Education for Sustainable Development and Civil Engineering for Children: Interactive Model Case Study

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

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Students’ Perceptions of Education for Sustainable Development (ESD) to Achieve SDG 4 in Indonesia: A Case Study of Universitas Islam Riau

Charting a Sustainable Future of ASEAN in Business and Social Sciences ◽

10.1007/978-981-15-3859-9_18 ◽

2020 ◽

pp. 191-202

Author(s):

Prima Wahyu Titisari ◽

Elfis ◽

Irina Safitri Zen ◽

Yani Hendrayani ◽

Indry Chahyana ◽

...

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Perceptions Of Education

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By their practice you will recognise them: a case study on a failed effort to implement education for sustainable development into the competence based Swiss curriculum

Learning for sustainability in times of accelerating change ◽

10.3920/978-90-8686-757-8_26 ◽

2012 ◽

pp. 411-423

Author(s):

Johannes Tschapka

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development

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Implementing Education for Sustainable Development in Higher Education: Case Study of Albukhary International University, Malaysia

Sustainable Development and Quality Assurance in Higher Education ◽

10.1057/9781137459145_12 ◽

2014 ◽

pp. 255-281

Author(s):

Salfarina Abdul Gapor ◽

Abd Malik Abd Aziz ◽

Dzulkifli Abdul Razak ◽

Zainal Abidin Sanusi

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Education For Sustainable Development ◽

International University

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Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

Education Sciences ◽

10.3390/educsci8040187 ◽

2018 ◽

Vol 8 (4) ◽

pp. 187 ◽

Cited By ~ 1

Author(s):

Martin Dür ◽

Lars Keller

Keyword(s):

Quality Of Life ◽

Sustainable Development ◽

Gender Equality ◽

Sustainable Development Goals ◽

Qualitative Content Analysis ◽

Education For Sustainable Development ◽

Sustainable Growth ◽

Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

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