson

Keyword(s):

Environmental Education ◽

Global Education ◽

Formal Education ◽

Social Issues ◽

Asia Pacific ◽

Intercultural Understanding ◽

Policy And Practice ◽

Critical Fields ◽

Future Developments ◽

Sustainable Future

AbstractEducation for Intercultural Understanding seeks a better world. Its principal goal is education for change through addressing social issues with an intercultural perspective arising at the local, national and especially international levels. Underpinning this cross-curricular dimension is education for a sustainable future - a core concern of Environmental Education.This article will review Australia's engagement with international and intercultural education within formal education with a specific focus on its contribution to a sustainable future. It identifies recent influences that have shaped school policy and practice in this area. Lost opportunities are discussed as well as the scope for future developments, in particular within the socially critical fields of Citizenship Education, Futures Education, Global Education and Anti-racism Education as well as Environmental Education and Education for Sustainable Development. This paper is an extract from a recent report commissioned by the UNESCO Asia-Pacific Centre for Education for International Understanding (APCEIU).

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ITEC Asia-Pacific 2017: Toward a Sustainable Future [Newsfeed]

IEEE Electrification Magazine ◽

10.1109/mele.2017.2755269 ◽

2017 ◽

Vol 5 (4) ◽

pp. 87-88 ◽

Cited By ~ 1

Author(s):

Don Tan ◽

LaToya Gourdine ◽

Dan Toland

Keyword(s):

Asia Pacific ◽

Sustainable Future

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Comparative study of the forest transition pathways of nine Asia-Pacific countries

Forest Policy and Economics ◽

10.1016/j.forpol.2016.03.007 ◽

2017 ◽

Vol 76 ◽

pp. 25-34 ◽

Cited By ~ 26

Author(s):

Jinlong Liu ◽

Ming Liang ◽

Lingchao Li ◽

Hexing Long ◽

Wil De Jong

Keyword(s):

Comparative Study ◽

Asia Pacific ◽

Forest Transition ◽

Transition Pathways

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Opaque Envelopes: Pathway to Building Energy Efficiency and Demand Flexibility: Key to a Low-Carbon, Sustainable Future

10.2172/1821413 ◽

2021 ◽

Author(s):

Chioke Harris

Keyword(s):

Energy Efficiency ◽

Building Energy ◽

Building Energy Efficiency ◽

Low Carbon ◽

Sustainable Future

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

Journal of Teacher Education for Sustainability ◽

10.2478/jtes-2019-0016 ◽

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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