A history of the future of higher education for sustainable development

2008 ◽  
Vol 14 (3) ◽  
pp. 238-256 ◽  
Author(s):  
Kate Sherren
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
The Future ◽  
History Of

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

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.

scholarly journals Sustainable development as a challenge of engineering education

2020 ◽  
pp. 304-304
Author(s):  
Vesna Nikolic ◽  
Tamara Vukic
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Engineering Education ◽  
Education For Sustainable Development ◽  
Integrative Approach ◽  
International Context ◽  
Current State ◽  
The Future ◽  
Study Programs ◽  
The Republic

The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyze the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of SD into the engineering curricula - in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering.

scholarly journals Sustainable Development at Higher Education Institutions in Germany: Advances, Challenges, Examples

2019 ◽  
Author(s):  
Claudia Thea Schmitt ◽  
Alexander Bassen ◽  
Georg Müller-Christ
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Organizational Development ◽  
Sustainable Development Goals ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
National Level ◽  
Education For Sustainable Development ◽  
The Future ◽  
Development Goals

In this paper, Sustainable Development at Higher Education Institutions is introduced as a field of research and application. An interdisciplinary German collaboration on Sustainable Development at Higher Education Institutions – HOCHN – serves as an example of how this topic is addressed on a national level. Results and advances of the HOCHN collaboration are summarized. Moreover, challenges of implementing sustainability-related organizational development at universities are discussed. Focusing on Education for Sustainable Development at universities, three different methodologies are outlined that exceed conventional approaches in tertiary education: Lego® Serious Play® methodology, constellation techniques, and a coaching program on the “Five Minds for the Future”. They illustrate different ways of addressing issues of Education for Sustainable Development and skills and habits respectively that are crucial for achieving the global Sustainable Development Goals of the UN.

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

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