scholarly journals Remodelling urban planning education for sustainable development: the case of Serbia

2018 ◽  
Vol 19 (4) ◽  
pp. 658-680 ◽  
Author(s):  
Marija Maruna ◽  
Danijela Milovanovic Rodic ◽  
Ratka Colic
Keyword(s):  
Sustainable Development ◽  
Urban Planning ◽  
Local Community ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Practical Implementation ◽  
Pedagogical Model ◽  
Content Type ◽  
Master’S Degree

Purpose The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects. Design/methodology/approach The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results. Findings The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation. Originality/value The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

scholarly journals Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

2021 ◽  
Vol 295 ◽  
pp. 05019
Author(s):  
Olga Ilina ◽  
Evgeniia Brazhnik
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Training System ◽  
Educational Process ◽  
Global Changes ◽  
Degree Programs ◽  
Master's Degree Programs ◽  
Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

scholarly journals Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development

2019 ◽  
Vol 11 (3) ◽  
pp. 719 ◽  
Author(s):  
Martín Bascopé ◽  
Paolo Perasso ◽  
Kristina Reiss
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Expert Committee ◽  
Teacher Professional ◽  
Pedagogical Approaches

During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

Are leaders with postgraduate degrees perceived to be more transformational? A quasi-experimental field study

2019 ◽  
Vol 40 (2) ◽  
pp. 259-273 ◽  
Author(s):  
Morris Mendelson ◽  
Jasmine Alam ◽  
Chris Cunningham ◽  
Adam Totton ◽  
Carrie Smith
Keyword(s):  
Transformational Leadership ◽  
Field Study ◽  
Positive Relationship ◽  
Master's Degree ◽  
Leadership Qualities ◽  
Content Type ◽  
Experimental Field ◽  
Strong Positive Relationship ◽  
Quasi Experimental ◽  
Master’S Degree

PurposeTransformational leadership has been shown to have a positive impact on a host of employee level and organizational performance indicators. However, little research has sought to understand some of the antecedents of this style of leadership. The purpose of this paper is to examine the link between having a post-secondary education and perceptions of transformational leadership.Design/methodology/approachData were collected from two surveys issued in a mid-sized energy company located on the eastern seaboard of North America. One-way ANOVA comparing employees’ perceptions of transformational leadership exhibited by their supervisors that either did or did not have a post-graduate degree demonstrated a strong, positive relationship between the attainment of a Master’s degree and perceived levels of transformational leadership qualities.FindingsThe findings of this quasi-experimental field study demonstrated a strong, positive relationship between the attainment of a Master’s degree and perceived levels of transformational leadership qualities.Originality/valueThis study is the first of its kind to demonstrate that more educated managers are generally perceived to be more transformational in their leadership style.

Education for sustainable development at Chemnitz University of Technology

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martin Albert ◽  
Maria Uhlig
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Cognitive Domain ◽  
New Combination ◽  
General Direction ◽  
Content Type ◽  
University Of Technology ◽  
Study Results ◽  
Study Programs ◽  
Further Development

Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

The role of farm-to-table activities in agritourism towards sustainable development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siti Fatimahwati Pehin Dato Musa ◽  
Wei Lee Chin
Keyword(s):  
Sustainable Development ◽  
Local Community ◽  
Three Dimensions ◽  
Structured Interviews ◽  
Content Type ◽  
Local Agriculture ◽  
Balanced Approach ◽  
Agriculture Industry ◽  
Food Activism

Purpose The purpose of this paper is to evaluate the role of farm-to-table (FTT) activities in agritourism towards sustainable development based on three agritourism farms in Brunei. Design/methodology/approach The study is based on qualitative data using semi-structured interviews with 23 participants involved in the management of the farms. In-depth interviews are considered the most appropriate approach to gain the unexplored perspectives of the agriculture community at the three agritourism farms. Findings The study found that FTT activities imparted in agritourism contribute towards sustainable development economically, socially and environmentally. FTT leads to the establishment of small medium and micro enterprises, which, in turn, creates employment for the local people. It also plays a part in preserving the ethno-culinary heritage of indigenous food, promoting food localism and sustainable agriculture. These findings suggest that FTT activities play an important role in revitalizing the local community. The outcome of this empirical research may enable planners to better formulate regional policy based on a balanced approach taking into account the three dimensions of sustainability towards agritourism development. From a theoretical standpoint, this study adds value to the literature by identifying the contributions of FTT activities towards sustainable development emphasising on the consumption of local ethnic food and food localism. Originality/value The contributions of agritourism for local farms has not been extensively discussed especially in Brunei’s local agriculture industry. This study will provide evidence that FTT activities contribute towards a moderate form of food activism; one that re-forges the disrupted linkages between people, nature and cultural heritage.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

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

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.

Industrial heritage: towards a sustainable adaptive reuse of wheat milling heritage buildings in Jordan

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monther Jamhawi ◽  
Shatha Mubaideen ◽  
Basem Mahamid
Keyword(s):  
Cultural History ◽  
20Th Century ◽  
Local Community ◽  
Adaptive Reuse ◽  
Local Context ◽  
Urban Context ◽  
Content Type ◽  
Industrial Heritage ◽  
Heritage Buildings ◽  
History Of

PurposeThe purpose of this paper is to present a framework for the adaptive re-use of wheat milling buildings setting in modern urban contexts in Jordan. This paper also aims to highlight the industrial heritage with a focus on wheat milling buildings, which date back to the beginning of the 20th century, as they document and represent significant aspects of the socio-cultural history of Jordan.Design/methodology/approachThe approach to this statement will be through a theoretical investigation into the notion of industrial heritage, a historical overview of wheat milling in Jordan, as well as a case study analysis to support the theoretical framework following a value-based approach for the case of Baboor Al-Qisar. Baboor Al-Qisar is a wheat milling structure that the Department of Antiquities (DoA) is willing to adaptively reuse as an industrial museum that tells the local narrative of wheat milling and points out the non-physical values associated with the building’s original use.FindingsThe paper introduces a framework for wheat milling buildings incorporation within the modern urban context as industrial heritage museums or socio-cultural facilities. The findings offer a reflection on approaching similar case studies as a tool for their conservation, management and promotion to create new tourist destinations as a form of sustainable urban regeneration.Originality/valueThis research bridges the gap between practice and theory in terms of adaptive reuse strategies within the Jordanian local context. No similar studies have been done on wheat milling structures from the 20th century in the country with local community engagement as an integral part that is carried out within the functionality and future use of the site.

Competency-oriented education for sustainable development

2018 ◽  
Vol 19 (7) ◽  
pp. 1299-1316 ◽  
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.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

Sign in / Sign up

Export Citation Format

Share Document