scholarly journals Sustainable Universities as an Essential Element of Education for Sustainable Development

2020 ◽  
Vol 208 ◽  
pp. 09030
Author(s):  
Elena Tretyakova ◽  
Olga Kotomina
Keyword(s):  
Sustainable Development ◽  
Social Life ◽  
Essential Element ◽  
Education For Sustainable Development ◽  
Practical Implementation ◽  
Special Role ◽  
Business Practices ◽  
Ethical Business ◽  
Responsible Consumption ◽  
Sustainable Universities

The concept of sustainable development (SD) is aimed at preserving life on Earth and ensuring a decent level of life for the present and future generations. It is based on the values of conservation of natural resources, responsible consumption and ethical business practices, and confronts modern global challenges. The transition to SD implies a revision of existing values in the economics, ecology and social life of society. In this regard, education plays the most important role because it is responsible for the formation of the attitudes of the younger generation, and progress in the transformation of formal and informal institutional frameworks.In order to realize these processes, The UN has developed the global program “Education for Sustainable Development (ESD)” and formulated one of the specialized goals in the system of seventeen sustainable development goals approved by the UN for 2016-2030. Higher education plays a special role there, since it not only creates and disseminates knowledge about SD, but also influences the process of making future decisions by managers of various levels. In this context, the concept of “sustainable university” is becoming highly relevant and the experience of its practical implementation is gaining special importance.The purpose of this work is to overview the research papers of Russian and foreign authors to identify the specific features of a sustainable university as a necessary element of ESD.

Higher education for sustainable development: stakeholders benefits

2020 ◽  
pp. 121-136 ◽  
Author(s):  
O.V. Kotomina ◽  
A.I. Sazhina
Keyword(s):  
Sustainable Development ◽  
Active Agent ◽  
Education For Sustainable Development ◽  
Special Role ◽  
Stakeholder Approach ◽  
Research Activities ◽  
Academic Activities ◽  
Key Stakeholders ◽  
The One ◽  
Significant Factors

Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the concept of SD by introducing it into its own academic activities. The article considers stakeholder approach as one of the approaches to the implementation of the concept of education for sustainable development (ESD). Therefore based on this approach, the article explores the benefits of the key stakeholders of the sustainable university. Low awareness among key stakeholders is one of the significant factors that hindering the implementation of the SD concept. Due to the lack of a sufficient research focused on studying the interests of the main stakeholders in the framework of ESD, this article is an attempt to narrow this gap.

CRITERIA FOR ASSESSING THE SUSTAINABLE DEVELOPMENT OF THE RUSSIAN PUBLIC CORPORATION DURING THE TRANSITION TO THE GREEN ECONOMY

2021 ◽  
Vol 2 (12) ◽  
pp. 90-94
Author(s):  
V. V. Rebrova ◽  
Keyword(s):  
Sustainable Development ◽  
Economic Benefits ◽  
Green Economy ◽  
Business Practices ◽  
Ethical Business ◽  
The Sustainable Development ◽  
Financial Condition ◽  
Public Corporations ◽  
Economic Entity ◽  
Public Corporation

The article gives the author's vision of the sustainable development of a public corporation based on the movement towards "green" growth. The results of the author's research aimed at establishing a link between the financial condition of Russian public corporations and ESG criteria are presented. This is a connection that necessitates the transition to a "green" economy at the level of an individual enterprise, not only for reasons of ethical business practices, but also because of the possibility of extracting financial and economic benefits. The article proves that the application of ESG practice leads an individual economic entity to economic and social prosperity.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education

2021 ◽  
pp. 097340822110566
Author(s):  
Christian Rammel ◽  
Oliver Vettori
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Universities ◽  
Explore Test ◽  
Broad Consensus ◽  
Societal Role ◽  
Hidden Curricula

There is a broad consensus that universities have the potential to act as drivers of education for sustainable development (ESD) and constitute fundamental vehicles to explore, test, develop and communicate conditions for necessary socio-ecological transformations. This goes hand in hand with stronger acknowledgment of the societal role of universities and the related need for a new transformative paradigm of sustainable higher education. Before such a paradigm can be established, before higher education can be transformative, universities themselves must be transformed. Despite various pioneer projects and frontrunners of sustainable universities, real transformations are still rare though.

Students’ perceptions of education for sustainable development in the accounting and business curriculum at a business school in New Zealand

2014 ◽  
Vol 22 (2) ◽  
pp. 130-148 ◽  
Author(s):  
Umesh Sharma ◽  
Martin Kelly
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Business School ◽  
Business Students ◽  
Education For Sustainable Development ◽  
Business Practices ◽  
Business Curriculum ◽  
Development Education ◽  
Sustainable Business ◽  
Content Type

Purpose – The purpose of this paper is to explore students’ perceptions and understandings of, and attitudes towards, education for sustainable development (ESD) at Delta Business School (DBS) in New Zealand[1]. The aim is to extend the limited literature on students’ perceptions of ESD within an accounting and business curriculum. Design/methodology/approach – To ascertain the students’ evaluations of their ESD, a survey was administered to 60 accounting and business students at DBS. The survey data were supplemented with interview evidence from 20 of the 60 students to obtain a deeper understanding of the students’ evaluations. Findings – A majority of the students perceive ESD as a “good thing.” Students were supportive of the sustainable business learning experience offered at DBS. The results suggest that students’ knowledge of sustainable business practices improved significantly from their studies. Practical implications – The paper should assist education providers to assess how students perceive ESD. This may help bring about changes, to improve the teaching of sustainable development. Universities can be the main providers of ESD, but other educational providers such as the professional accounting bodies will also need to manage the development of ongoing education processes. Most students at DBS believe they are obtaining a good understanding of the concept of sustainability. Originality/value – There is a shortage of research concerning how students perceive sustainable development education. This paper contributes to the discussion of what to incorporate in sustainable education programmes, to help students properly to understand sustainable development. We believe accounting and business education should develop graduates into broad-minded thinkers with a capacity for independent and critical thought. This will prepare them for future leadership roles.

scholarly journals My committment to veganism as responsible consumption in reference to SDG 12

Envigogika ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Jade Starr
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Objectives ◽  
Lead Author ◽  
Lifestyle Choice ◽  
Responsible Consumption ◽  
Development Goals

This article examines the author’s committment to veganism in the context of SDG 12 “Responsible Consumption and Production”. Refering to the framework of education for sustainable development learning objectives outlined in the 2017 UNESCO publication, Education for Sustainable Development Goals: Learning Objectives (lead author Marco Rieckmann) the author relates her lifestyle choice to the three domains of learning objectives: cognitive, socio-emotional and behavioural.

scholarly journals Education for Sustainable Development: Towards a Concept and Methodology

2019 ◽  
Vol 24 (1) ◽  
pp. 52-78
Author(s):  
Lyudmyla Gorbunova
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Transformative Learning ◽  
Educational Policy ◽  
Social Life ◽  
Global Civil Society ◽  
Education For Sustainable Development ◽  
New Concepts ◽  
Key Competences ◽  
Practice Of Teaching

The context of global transformations related to overcoming systemic crises and contradictions and the transition of mankind to a new way of civilizational development requires the development of a policy of sustainable development of society and relevant transformative strategies for the development of education, which are already specified within of projects and programs of international organizations (UN, UNESCO, UNESCO, UNESCO, EC) as a list of key competences (“21st century key competences”, “transversal competences”, “transcultural competences” , “competence of sustainable development” and the like). According to an analysis of the educational competencies offered to national societies, integrated into specific systems and clusters, almost all of them relate to the processes of formation and transformation of individuals as integral subjects of knowledge and action within the framework of communicative strategies for sustainable development and formation of global civil society. On the agenda are the tasks of research and integration into the Ukrainian educational policy and the practice of teaching new concepts and theories research and integration into Ukrainian educational policy and practice of teaching new concepts and theories as worldviews and methodological opportunities for updating the content, forms and methods of education and upbringing of Ukrainian youth as members of global civil society, as citizens of sustainable development in a relentless and inclusive environment internationalization of social life. The article, based on the anniversary report of the Club of Rome in accordance with the proposed policy of the “New Enlightenment”, with reference to the documents of the UN and UNESCO, the works of eminent scientists and specialists in the development of education, considers the international concept of education for sustainable development as the basis for modern educational policy at the national, regional and institutional levels, as a key tool for achieving the Sustainable Development Goals,  discuss  the basic principles of integrative thinking as transversal, important aspects of the future education system, key inter-disciplinary  competencies, key educational approaches  with a focus on transformative learning.

scholarly journals Remodelling urban planning education for sustainable development: the case of Serbia

2018 ◽  
Vol 19 (4) ◽  
pp. 658-680 ◽  
Author(s):  
Marija Maruna ◽  
Danijela Milovanovic Rodic ◽  
Ratka Colic
Keyword(s):  
Sustainable Development ◽  
Urban Planning ◽  
Local Community ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Practical Implementation ◽  
Pedagogical Model ◽  
Content Type ◽  
Master’S Degree

Purpose The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects. Design/methodology/approach The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results. Findings The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation. Originality/value The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

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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