scholarly journals Problem Oriented Project Based Learning (POPBL) in Promoting Education for Sustainable Development

2011 ◽  
Vol 15 ◽  
pp. 289-293 ◽  
Author(s):  
Ruhizan M. Yasin ◽  
Saemah Rahman
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Based Learning

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

Developing Active Learners Based on Education for Sustainable Development

2020 ◽  
Author(s):  
Shuji Nakamura
Keyword(s):  
Sustainable Development ◽  
Student Attitudes ◽  
Social Issues ◽  
Sand Dunes ◽  
Smart Growth ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Sustainable Society ◽  
The Usa ◽  
Development Of Attitudes

<p>The subject of “Comprehensive Geography” aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by “considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society” from ESD’s (Education for Sustainable Development) perspective. I hope this report, developed in collaboration between teachers from Japan and the USA, showcases an example of how to incorporate the principles of ESD in a way that motivates students. Through PBL (Project Based Learning) experiences like this one, I hope to help students become leaders in creating a more sustainable society.</p><p> </p><p>Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through “integrated inquiry learning.” Specifically, my lesson plans often use the KCJ (the Knowledge Constructive Jigsaw Method) or PBL, and I have gradually tried to develop active learners by designing this framework with ESD’s viewpoint in mind.</p><p> </p><p>As a result, the development of attitudes has been linked as a factor to solve problems and inquiries about some global and regional issues. Therefore, it was recognized that ESD contributes to the development of active learners and the formation of emergent learning communities.</p><p> </p><p>In this assembly, I will show two concrete cases, one is the PBL on the Urban Design Project being applied to the Smart Growth Principles. This case study especially showed the importance of their own will to participate in and solve these social issues through presenting a self-made urban master plan.</p><p> </p><p>Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a “new” problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.</p>

Project-Based Learning in Education for Sustainable Development: A Case Study of Graduate Planning Students

2019 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Yael Teff-Seker ◽  
Michelle Eva Portman ◽  
Keren Kaplan-Mintz
Keyword(s):  
Sustainable Development ◽  
Environmental Planning ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Project Based Learning ◽  
Future Generations ◽  
Control Group ◽  
Attitudes And Behaviors ◽  
Environmental Considerations

Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students’ experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.

scholarly journals Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

2021 ◽  
Vol 13 (3) ◽  
pp. 1322
Author(s):  
Mirjam Braßler ◽  
Martin Schultze
Keyword(s):  
Sustainable Development ◽  
Idea Generation ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Interdisciplinary Learning ◽  
Innovation In Education ◽  
Student Teams ◽  
Support Students

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

scholarly journals Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

2020 ◽  
Vol 12 (2) ◽  
pp. 480 ◽  
Author(s):  
Amith Khandakar ◽  
Muhammad Enamul Hoque Chowdhury ◽  
Antonio Jr. San Pedro Gonzales ◽  
Farid Touati ◽  
Nasser Al Emadi ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Management Skills ◽  
Chi Square ◽  
Design Project ◽  
Body Of Knowledge ◽  
Survey Results ◽  
The Impact

This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

scholarly journals Formation of competencies in the field of sustainable development among students of the direction of training “Geography”

2020 ◽  
Vol 26 (1) ◽  
pp. 22-29
Author(s):  
Natalia Shchitova ◽  
Vitaly Belozerov ◽  
Julia Zolnikova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Academic Disciplines ◽  
North Caucasus ◽  
Geographical Education ◽  
The North ◽  
Key Factor ◽  
Development Goals

The article shows that education for sustainable development is of paramount importance for the implementation of the concept of sustainable development and the achievement of sustainable development goals. The use of sustainable development ideas in higher education is becoming a key factor in training specialists, which necessitates the development of effective forms and technologies for their implementation. The article considers the experience of forming the education system for sustainable development in the North Caucasus Federal University on the example of training students in the direction of “geography”, analyzes the ideology and methodology of forming competencies in the field of sustainable development in higher education. The process of practical transition of higher geographical education to a new level is shown. The main vector of such education is the task of creating an integrated interdisciplinary educational system based on inter-subject connections. Three main directions of formation of education for sustainable development are proposed — expansion of the content of basic courses due to the problems of sustainable development, development of new independent author’s courses devoted to certain issues of sustainable development, and inclusion of an independent discipline “Sustainable development” in the curriculum. The problem of sustainable development with reference to specific academic disciplines is presented in sufficient detail. It is emphasized that the success of developing competencies in the field of sustainable development depends directly on the use of new educational technologies, in particular, interactive and project-based learning methods.

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