Secondary Education for Sustainable Development

2019 ◽  
pp. 1-8
Author(s):  
Harold John D. Culala ◽  
John Angelo V. De Leon
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Education For Sustainable Development

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

scholarly journals Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020 ◽  
Vol 12 (14) ◽  
pp. 5551 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Almudena Alonso-Centeno ◽  
Miguel Corbí
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Social Transformation ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Education For Sustainable Development ◽  
Trainee Teachers ◽  
Social Interventions ◽  
Ex Post ◽  
Ex Post Facto

In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

scholarly journals National Consciousness and Management of Secondary Education for Sustainable Development in Kwara State, Nigeria

2021 ◽  
Vol 7 (2) ◽  
pp. 1-18
Author(s):  
Abdullahi Nimota Jibola Kadir ◽  
Isiaka Babatunde Akanmu ◽  
Atolagbe Adedapo Adetiba ◽  
Etejere Patricia Agnes Ovigueraye
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Gender Equality ◽  
Pearson Correlation ◽  
Education For Sustainable Development ◽  
Cultural Integration ◽  
National Consciousness ◽  
Effective Management ◽  
Sports Activities ◽  
Education Managers

Abstract National consciousness within educational institutions could enhance effective management of education for sustainable development. This study examines the existing relationship between cultural integration, sports activities, gender equality and management of secondary education for sustainable development in Nigeria. Stratified random sampling technique was used to select 175 principals from a population of 310 principals and 364 teachers from a population of 6,894 teachers in public senior secondary schools in Kwara State, Nigeria with the use of Research Advisor (2006) table to determine sample size of a known population making a total of 539 participants. Data were collected using the National Consciousness and Management of Education for Sustainable Development Questionnaire (NCMESDQ), and analyzed using descriptive statistics and Pearson Correlation. The results revealed that there were positive and significant relationships between cultural integration, sports activities, gender equality and management of secondary education for sustainable development in Nigeria. The findings imply that education managers should improve cultural integration by finding more common grounds in the cultural practices of the people in respect to dressing, festivals and the likes, furthermore, education managers should pay more emphasis on sport activities as a means of bringing students of various schools together as well as improve on gender equality in order to maintain effective management of secondary education for sustainable development in Nigeria. Keywords: National consciousness, cultural integration, gender equality, sports activities, sustainable development

Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives

2006 ◽  
Vol 22 (1) ◽  
pp. 91-97 ◽  
Author(s):  
Willy Sleurs
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Environmental Management System ◽  
Strong Stimulus ◽  
Flemish Community ◽  
Environmental Objectives ◽  
Departments Of Education ◽  
Brundtland Report

AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.

scholarly journals Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum

Water ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1877
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Research Methodology ◽  
Exploratory Study ◽  
Cognitive Demand ◽  
Bloom's Taxonomy ◽  
Education For Sustainable Development ◽  
Education Curriculum ◽  
Descriptive Research ◽  
Bloom’S Taxonomy

Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.

scholarly journals Philosophy and Practice of Education for Sustainable Development in Ukraine: On the Example of Secondary Education in the Dnipropetrovsk Region

2021 ◽  
Vol 10 (2) ◽  
pp. 256
Author(s):  
Olha Vysotska ◽  
Serhii Rieznikov ◽  
Elena Rohova ◽  
Oleksandr Vysotskyi ◽  
Maryna Vatkovska
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Theoretical Basis ◽  
Education For Sustainable Development ◽  
Educational Environment ◽  
High Potential ◽  
Practical Implementation ◽  
New Type ◽  
The Individual

The article reveals the features of introducing education for sustainable development in Ukraine, its theoretical basis and practical implementation on the example of Secondary Education in the Dnipropetrovsk region. The importance of forming an integrated developing educational environment based on the principles of education for sustainable development is proved. It determines the interdisciplinarity of the content of education for sustainable development, its high potential in creating a new type of educational environment. Methods and approaches of forming the values of sustainable development as important components of the development of life competencies of the individual are revealed.

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