The global perspective of education for sustainable development: a European-Latin American study about key competencies for thinking and acting in the world society

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.

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Socio-economically Substantiated Education for Sustainable Development: Development of Competencies and Value Orientations Between Individual Responsibility and Structural Transformation

Journal of Education for Sustainable Development ◽

10.1177/0973408219844849 ◽

2019 ◽

Vol 13 (1) ◽

pp. 67-91 ◽

Cited By ~ 4

Author(s):

Christoph Schank ◽

Marco Rieckmann

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Value Orientations ◽

Shared Responsibility ◽

Individual Responsibility ◽

Economic Perspective ◽

Economic Context ◽

Educational Concept ◽

Key Competencies ◽

Development Of Competencies

In this article, the concept of education for sustainable development is substantiated and expanded upon from a socio-economic perspective. Incorporating the concept of the economic citizen, we present the liberal republican civic ethos, moral judgement, decision-making capabilities and key competencies relevant for sustainability together with an informed understanding of economic context as constitutive elements of the educational concept. Against the backdrop of the limited reach of individual behavioural changes and the necessary reflections on structural questions, a heuristic of shared responsibility for sustainable development will be devised.

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Total and whole grain intake in Latin America: findings from the multicenter cross-sectional Latin American Study of Health and Nutrition (ELANS)

European Journal of Nutrition ◽

10.1007/s00394-021-02635-8 ◽

2021 ◽

Author(s):

Regina Mara Fisberg ◽

Mariane Mello Fontanelli ◽

Irina Kowalskys ◽

Georgina Gómez ◽

Attilio Rigotti ◽

...

Keyword(s):

Latin America ◽

Latin American ◽

American Study ◽

Latin American Study ◽

Whole Grain ◽

Cross Sectional ◽

Health And Nutrition

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Contribution of food groups to energy, grams and nutrients-to-limit: The Latin American Study of Nutrition and Health/Estudio Latino Americano de Nutrición y Salud (ELANS)

Public Health Nutrition ◽

10.1017/s136898002100152x ◽

2021 ◽

pp. 1-34

Author(s):

Regina Mara Fisberg ◽

Ana Carolina Barco Leme ◽

Ágatha Nogueira Previdelli ◽

Aline Veroneze de Mello ◽

Angela Martinez Arroyo ◽

...

Keyword(s):

Latin American ◽

Saturated Fatty Acids ◽

Food Sources ◽

American Study ◽

Food Groups ◽

Latin American Study ◽

Nutrition And Health ◽

Cross Sectional ◽

Added Sugars ◽

Latin Americans

ABSTRACT Objective: To quantify the energy, nutrients-to-limit and total gram amount consumed, and identify their top food sources consumed by Latin Americans. Design: Data from The Latin American Study of Nutrition and Health (ELANS). Setting: ELANS is a cross-sectional study representative of eight Latin American countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Peru, and Venezuela. Participants: Two 24h dietary recalls on non-consecutive days were used to estimate usual dietary intake of 9218 participants with ages between 15-65years. “What We Eat in America” food classification system developed by USDA was adapted and used to classify all food items consumed by the ELANS population. Food sources of energy, added sugars, saturated fatty acids (SFA), sodium and total gram amount consumed were identified and ranked based on percentage contribution to intake of total amount. Results: Three-highest ranked food categories of total energy consumed were: rice (10.3%), yeast breads (6.9%), and turnovers and other grain-based items (6.8%). Highest ranked food sources of total gram amount consumed were: fruit drinks (9.6%), other 100% juice (9.3%), and rice (8.3%). Three highest ranked sources for added sugars were: other 100% juice (24.1%), fruit drinks (16.5%), and sugar and honey (12.4%). SFA ranked foods were: turnovers and other grain-based (12.6%), cheese (11.9%), and pizza (10.3%). Three top sources of sodium were: rice (13.9%), soups (9.1%), and rice mixed dishes (7.3%). Conclusion: Identification of top sources of energy and nutrients-to-limit among Latin Americans is critical for designing strategies to help them meet nutrient recommendations within energy needs.

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

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-04-2021-0167 ◽

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.

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Competency-oriented education for sustainable development

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-12-2017-0223 ◽

2018 ◽

Vol 19 (7) ◽

pp. 1299-1316 ◽

Cited By ~ 3

Author(s):

Mandy Singer-Brodowski ◽

Katrin Grossmann ◽

Stephan Bartke ◽

Sandra Huning ◽

Theresa Weinsziehr ◽

...

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Learning Goals ◽

Comparative Case Study ◽

Positive Development ◽

Energy Poverty ◽

Content Type ◽

Study Approach ◽

General Didactics ◽

Key Competencies

Purpose Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach A qualitative comparative case study approach with a similar didactic approach is used. Findings Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications There was no competency measurement of the students in the described courses. Practical implications There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

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Designing an Education System for Sustainable Development

E3S Web of Conferences ◽

10.1051/e3sconf/202129505022 ◽

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.

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