scholarly journals Integrating sustainability issues into English language courses at university

2021 ◽  
Vol 295 ◽  
pp. 05006
Author(s):  
Nataliya Gunina ◽  
Tatiana Mordovina ◽  
Irina Shelenkova
Keyword(s):  
Sustainable Development ◽  
English Language ◽  
Formal Education ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Sustainable Living ◽  
Sustainable Lifestyles ◽  
Language Courses ◽  
Culture Of Peace ◽  
Key Dimensions

Education for Sustainable Development is a relatively new methodology that promotes principles of sustainable living and is aimed at integrating sustainability issues into the curriculum at all cycles of formal education. This paper discusses how sustainability development concepts can be taught through English language courses at university. The range of topics that cover sustainable development issues within the framework of key dimensions, such as economy, society, environment and culture is selected in line with the guiding principles of Education for Sustainable Development. The approaches to designing a course in English for undergraduate non-linguistic students through the prism of sustainable development principles are highlighted. It is proposed to develop a syllabus with a focus on the areas that are embedded in the concept of Education for Sustainable Development. These include such topics as gender equality and human rights, sustainable lifestyles, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity. The paper summarizes the findings of the research conducted at universities in Russia and Turkey to develop a strategy for designing English language courses that incorporate sustainability issues.

scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals Art Education for Sustainable Development

2021 ◽  
Vol 124 ◽  
pp. 10003
Author(s):  
Nurul Nisa Omar
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Visual Analysis ◽  
Focal Point ◽  
Education For Sustainable Development ◽  
Communication Arts ◽  
Sustainable Living ◽  
Art And Design ◽  
Visual Elements ◽  
Colour Form

Through the process of visual analysis of an artwork called ‘Hidden’, this research article explores the relevance of art and design projects for the development of AESD - Art Education for Sustainable Development. ‘Hidden’ is the name of one of the paintings produced in an art project by the Faculty of Communication, Arts and Media at the International University of Malaya-Wales, Malaysia. The concept of the project is for lecturers and students to produce artwork that revolves around the message of sustainability and 90% of the artwork must use recycled waste materials. The visual analysis of ‘Hidden’ covers five aspects of visual elements which are composition, focal point, colour, form, and symbolic value. It was found that there are multiple deepening sustainability messages within the artwork through the analysis of the actual meaning of the image, the estimate changes in meaning over time, and the student's reflection and reaction. The main questions addressed by this article are: What are the complex ‘pool’ of sustainability messages generated through a single image? How producing art can stimulate students’ consciousness on the importance of sustainable living? In conclusion, this article proposes that AESD is a positive and useful approach for students to embrace the sustainability culture.

Education for Sustainable Development and Global Citizenship

2021 ◽  
pp. 67-85
Author(s):  
Francisco Parrança da Silva ◽  
Bruna F. Batista
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Global Citizenship ◽  
Descriptive Analysis ◽  
School Context ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Global Citizens ◽  
Definition Of

The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.

scholarly journals Research Collaboration of Austrian and Indian Teenagers in the Context of Education for Sustainable Development

2019 ◽  
Vol 11 (18) ◽  
pp. 5094 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Research Collaboration ◽  
Education For Sustainable Development ◽  
Unintended Effects ◽  
Research Education ◽  
Face To Face ◽  
Sustainable Lifestyles ◽  
Educational Engagement

Today’s environmental challenges have been determined and exacerbated by human behavior. It is imperative that education develops learning-settings that enable students to make their individual lifestyles more sustainable. The aim of this paper is to examine the effect of the research-education-collaboration ‘AustrIndia-4QOL’ (Teenagers from Austria and India Perform Research on Quality of Life) on the teenagers’ awareness of the importance of environmental aspects in regards to quality of life, and on their willingness to act towards more sustainable lifestyles. Therefore, the results from a collaboration via social media and from a collaboration with additional face-to-face workshops were analyzed. The question of whether an increased awareness or willingness to act is followed by a change of real action after the project was also investigated. The results indicate that conducting education for sustainable development requires long term educational engagement, and that unintended effects cannot be excluded.

Education for sustainable development in humanitarian logistics

2020 ◽  
Vol 10 (4) ◽  
pp. 573-602
Author(s):  
Muhammad Khan ◽  
Muhammad Sarmad ◽  
Sami Ullah ◽  
Junghan Bae
Keyword(s):  
Sustainable Development ◽  
Formal Education ◽  
Research Question ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Humanitarian Logistics ◽  
Equation Modeling ◽  
Content Type ◽  
Explanatory Variables ◽  
Structure Equation Modeling

PurposeAs humanitarian logistics (HL) functions in complicated, changing and ambiguous situations, all people, particularly the educated youth, have to know how to control the situation and assist victims, which are best achieved through formal education and training. Teaching at university has been extensively used in the context of business logistics. However, education in HL is a poorly researched field and, consequently, this article explores education for sustainable development in HL. The study addresses the following research question: How the teaching of HL at university can help to increase HL performance (HLP) and to reduce suffering.Design/methodology/approachA covariance-based structure equation modeling (CB-SEM) is implemented on the basis of confirmatory factor analysis.FindingsThe results show that the association between the explanatory variables and the dependent variable (HLP) is mediated by sustainability, and that the teaching of HL at university plays a vital role in enhancing HLP and is therefore a very suitable approach for sustainable development in HL. This direct approach is creative, informative and productive practice for both students and teachers.Originality/valueIn spite of the growing number of activities and courses in supply chain and logistics education, no study, to the best of our knowledge, has empirically analyzed the critical topic of whether or not education can bring sustainable development in HL. In order to save lives and reduce the suffering of victims, this study attempts to fill this gap.

scholarly journals Reviewing Vietnam Geography Textbooks from an ESD Perspective

2019 ◽  
Vol 11 (9) ◽  
pp. 2466 ◽  
Author(s):  
Thao Phuong Nguyen
Keyword(s):  
Sustainable Development ◽  
Qualitative Analysis ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Geography Education ◽  
Core Knowledge ◽  
Rote Learning ◽  
Specific Context ◽  
Instrumental Approach ◽  
Almost All

This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.

THE CONTRIBUTION OF THE JOURNALS: JTEFS AND DCSE ON A SUSTAINABLE DEVELOPMENT OF THE REGION

Via Latgalica ◽  
2017 ◽  
pp. 62
Author(s):  
Dzintra Ilisko ◽  
Astrida Skrinda ◽  
Anita Pipere
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Cultural Economic ◽  
Global Issues ◽  
Sustainable Education ◽  
Open Access Journals ◽  
Global Action

The report reveals the contribution of two international UNESCO/ UNITWIN Chair’s peer-reviewed journals – “Discourse and Communication for Sustainable Education” (DCSE) and “Journal of Teacher Education for Sustainability” (JTEFS) to sustainable development of Latgale. They are international, cross-disciplinary, scholarly and open access journals focusing on diverse aspects of environmental, cultural, economic and social sustainability thus enabling one to constructively and creatively address present and future global challenges in creating more sustainable and resilient societies. Both journals aim to respond to the priorities set by the United Nations Decade of Education for Sustainable Development and the Global Action Programme as implemented in LATGALE and in the partner countries. The study reflects on the thematic scope of the two journals that centres on reorienting education towards the goal of sustainable education and sustainable community in Latgale, Latvia, Europe and beyond. In order to respond to the challenges of global community that we are facing today, the research published in both journals suggests how education can contribute to overcoming the current crises in education and community, as well as offers strategies and ways of dealing with it sustainably and responsibly in Latgale. Education for sustainable development (ESD) includes more than knowledge related to the environment, economy, culture and society. It also addresses learning perspectives, strategies and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society and live in a sustainable manner. ESD also involves studying both local and global issues. The research offers the study of JTEFS contribution to meeting different views, ideas and research to promote further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. DCSE is an international, peer-reviewed journal that provides a platform for examination of policies, theories and practices related to the discourse and communication for sustainable education. Since contemporary discourse study has extended its field to the study of multifaceted contexts of discourse, it integrates a broader study of the phenomena of communication in relation to sustainable education. The diversity of the journal is apparent in the variety of its theories, methods and approaches, thus avoiding the frequent limitation to one school, approach or academic branch.

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