School Strike 4 Climate: the intersection of education for sustainable development, education for global citizenship and the Australian Curriculum

2021 ◽  
pp. 1-11
Author(s):  
Karena Menzie-Ballantyne ◽  
Miriam Ham
Keyword(s):  
Sustainable Development ◽  
Global Citizenship ◽  
Deep Understanding ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Australian Curriculum ◽  
Curriculum Review ◽  
Core Concepts ◽  
Competing Priorities ◽  
Sustainable Development Education

Abstract In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and skills inherent in the pedagogies of education for global citizenship (EGC) and education for sustainable development (ESD). By contrast, the School Strike 4 Climate rallies exemplified students’ integration of knowledge, skills, values and attitudes from a variety of disciplines and broader learning experiences embedded within the AC with the cross-curriculum priorities, particularly sustainability, and the general capabilities. This article claims that the School Strike 4 Climate rallies highlight the interconnection between EGC and ESD and the AC. It will argue that the inquiry-based, pedagogical approaches of EGC and ESD are powerful integrators offering teachers the opportunity to take cross-disciplinary approaches to planning, connecting multiple learning areas from the AC with real-world projects and issues. It is suggested that, far from crowding the curriculum, such integration frees up space and offers opportunities for the deep conceptual understanding the curriculum review seeks.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals Etik i utbildning för hållbar utveckling – Att undervisa den etiska dimensionen av en kontroversiell fråga

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Lars Samuelsson
Keyword(s):  
Sustainable Development ◽  
Conceptual Analysis ◽  
Ethics Education ◽  
Practical Implication ◽  
Education For Sustainable Development ◽  
Controversial Issues ◽  
Ethical Dimension ◽  
Development Education ◽  
Research Material ◽  
Sustainable Development Education

Både i Sverige och internationellt är hållbar utveckling numera ett allmänt accepterat mål i utbildningssammanhang. De centrala komponenter som bygger upp hållbarhets­tanken kan emellertid ges olika tolkningar som genererar oförenliga hållbarhetsmål. Det är med andra ord en kontroversiell fråga vilket slags utveckling som ska räknas som hållbar. Det innebär i sin tur att utbildning för hållbar utveckling aldrig är neutral – tvärtom vilar den på etiska antaganden. En viktig komponent i en helhetlig utbildning för hållbar utveckling är därför att synliggöra och diskutera dessa antaganden. Artikelns syfte är dels att belysa den etiska dimensionen av hållbar utveckling förstådd som en kontroversiell fråga, dels att argumentera för ett lämpligt metodbaserat angreppssätt för att hantera denna dimension i ett utbildningssammanhang. Under­sökningen är huvudsakligen av filosofisk karaktär, vilket innebär att den metod som främst använts är det analytiska tillvägagångssätt som utmärker modern analytisk filosofi, med inslag av bland annat begreppsanalys och granskning av argument. Studie­materialet har utgjorts av styrdokument samt nationella och internationella rapporter. Bidragets huvudsakliga resultat är etablerandet av en specifik metodbaserad modell för etikundervisning som särskilt lämplig för att hantera den etiska dimensionen av utbildning för hållbar utveckling (och för kontroversiella frågor generellt). En viktig praktisk implikation är att lärare via denna modell får tillgång till en uppsättning verktyg för att behandla den etiska dimensionen av hållbarhet och andra kontroversiella frågor i sin undervisning. Vidare forskning krävs emellertid för att utröna vilka undervisnings­former som bäst lämpar sig för att arbeta med dessa verktyg i olika undervisnings­sammanhang. Nyckelord: hållbar utveckling, utbildning för hållbar utveckling, etikundervisning, kontroversiella frågor, SIL-metoderna, SIL-villkoren   Ethics in education for sustainable development – On teaching the ethical dimension of a controversial issue Abstract Sustainable development is nowadays a widely accepted goal in educational contexts, both in Sweden and internationally. However, the central components that constitute the idea of sustainability can be given different interpretations generating incompatible sustainability goals. It is thus a controversial question what kind of development we should count as sustainable. This means that education for sustainable development is never neutral – to the contrary, it rests on ethical assumptions. An important component in a comprehensive education for sustainable development is hence to reveal and discuss these assumptions. The aim of the paper is to elucidate the ethical dimension of sustainable develop­ment and argue for a suitable methods-based approach for dealing with this dimension in an educational context. The investigation is mainly philosophical in character, which means that the method used is primarily the analytic approach that is characteristic of modern analytic philosophy, with conceptual analysis and examination of arguments. The research material used is regulatory documents and relevant reports. The main contribution is the establishment of a specific methods-based model for ethics education as particularly appropriate for dealing with the ethical dimension of education for sustainable development (and for controversial issues generally). An practical implication is that teachers via this model get access to a set of tools for dealing with the ethical dimension of sustainability and other controversial issues. Further research is however needed to determine which teaching methods are most suitable for working with these tools in various educational contexts. Keywords: sustainable development, education for sustainable development, ethics education, controversial issues, the “SIL methods”, the “SIL requirements”

scholarly journals Construction of Language Teachers’ Professional Competence in Education for Sustainable Development in Higher Education for Post-pandemic Era

2021 ◽  
Vol 12 (2) ◽  
pp. 304
Author(s):  
Yan Liu ◽  
Wenjin Qi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Professional Competence ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Language Teachers ◽  
Development Education ◽  
Professional Attitude ◽  
Sustainable Value ◽  
Sustainable Development Education

Education for sustainable development is essentially a value education. It is an educational process that aims at the value recognition, perception, practice and sustainable value tendency of sustainable development. Language teachers’ competences for sustainable development education is a professional ability manifested in sustainable development education activities based on their recognition of relevant concepts and willingness to practice sustainable values in their personal lives and educational activities in higher education. The connotation, pedagogic goals and characteristics of sustainability education constitute the foundation of language teachers’ professional competences in education for sustainable development, which fall into three major categories of professional knowledge, professional skills and professional attitude.

Educating Architecture Students for Sustainable and Environmental Responsibilities

2020 ◽  
pp. 120-136 ◽  
Author(s):  
Alshimaa A. Farag ◽  
Rahma M. Doheim
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Deep Understanding ◽  
Environmental Problems ◽  
Theory And Practice ◽  
Learning Approaches ◽  
Development Education ◽  
Developing Cities ◽  
Sustainable Development Education

Rapidly developing cities are significantly damages the environment and imposes a crucial need for sustainable development education. Higher education institutions must grasp their responsibility towards leading the community to respond to the challenges. Universities shape the minds of future leaders, therefore, students must be genuinely prepared with a deep understanding of environmental issues and sustainable development in both theory and practice. This chapter provides a guide for architecture educators to adopt learning approaches that can improve students' sense of sustainable responsibility. Potentially, this would qualify students to connect with communities and contribute to solving local social, cultural, and environmental problems.

scholarly journals Environmental education and education for sustainable development: general and special

2021 ◽  
pp. 110-115
Author(s):  
T. S. Korotkova ◽  
D. I. Zakirova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Social Institution ◽  
Education For Sustainable Development ◽  
New Paradigm ◽  
Development Education ◽  
Distinctive Features ◽  
Cultural Processes ◽  
The Relationship ◽  
Sustainable Development Education

The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.

scholarly journals Implementing Education for Sustainable Development in Mongolia: Global Citizenship and Local Community Interests

2021 ◽  
Vol 16 (1) ◽  
pp. 20-30
Author(s):  
Aktamov Innocentii G. ◽  
◽  
Banzaraktsaev Bayaskhalan Ts. ◽  
◽  
Keyword(s):  
Sustainable Development ◽  
Local Community ◽  
Global Citizenship ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Young Person ◽  
Development Education ◽  
Global Responsibility ◽  
The Government ◽  
Ecological Culture

This article is devoted to the analysis of the implementation history of the sustainable development ideas in Mongolia in the post-socialist period including aspects of education for sustainable development. The relevance of the study lies in considering the experience of implementing the principles of sustainable development in Mongolia from the point of view of content and organizational aspects. The methodological basis of the study is an interdisciplinary approach. Global citizenship is one of the conditions for the transition to sustainable development at the international level. The experience of shaping global citizenship in Mongolia has revealed the main contradictions that are of a socio-political and economic basis. In addition, the geographical position of Mongolia, the availability of natural resources and the nature of exports impose its own characteristics. As a result, it was revealed that the government of Mongolia was very actively involved in the implementation of the principles of sustainable development, including in the field of education, management, and economy. Today there are still a lot of issues that need to be resolved to create comfortable living conditions for the population in the XXI century. The role of education for sustainable development is substantiated in shaping global responsibility. The authors have developed recommendations for integrating the concept of global citizenship into national educational programs, which are follows: taking into account the traditional ecological culture of the Mongolian people, forming the responsible behavior of every young person, taking into account the environmental impact (individual ecological footprint), synchronizing the development of national culture and global sociocultural processes. Keywords: sustainable development, education for sustainable development, Mongolia, global civil responsibility, local community

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