scholarly journals Designing an Education System for Sustainable Development

2021 ◽  
Vol 295 ◽  
pp. 05022
Author(s):  
Tatiana Matekina ◽  
Marina Soroka ◽  
Valentina Stolyarova
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Technologies ◽  
Integrated System ◽  
Theory And Practice ◽  
Advanced Education ◽  
The World ◽  
Education Model ◽  
Pedagogical Research ◽  
Technological Model

This article is aimed at theoretical comprehension of foreign and domestic experience in designing and implementing education for sustainable development and creating a technological model of advanced education in a technical university in the interests of sustainable development. Constructing a technological model that includes an integrated system of pedagogical technologies aimed at the formation of personal achievements and opportunities. Each student constructs and reconstructs their own capabilities based on reflection, which can act as a universal goal of using the models of anticipatory learning technologies, being also the result of anticipatory education. The analysis shows that the transition to sustainable development starts with forming a strategy implemented in education for sustainable development. The study considers the basics of the modern vision of sustainable development: the environmental component and education model. Moreover, the education model is considered from the perspective of the future as a forwardlooking education. The paper uses methods of analysis of philosophical, psychological, and pedagogical research and synthesis of theoretical ideas on the problem of conceptualization, design, and modeling, which allowed highlighting the main trends of scientific search in the world and domestic theory and practice of advanced education in terms of its sustainable development. The concept of sustainable development is considered from different positions of domestic and foreign researchers. Experience of education for sustainable development implementation both in Russia and other countries of the world shows that so far, sustainable development in education is represented in the environmental sense; therefore modeling of system concept of education for sustainable development and optimal ways of its implementation is actualized.

Engaging Youth in Education for Sustainable Development: Strategies and Interventions

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Change ◽  
Young Women ◽  
Local Level ◽  
Education For Sustainable Development ◽  
Development Strategies ◽  
Children And Youth ◽  
Opportunities To Learn ◽  
The World

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

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>

scholarly journals Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education

2015 ◽  
Vol 6 (1) ◽  
pp. 30-49 ◽  
Author(s):  
Andreas Brunold
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Educational Policy ◽  
Civic Education ◽  
Development Policy ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Global Development ◽  
The World ◽  
The United Nations

Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).

A Letter from the Future: UNESCO and the Decade of Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 63-70 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Lead Agency ◽  
National Education ◽  
The World ◽  
National Education Systems ◽  
The Media

AbstractThis paper begins with a letter of thanks from future generations for the wisdom our generation has shown in initiating a Decade of Education for Sustainable Development. It describes the overall goals of the Decade and focuses on the Action Plan being developed by UNESCO to guide its contributions as the international lead agency for the Decade. These are shown to be two-fold. The first is one of leadership, catalysing, coordinating and supporting activities around the world, especially supporting the re-orientation of national education systems and policies in support of sustainable development and encouraging civil society, the private sector and the media to participate. The second is as a substantive implementer of Education for Sustainable Development, itself, helping to create an enabling environment for the achievement of the objectives of the Decade.

scholarly journals IDEAS OF SUSTAINABLE DEVELOPMENT IN THE CONTENT OF SCIENCE DISCIPLINES

2021 ◽  
Vol 2 ◽  
pp. 4-14
Author(s):  
Elena N. Dzyatkovskaya ◽  
Keyword(s):  
Sustainable Development ◽  
Natural Science ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
The World ◽  
Environmental Component ◽  
Interdisciplinary Concept ◽  
World Development ◽  
Science Disciplines

The article deals with the role of science education in explaining the modern environmental crisis and ways out of it. The urgency and peculiarities of education for sustainable development, its challenges to updating the content of natural science disciplines are considered. The directions of such updating are justified: reflection of modern state of science, fundamentality of knowledge, its interdisciplinary integration and worldview orientation. The conclusion is made that for understanding the interdisciplinary concept of sustainable development the set of special scientific pictures of the world is not enough. The problem of developing a natural-science picture of the world as an environmental component of education for sustainable development is posed. The article considers the basic categories of synthesis of natural-science knowledge into the natural-science picture of the world: nature, material unity of the world, development, system, self-organization, determinism, etc. It is determined that the natural scientific picture of the world, in its ecological aspect, is based on V. I. Vernadsky’s doctrine on the biosphere and biogeochemical migration of atoms, N. N. Moiseev’s doctrine on universal evolutionism, and the concept of sustainable development. It is concluded about the role of the natural sciences in the formation of the key concept of sustainable development – the ecological imperative.

scholarly journals Distance Learning Technologies and Innovations in Education for Sustainable Development

2021 ◽  
Vol 39 (5) ◽  
Author(s):  
Inna Semenets-Orlova ◽  
Valentyn Teslenko ◽  
Alla Dakal ◽  
Volodymyr Zadorozhnyi ◽  
Olena Marusina ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Distance Learning ◽  
Education For Sustainable Development ◽  
Learning Technologies ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Wide Range ◽  
Distance Learning Technologies ◽  
Teachers Professional Development ◽  
Teachers Training

The article analyzes technologies for teachers’ professional development to work online in education for sustainable development. The authors emphasize that education for sustainable development (ESD) promotes developing the knowledge, skills, understanding, values and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. ESD must engage a wide range of stakeholders from government, private sector, civil society, non-governmental organizations and the general public. The authors note that educational institutions should provide teachers with opportunities to improve their qualifications according to the extraordinary time and the need to have many processes online. The differences between traditional and distance learning systems are revealed. The authors suggest a structure of competencies (technical, professional and methodological) for a distance learning teacher. A promising model of distance learning technologies for teachers’ training is presented in the article.

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