The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students

2014 ◽  
Vol 32 (3) ◽  
pp. 318-339 ◽  
Author(s):  
Teresa Berglund ◽  
Niklas Gericke ◽  
Shu-Nu Chang Rundgren
Keyword(s):  
Sustainable Development ◽  
Secondary Students ◽  
Education For Sustainable Development ◽  
Upper Secondary

scholarly journals A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

2020 ◽  
Vol 12 (3) ◽  
pp. 1123 ◽  
Author(s):  
Ulf Fredriksson ◽  
Kanako N. Kusanagi ◽  
Petros Gougoulakis ◽  
Yaka Matsuda ◽  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Work ◽  
School Activities ◽  
Successful Work ◽  
Upper Secondary ◽  
Important Approach ◽  
Local Engagement ◽  
The Subject ◽  
Upper Secondary Schools

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals How Philosophizing the Dialogos Way Can Promote Education for Sustainable Development

2021 ◽  
Author(s):  
Eirik Hæreid Marcussen ◽  
Michael Weiss ◽  
Guro Hansen Helskog
Keyword(s):  
Sustainable Development ◽  
Research Question ◽  
Research Process ◽  
Education For Sustainable Development ◽  
Dialogic Learning ◽  
Learning And Teaching ◽  
Action Inquiry ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Curriculum Reforms

This paper is an inquiry into an action research process in which staff from a combined vocational and academic upper secondary school philosophized “The Dialogos Way” together, as part of ongoing curriculum reforms in Norway. Some teachers were also trained in facilitating such dialogs with their students. Since sustainable development is one of three interdisciplinary topics now supposed to run through all subjects at all educational levels, our chosen action inquiry research question in this paper reads as follows: How can training teachers in philosophizing the Dialogos Way promote attitudes and skills required for dialogic learning-and-teaching, and how can this form of learning-and-teaching support education for sustainable development? Using teachers’ and students’ meta-reflection notes as data, the authors find that the Dialogos approach offers a fruitful way of integrating sustainable development issues in the curriculum.

scholarly journals Hva hemmer og fremmer arbeidet med Utdanning for Bærekraftig Utvikling i videregående skole?

2019 ◽  
Vol 13 (2) ◽  
pp. 4
Author(s):  
Birgitte Bjønness ◽  
Astrid Tonette Sinnes
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Curriculum Reform ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Whole School ◽  
Student Council ◽  
Upper Secondary ◽  
New Curriculum ◽  
Er Positive

Læreplanene for grunnopplæringen i Norge er for tiden under revisjon og fornyelse. Fagfornyelsen innebærer blant annet at bærekraftig utvikling blir et tverrfaglig og gjennomgående tema i skolen. Satsingen på Utdanning for Bærekraftig Utvikling (UBU) i skolen er per i dag hovedsakelig preget av enkeltstående prosjekter drevet fram av enkeltlærere. Vi har i denne studien intervjuet skoleledelse, lærere, elevråd, driftsleder og skoleeier ved fire videregående skoler for å få fram praksisfeltets stemmer knyttet til hva som hemmer og hva som fremmer arbeidet med UBU i norsk videregående skole. Funn fra studien viser at alle informantene er positive til en satsing på bærekraftig utvikling. Vi finner videre at det utkrystalliserer seg ni sentrale faktorer som påvirker i retning av å hemme eller fremme en helhetlig satsing på UBU. Informantene peker på hverandre når det gjelder å ta initiativ til å utvikle UBU lokalt; dette kan medføre en pulverisering av ansvar så lenge alle «sitter på gjerdet» og venter på at andre skal ta initiativ. En forpliktende satsing på UBU stiller krav til alle aktører og nivåer i skolen. Vi stiller spørsmål om satsingen på bærekraftig utvikling i fagfornyelsen er tilstrekkelig for å utvikle den tverrfaglige forståelsen og handlingskompetansen som er nødvendig for å forberede elevene på å leve bærekraftige liv i framtiden. En forpliktende satsing på UBU krever også at skolen og lærerne får tid og rom til å utvikle organisasjonen og læringsmåter lokalt.Nøkkelord: utdanning for bærekraftig utvikling, fagfornyelsen, videregående skole, hel-skoletilnærming, fokusgruppeintervjuer, aktører i skolenExploring drivers and challenges for the implementation of Education for Sustainable Development in upper secondary schoolAbstractThe national curricula in Norway are currently under review and revision. As part of the revision, sustainable development becomes an interdisciplinary and comprehensive subject in school. There are presently few or no examples of schools that work comprehensively with Education for Sustainable Development (ESD) in Norway. In this study, we have interviewed school management, teachers, student council, operation manager and school owner at four upper secondary schools in order to map what supports and what constrains a holistic effort to ESD in Norwegian upper secondary school. Findings from the study show that all the interviewees are positive to a commitment to sustainable development as part of the new curriculum. Further, we identify nine key factors influencing action as well as resulting from it, in the direction of support or constraint of a holistic effort to ESD. The interviewees point to each other when it comes to taking the initiative to develop ESD locally; this can result in a pulverization of responsibility as long as everyone "sits on the fence" waiting for others to take the initiative. A binding commitment to ESD places demands on all actors and levels at the school. We ask whether the inclusion of sustainable development in the new curriculum is sufficient for developing an interdisciplinary understanding and the action competence that is necessary to prepare the students for living sustainable lives in the future. A commitment to ESD also requires the school and the teachers to have the time and space to develop the organization and learning methods locally.Keywords: Education for Sustainable Development, curriculum reform, upper secondary school, whole-school approach, focus-group interviews, stakeholders in school

scholarly journals Harmoni eller konflikt? – en fallstudie av meningsinnehållet i utbildning för hållbar utveckling. "Harmony or conflict? – A case study of the conceptual meaning of education for sustainable development"

2012 ◽  
Vol 8 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Marie Öhman ◽  
Johan Öhman
Keyword(s):  
Sustainable Development ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Current Debate ◽  
Video Recordings ◽  
Upper Secondary ◽  
Audio Recordings ◽  
Field Notes ◽  
Conceptual Meaning

Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectives that have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concrete school practice. The present study is a case study and investigates two classes of Swedish upper secondary students presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspired from pragmatic discourse analysis is used. The findings show how the students in their language usage constitute a harmony perspective on sustainable development. The results and implications for teaching and learning are finally discussed.

Sustainability consciousness of pre-service teachers in Pakistan

2017 ◽  
Vol 18 (7) ◽  
pp. 1090-1107 ◽  
Author(s):  
Qudsia Kalsoom ◽  
Afifa Khanam ◽  
Uzma Quraishi
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Secondary Students ◽  
Undergraduate Students ◽  
Study Data ◽  
Survey Method ◽  
Content Type ◽  
Upper Secondary ◽  
Missing Element

Purpose The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students. Design/methodology/approach The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities. Findings The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country. Practical implications This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability. Originality/value The paper contributes to a broader debate on measuring SC of university students.

scholarly journals “The Sustainable Backpack”: Exploring possibilities in education for sustainable development through a nationwide professional development program

2019 ◽  
Vol 13 (2) ◽  
pp. 5 ◽  
Author(s):  
Eldri Scheie ◽  
Shelley Stromholt
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Secondary Students ◽  
Large Scale ◽  
Development Program ◽  
Education For Sustainable Development ◽  
Development Effort ◽  
Development Education ◽  
Teacher Survey ◽  
Future Work

AbstractEducation for sustainable development (ESD) provides crucial opportunities for young people to be involved authentically in addressing socio-ecological challenges in their local and global communities. While many studies on education for sustainable development have documented efforts within higher education, few examples exist of large-scale programmes that engage primary and secondary students. Norway’s Sustainable Backpack programme is a notable exception. In this paper, we present insights from this nationwide professional development effort to support teachers to implement ESD. We describe design principles that guide the programme and present evidence of success through teacher interpretations of their experiences and those of their students. Data sources include teacher survey data and insights into the programme by the authors as participant observers. Our goal is to provide initial insights into important aspects of professional development at a large scale for ESD and recommendations for future work. Keywords: professional development, education for sustainable development, interdisciplinarity Den naturlige skolesekken:Utdanning for bærekraftig utvikling og profesjonell kompetanseutvikling i et nasjonalt nettverk SammendragUtdanning for bærekraftig utvikling (UBU) gir barn og unge muligheter til å få innsikt i, delta og påvirke komplekse bærekraftutfordringer lokalt, nasjonalt og globalt. Det er mange studier om utdanning for bærekraftig utvikling som dokumenterer innsats innen høyere utdanning, men få eksempler på storskala programmer som involverer grunnskole og videregående skole. Den naturlige skolesekken i Norge er et unntak i så måte. I denne artikkelen deler vi innsikt fra det nasjonale, faglige utviklingsarbeidet som støtter skoler, lærere og elever i å nærme seg UBU på en tverrfaglig måte. Vi beskriver designprinsippene som ligger til grunn for programmet, presenterer forutsetningene lærerne mener er viktige for å lykkes, deres egne erfaringer og den utviklingen de ser hos elevene sine. Datakildene inkluderer spørreundersøkelse blant lærerne og innsikt i programmet fra forfatterne som deltakende observatører. Vårt mål er å gi en innsikt i viktige aspekter og erfaringer fra profesjonsutvikling på nasjonalt nivå for UBU, samt å komme med anbefalinger for fremtidig arbeid på feltet. Nøkkelord: profesjonell kompetanseutvikling, utdanning for bærekraftig utvikling, tverrfaglighet

scholarly journals Implicit Knowledge in the Context of Education for Sustainable Development: Students’ Orientations Towards Sustainability-Related Topics

2020 ◽  
Vol 14 (1) ◽  
pp. 20-40
Author(s):  
Anne-Katrin Holfelder
Keyword(s):  
Sustainable Development ◽  
Sociology Of Knowledge ◽  
Education For Sustainable Development ◽  
Implicit Knowledge ◽  
Group Discussions ◽  
Shared Experiences ◽  
Theory Of Education ◽  
Upper Secondary ◽  
Knowledge Perspective ◽  
Upper Secondary Level

This study argues from a sociology of knowledge perspective which considers implicit knowledge as the basis for orientation towards a certain topic. Reconstructing this type of knowledge can help to better understand the learner’s perspective. Implicit knowledge originates from shared experiences. It therefore indirectly provides information about the experiences of learners. In this study, implicit knowledge (orientations) regarding sustainability-related topics was reconstructed from open group discussions with upper secondary-level students from Germany. Three main orientations are presented in this article: the orientation based on a predetermined future of the world, the orientation based on conformity and the orientation based on knowledge and awareness. The findings are discussed with regard to the shared experiences of the students and in terms of their implications for the practice and theory of education for sustainable development.

scholarly journals Realisering av utdanning for bærekraftig utvikling (UBU) – slik erfart av et utvalg naturfagslærere i videregående skole Education for sustainable development. - Experienced by science teachers in upper secondary school in Norway

2019 ◽  
Vol 15 (2) ◽  
pp. 206-222
Author(s):  
Elina Maria Sundstrøm ◽  
Siw Turid Killengreen ◽  
Stig Misund ◽  
Hans-Georg Köller
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Science Teachers ◽  
Interdisciplinary Collaboration ◽  
Education For Sustainable Development ◽  
Traditional Classroom ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Teaching Curriculum ◽  
Traditional Classroom Teaching

Education for sustainable development has been implemented in the Norwegian teaching curriculum since 2005. The goal was initially to give the students knowledge in order for them to live more sustai­nable lives. We conducted interviews and a questionnaire survey to investigate how science teachers in upper secondary school teach this subject, and what they considered to be the challenges. Results from this survey show that teachers mainly use traditional classroom teaching, and to a little extend educated the students the way intended when sustainable development was included in the curricu­lum. In addition, they felt that the subject is not prioritized from the school administration, and the interdisciplinary collaboration is insufficient. In 2020, a revised version of the Norwegian curriculum is completed, and the findings from this survey emphasize the importance of a stronger implementation of education for sustainable development in the Norwegian school system.

Sign in / Sign up

Export Citation Format

Share Document