Promoting Environmental Education for Sustainable Development: The Value of Links between Higher Education and Non-Governmental Organizations (NGOs)

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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Sustainable development in higher education

Economica ◽

10.53486/econ.2021.115.037 ◽

2021 ◽

Author(s):

Natalia Timbaliuc ◽

◽

Aliona Gusuvati ◽

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Environmental Education ◽

Classification System ◽

Higher Education Institutions ◽

Environmental Issues ◽

Education For Sustainable Development ◽

Three Dimensions ◽

Important Work ◽

Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

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Education for Sustainable Development in the Value System of Teachers

European Journal of Sustainable Development ◽

10.14207/ejsd.2020.v9n4p147 ◽

2020 ◽

Vol 9 (4) ◽

pp. 147

Author(s):

Tetyana Galtseva ◽

Svitlana Svitich ◽

Andriy Kutsiy ◽

Victoria Savchenko ◽

Tetyana Strukova

Keyword(s):

Sustainable Development ◽

Social Relations ◽

Social Intelligence ◽

Education For Sustainable Development ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

Emotional Component ◽

Effective Synthesis ◽

Methodological Principles ◽

Value Changes

Еducation for sustainable development shows all the necessary from sustainable development concept in unity of ecologic, social-cultural, and economic spheres. The reduction of education for sustainable development to the issue of environmental education poses a threat to the values associated with the humanistic interpretation of education. Firstly, it is the absolutization of environmental values and the lack of effective synthesis of these values with social values, and economic values partly. Secondly, there is a lack of needs and values of teachers and value-methodological principles of integration of environmental and humanistic values. Thirdly, to a large extent on the periphery of education for sustainable development are the problems of transformation of society itself, social relations, culture, ways of communication, interaction of people with each other, as well as the emotional component of such interaction. One of the possible ways to solve these problems can be considered the formation of new, more adapted to the needs of sustainable development of value-cognitive characteristics of teachers. The new model of education should provide a focus on people as the main object of sustainable development, subordinating value changes to the task of socialization and humanization of social development, taking into account environmental constraints. Based on the results of the study, it is necessary to pay attention to the development of social intelligence, emotional intelligence, communicative intelligence and practical intelligence. For more adequate training of professionals in the field of education for sustainable development, it is advisable to expand cooperation with governmental and non-governmental organizations. Key words: education, sustainable development, humanism, ecology, training, values, social intelligence

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Implementation trajectories of environmental education for sustainable development in formal, non-formal and informal education based on eduScrum project management methodology

E3S Web of Conferences ◽

10.1051/e3sconf/202016905002 ◽

2020 ◽

Vol 169 ◽

pp. 05002

Author(s):

Natalya Ryazanova ◽

Vladimir Naumov ◽

Natalia Kamennykh

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Environmental Education ◽

Informal Education ◽

Formal Education ◽

Interdisciplinary Approach ◽

Analytical Form ◽

Education For Sustainable Development ◽

Team Members ◽

Development Of Competencies

The aim of the study is to study approaches to localization of the topic of SDG in higher education in Russia and some tracks for implementation of environmental education for sustainable development (EESD). The objectives were: to formulate a goal setting for each of the approaches; to develop a methodology for the introduction of the SDG ideology into EESD; to implement the personal and collective role of research team members in working on the project; to create effective collaborations and introduce an interdisciplinary approach; to be able to present the results obtained in a visual and analytical form; to expand the professional outlook of environmentalists, to form a worldview based on the development of competencies for sustainable development. The research methodology in formal education was based on the hypothesis that modern environmental education should be based on the triad of SDG clusters, and all didactic units of university programs should be filled with this ideology. The information approach was implemented through the introduction of project laboratory technologies, case studies and youth models. Strategically, the higher education institutions participating in the experiment developed a methodology for tracking higher education for sustainable development and introduced methods for working with the subjects of SDG.

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HIGHER ECOLOGICAL EDUCATION OF UKRAINE: HISTORY OF FORMATION AND CURRENT STATE

Educological discourse ◽

10.28925/2312-5829.2021.1.3 ◽

2021 ◽

Vol 32 (1) ◽

pp. 39-51

Author(s):

Tamerlan Safranov

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Environmental Education ◽

Education For Sustainable Development ◽

Modern Concept ◽

Educational Institutions ◽

Current State ◽

History Of ◽

Environmental Component ◽

Personal Level

The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.

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Desenvolvimento Sustentável, Sustentabilidade, Educação Ambiental e Educação para o Desenvolvimento Sustentável: Reflexões para ensino de graduaçãoDesarrollo Sostenible, Sustentabilidad, Educación Ambiental y Educación para el Desarrollo Sostenible: Reflexiones para enseñanza de graduaciónSustainable Development, Sustainability, Environmental Education and Education for Sustainable Development: Reflections for undergraduate education

REMEA - Revista Eletrônica do Mestrado em Educação Ambiental ◽

10.14295/remea.v35i1.7417 ◽

2018 ◽

Vol 35 (1) ◽

pp. 92-111 ◽

Cited By ~ 1

Author(s):

Mônica Marella Corrêa ◽

Patricia Almeida Ashley

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Environmental Education ◽

Undergraduate Education ◽

Teaching Practices ◽

Higher Education Institutions ◽

Education For Sustainable Development ◽

Classification Model ◽

Enseñanza Superior

A confusão de interpretações sobre os termos desenvolvimento sustentável (DS), sustentabilidade, educação ambiental (EA) e educação para o desenvolvimento sustentável (EDS) pode resultar em uma divergência entre projetos e propostas. Essa divergência é refletida nas Instituições de Ensino Superior, em currículo, ementas e práticas de ensino. Este trabalho se propõe a trazer discussões sobre: desenvolvimento sustentável e sustentabilidade; desenvolvimento sustentável e governança; e desenvolvimento sustentável e educação; assim como reflexões para o ensino de graduação. Portanto, visa mostrar como o entendimento e ações em concordância os temas discutidos podem funcionar como um fomento para inovações e avanços para o ensino superior. Por exemplo, a sugestão de criação de um modelo de classificação de ementas que possa analisar o tipo de temática ambiental que aquele conteúdo oferece. La confusión de interpretaciones sobre los términos desarrollo sostenible, sostenibilidad, educación ambiental y educación para el desarrollo sostenible puede resultar en una divergencia entre proyectos y propuestas. Esta divergencia se refleja en las Instituciones de Enseñanza Superior, en currículos y prácticas de enseñanza. Este trabajo se propone a traer discusiones sobre: desarrollo sostenible y sostenibilidad; desarrollo sostenible y gobernanza; y el desarrollo sostenible y la educación; así como reflexiones para la enseñanza de graduación. Por lo tanto, pretende mostrar cómo el entendimiento y acciones en concordancia con los temas discutidos pueden funcionar como un fomento para innovaciones y avances para la enseñanza superior. Por ejemplo, la sugerencia de crear un modelo de clasificación de plan de estudios que pueda analizar el tipo de temática ambiental que el contenido ofrece. The misinterpretation of the terms sustainable development (SD), sustainability, environmental education (EE) and education for sustainable development (ESD) can result in a divergence between projects and proposals. This divergence and reflection in Higher Education Institutions, in curriculum, events and teaching practices. This paper proposes to bring discussions about: sustainable development and sustainability; sustainable development and governance; and sustainable development and education; as well as reflections for undergraduate education. Therefore, it aims to show how the understanding and actions, in concordance the themes discussed, can work as a promoter for innovations and advances for higher education. For example, the suggestion to create a menu classification model that can analyze the type of environmental theme that content offers.

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EDUCATION FOR SUSTAINABLE DEVELOPMENT TODAY: A PROBLEM AREA FOR OVERCOMING DIFFICULTIES OF PEDAGOGICAL ADAPTATION (ON THE EXAMPLE OF A HIGHER SCHOOL)

South of Russia ecology development ◽

10.18470/1992-1098-2018-3-159-166 ◽

2018 ◽

Vol 13 (3) ◽

pp. 159-166 ◽

Cited By ~ 1

Author(s):

Yulia M. Grishaeva ◽

Irina V. Wagner ◽

Zinaida N. Tkacheva ◽

Alexander M. Lugovskoy ◽

Platon N. Moro

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Critical Thinking ◽

Environmental Education ◽

Peer Review ◽

Research Methods ◽

Education For Sustainable Development ◽

Problem Area ◽

Foundations Of Education ◽

Russian Higher Education

Aim. The aim of this study is to structure the problem areas of pedagogical adaptation of the content of the concept of sustainable development into the practice of Russian higher education. Methods. Analysis, synthesis and generalization of some relevant works, including foreign ones, in this field were used as research methods, as well as the results of many years of professional pedagogical activity of the authors (pedagogical observation, peer review, pedagogical interpretation). Results. The findings of the research are the identification of the problem areas for overcoming the difficulties of pedagogical adaptation of the principles of education for sustainable development in the practice of the Russian higher school. Conclusions. The findings of the study include the problems of pedagogical adaptation of content and methods of effective education for sustainable development, such as: 1) the inconsistency of the content tendencies of higher education in relation to objective needs of the society and politics that contradict sustainable development as a whole; 2) the problem of insufficient methodological support to develop critical thinking in students in the process of environmental education, as well as the pedagogical problem of the formation of students' reflexive experience; 3) the problem of "locality" and "targeting" of the content and methods of education for sustainable development; 4) the problem of developing inter-disciplinary and trans-disciplinary approaches for the education for sustainable development; 5) the problem of pedagogical adaptation of the axiological foundations of education for sustainable development.

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ECOLOGICAL EDUCATION IN SOVEREIGN KYRGYZSTAN: STATUS AND PROBLEMS OF FORMATION (1991-2010)

Alatoo Academic Studies ◽

10.17015/aas.2019.193.26 ◽

2019 ◽

Vol 19 (3) ◽

pp. 240-252

Author(s):

Ziyagul Abduvapova ◽

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

Kyrgyz Republic ◽

Environment Protection ◽

The Sustainable Development ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

The Status ◽

Ecological Culture

The possibilities for resolving environmental problems in Kyrgyzstan depend not only on political and economic implementations of environmental protection, but also on the general ecological culture of the population. One of the most important factors of forming the ecological culture of the modern Kyrgyzstan society is the new system of continuous environmental education and upbringing, based on the principles of sustainable development. The purpose of this article is to study the status, achievements and problems of the development of environmental education in the context of the environment protection policy of the Kyrgyz Republic in 1992-2010. The following tasks are being solved to achieve this goal: the process of forming the legislative base of environmental education in sovereign Kyrgyzstan is shown; priority areas for the development of environmental education is identified; The role of international and domestic non-governmental organizations in the process of formation and development of environmental education for the sustainable development of Kyrgyzstan is determined.

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