scholarly journals Implementation trajectories of environmental education for sustainable development in formal, non-formal and informal education based on eduScrum project management methodology

2020 ◽  
Vol 169 ◽  
pp. 05002
Author(s):  
Natalya Ryazanova ◽  
Vladimir Naumov ◽  
Natalia Kamennykh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Informal Education ◽  
Formal Education ◽  
Interdisciplinary Approach ◽  
Analytical Form ◽  
Education For Sustainable Development ◽  
Team Members ◽  
Development Of Competencies

The aim of the study is to study approaches to localization of the topic of SDG in higher education in Russia and some tracks for implementation of environmental education for sustainable development (EESD). The objectives were: to formulate a goal setting for each of the approaches; to develop a methodology for the introduction of the SDG ideology into EESD; to implement the personal and collective role of research team members in working on the project; to create effective collaborations and introduce an interdisciplinary approach; to be able to present the results obtained in a visual and analytical form; to expand the professional outlook of environmentalists, to form a worldview based on the development of competencies for sustainable development. The research methodology in formal education was based on the hypothesis that modern environmental education should be based on the triad of SDG clusters, and all didactic units of university programs should be filled with this ideology. The information approach was implemented through the introduction of project laboratory technologies, case studies and youth models. Strategically, the higher education institutions participating in the experiment developed a methodology for tracking higher education for sustainable development and introduced methods for working with the subjects of SDG.

scholarly journals Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece

2019 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Anthoula Maidou ◽  
Katerina Plakitsi ◽  
Hariton M. Polatoglou
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Informal Education ◽  
Formal Education ◽  
Early Childhood Teachers ◽  
Education For Sustainable Development ◽  
Agenda 2030 ◽  
Perceptions And Attitudes ◽  
Education Of Students ◽  
The University

Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes ofpre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approachutilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmentalaspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students hadnever ESD lessons during their formal education. Our findings depict that pre-service students believe that ESD is animportant issue, that it should be included in the curricula and that lessons on EDS during their studies woulddevelop their ability to teach ESD to their students.

scholarly journals Sustainable development in higher education

Economica ◽  
2021 ◽  
Author(s):  
Natalia Timbaliuc ◽  
◽  
Aliona Gusuvati ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Classification System ◽  
Higher Education Institutions ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Important Work ◽  
Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

scholarly journals Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments

2020 ◽  
Vol 12 (2) ◽  
pp. 579 ◽  
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Extracurricular Activities ◽  
Informal Education ◽  
Meta Analysis ◽  
Education For Sustainable Development ◽  
External Support ◽  
Educational Institutions ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development clearly 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 all educational institutions, from preschool to higher education and in nonformal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development” responds to this urgency and the papers presented deliver recent developments in the field of ESD competencies. They focus on various perspectives: systematic literature reviews; curriculum developments; meta-analysis of the interrelation between sustainability content, competencies developed and pedagogical approaches used; testing and validation of evaluation tools and processes for sustainability competencies; and the development of conceptual models focused on different subject areas and educational levels (higher education, primary education, rural schools, external support services to schools, and extracurricular activities). The contributions indicate how the field of ESD competencies in the area of sustainability has become a major focus in recent years. Further research efforts need to be put into operationalizing sustainability competencies and developing tools to measure and evaluate students’ and educators’ competencies development.

scholarly journals HIGHER ECOLOGICAL EDUCATION OF UKRAINE: HISTORY OF FORMATION AND CURRENT STATE

2021 ◽  
Vol 32 (1) ◽  
pp. 39-51
Author(s):  
Tamerlan Safranov
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Modern Concept ◽  
Educational Institutions ◽  
Current State ◽  
History Of ◽  
Environmental Component ◽  
Personal Level

The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.

scholarly journals Desenvolvimento Sustentável, Sustentabilidade, Educação Ambiental e Educação para o Desenvolvimento Sustentável: Reflexões para ensino de graduaçãoDesarrollo Sostenible, Sustentabilidad, Educación Ambiental y Educación para el Desarrollo Sostenible: Reflexiones para enseñanza de graduaciónSustainable Development, Sustainability, Environmental Education and Education for Sustainable Development: Reflections for undergraduate education

2018 ◽  
Vol 35 (1) ◽  
pp. 92-111 ◽  
Author(s):  
Mônica Marella Corrêa ◽  
Patricia Almeida Ashley
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Undergraduate Education ◽  
Teaching Practices ◽  
Higher Education Institutions ◽  
Education For Sustainable Development ◽  
Classification Model ◽  
Enseñanza Superior

A confusão de interpretações sobre os termos desenvolvimento sustentável (DS), sustentabilidade, educação ambiental (EA) e educação para o desenvolvimento sustentável (EDS) pode resultar em uma divergência entre projetos e propostas. Essa divergência é refletida nas Instituições de Ensino Superior, em currículo, ementas e práticas de ensino. Este trabalho se propõe a trazer discussões sobre: desenvolvimento sustentável e sustentabilidade; desenvolvimento sustentável e governança; e desenvolvimento sustentável e educação; assim como reflexões para o ensino de graduação. Portanto, visa mostrar como o entendimento e ações em concordância os temas discutidos podem funcionar como um fomento para inovações e avanços para o ensino superior. Por exemplo, a sugestão de criação de um modelo de classificação de ementas que possa analisar o tipo de temática ambiental que aquele conteúdo oferece. La confusión de interpretaciones sobre los términos desarrollo sostenible, sostenibilidad, educación ambiental y educación para el desarrollo sostenible puede resultar en una divergencia entre proyectos y propuestas. Esta divergencia se refleja en las Instituciones de Enseñanza Superior, en currículos y prácticas de enseñanza. Este trabajo se propone a traer discusiones sobre: desarrollo sostenible y sostenibilidad; desarrollo sostenible y gobernanza; y el desarrollo sostenible y la educación; así como reflexiones para la enseñanza de graduación. Por lo tanto, pretende mostrar cómo el entendimiento y acciones en concordancia con los temas discutidos pueden funcionar como un fomento para innovaciones y avances para la enseñanza superior. Por ejemplo, la sugerencia de crear un modelo de clasificación de plan de estudios que pueda analizar el tipo de temática ambiental que el contenido ofrece. The misinterpretation of the terms sustainable development (SD), sustainability, environmental education (EE) and education for sustainable development (ESD) can result in a divergence between projects and proposals. This divergence and reflection in Higher Education Institutions, in curriculum, events and teaching practices. This paper proposes to bring discussions about: sustainable development and sustainability; sustainable development and governance; and sustainable development and education; as well as reflections for undergraduate education. Therefore, it aims to show how the understanding and actions, in concordance the themes discussed, can work as a promoter for innovations and advances for higher education. For example, the suggestion to create a menu classification model that can analyze the type of environmental theme that content offers.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT TODAY: A PROBLEM AREA FOR OVERCOMING DIFFICULTIES OF PEDAGOGICAL ADAPTATION (ON THE EXAMPLE OF A HIGHER SCHOOL)

2018 ◽  
Vol 13 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Yulia M. Grishaeva ◽  
Irina V. Wagner ◽  
Zinaida N. Tkacheva ◽  
Alexander M. Lugovskoy ◽  
Platon N. Moro
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
Environmental Education ◽  
Peer Review ◽  
Research Methods ◽  
Education For Sustainable Development ◽  
Problem Area ◽  
Foundations Of Education ◽  
Russian Higher Education

Aim. The aim of this study is to structure the problem areas of pedagogical adaptation of the content of the concept of sustainable development into the practice of Russian higher education. Methods. Analysis, synthesis and generalization of some relevant works, including foreign ones, in this field were used as research methods, as well as the results of many years of professional pedagogical activity of the authors (pedagogical observation, peer review, pedagogical interpretation). Results. The findings of the research are the identification of the problem areas for overcoming the difficulties of pedagogical adaptation of the principles of education for sustainable development in the practice of the Russian higher school. Conclusions. The findings of the study include the problems of pedagogical adaptation of content and methods of effective education for sustainable development, such as: 1) the inconsistency of the content tendencies of higher education in relation to objective needs of the society and politics that contradict sustainable development as a whole; 2) the problem of insufficient methodological support to develop critical thinking in students in the process of environmental education, as well as the pedagogical problem of the formation of students' reflexive experience; 3) the problem of "locality" and "targeting" of the content and methods of education for sustainable development; 4) the problem of developing inter-disciplinary and trans-disciplinary approaches for the education for sustainable development; 5) the problem of pedagogical adaptation of the axiological foundations of education for sustainable development.

scholarly journals Analysis of the representation of key topics of sustainable development in subject educational standards of Kyrgyzstan

2021 ◽  
Vol 296 ◽  
pp. 08015
Author(s):  
Lada Rozhdestvenskaya ◽  
Vladimir Korotenko
Keyword(s):  
Sustainable Development ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Point Of View ◽  
Kyrgyz Republic ◽  
Educational Standards ◽  
Educational Standard ◽  
Combating Desertification ◽  
Development Of Competencies ◽  
To Come

Education for Sustainable Development is an area of activity that aims at fostering responsible members of society. The very process of personality formation within the educational environment cannot be divorced from the use of standardized technologies, procedures, techniques and teaching methods, the designation of significant areas of knowledge and the developed methods for assessing the results of the development of competencies. Subject standards, as part of the country’s educational standard, are designed to coordinate the process of assimilating meaningful information, developing skills and acquiring skills to meet the needs of representatives of the current generation, without putting at risk the capacity of generations to come in meeting their own requirements. The study analyzes the current educational standards of the Kyrgyz Republic from the point of view of comparing the approaches of standard environmental education and Education for Sustainable Development. The features of the implementation of an interdisciplinary approach in the study of economic, social and environmental aspects are revealed. Steps are proposed to improve subject standards in order to ensure both information sufficiency and the formation of behavioral practices consistent with the key accents reflected in the conventions on climate change, combating desertification and biodiversity.

scholarly journals The architecture of the corporate training system in the system of non-formal environmental education for sustainable development in Russia

2021 ◽  
Vol 265 ◽  
pp. 07002
Author(s):  
Natalya Ryazanova ◽  
Natalya Lobzhanidze ◽  
Elena Subbotina
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Informal Education ◽  
Corporate Training ◽  
Education For Sustainable Development ◽  
Qualitative Assessment ◽  
System Modelling ◽  
Design Algorithm ◽  
Additional Education

The purpose of the study is to analyse the readiness of the education system to educate employees and train the personnel reserve in the system of non-formal environmental education and awareness. Mission: To develop a new integrated policy of environmental education for sustainable development at the federal level in the Russian Federation. Objectives: to evaluate the possibility and necessity of introducing transversal educational courses for Master students and teachers of additional education on the themes of the environmental cluster of Sustainable Development Goals (SDG); to substantiate comparability of separate modules, practical works and course as a whole for preparing students in general education for implementing education for sustainable development; to integrate SDG-related topics into existing directions of environmental education and additional education in general education; to promote efficient training of staff reserve in the system of informal education for sustainable development. The main research methods: the end-to-end system modelling of adult education, continuous learning, and professional development systems using ASSURE design algorithm for economic and qualitative assessment of learning outcomes. A novel methodology for the adaptation of corporate training for the system of additional environmental education at the state level was developed and proposed for the first time.

scholarly journals Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation

2019 ◽  
Vol 13 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Christoph Schank ◽  
Marco Rieckmann
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Value Orientations ◽  
Shared Responsibility ◽  
Individual Responsibility ◽  
Economic Perspective ◽  
Economic Context ◽  
Educational Concept ◽  
Key Competencies ◽  
Development Of Competencies

In this article, the concept of education for sustainable development is substantiated and expanded upon from a socio-economic perspective. Incorporating the concept of the economic citizen, we present the liberal republican civic ethos, moral judgement, decision-making capabilities and key competencies relevant for sustainability together with an informed understanding of economic context as constitutive elements of the educational concept. Against the backdrop of the limited reach of individual behavioural changes and the necessary reflections on structural questions, a heuristic of shared responsibility for sustainable development will be devised.

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