scholarly journals Any Sign of Virtual School Garden Exchanges? Education for Sustainable Development in School Gardens since 1992: A Systematic Literature Review

2019 ◽  
Vol 13 (2) ◽  
pp. 168-192
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Digital Media ◽  
Systematic Literature Review ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
Global Perspective ◽  
School Gardens ◽  
School Garden

A core aim of Education for Sustainable Development (ESD) is to link local action with global thinking. In this systematic literature review, we quantitatively and qualitatively analyzed a sample of 158 peer-reviewed articles on school gardening. Our particular interest was in Virtual School Garden Exchanges (VSGEs). In VSGEs, learners plant school gardens and use digital media (e.g., videos, photos, video conferences) to engage in virtual communication about their gardens and related topics. Because this is a new area of research, we approached the broader topic of the ‘school garden’ from three perspectives: (1) the embedding of the global perspective of ESD, (2) the use of digital media, and (3) the establishment of international exchanges between school gardeners. Just 14 articles directly incorporated these three perspectives and were thus analyzed in more detail using a qualitative content analysis. As a result, we identified possible directions for future research on VSGE.

scholarly journals (Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

2021 ◽  
Vol 13 (10) ◽  
pp. 5758
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Digital Media ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
School Garden ◽  
Structured Interviews ◽  
School Students ◽  
The One

Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.

scholarly journals Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

2021 ◽  
Vol 13 (23) ◽  
pp. 13343
Author(s):  
Julia Lohmann ◽  
Jennifer Breithecker ◽  
Ulrike Ohl ◽  
Petra Gieß-Stüber ◽  
Hans Brandl-Bredenbeck
Keyword(s):  
Sustainable Development ◽  
Physical Education ◽  
Literature Review ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Motivational Orientation ◽  
Teacher Competence ◽  
Teacher Competences ◽  
Action Competence

In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Multiple Criteria Decision Making for the Achievement of the UN Sustainable Development Goals: A Systematic Literature Review and a Research Agenda

2021 ◽  
Vol 13 (8) ◽  
pp. 4129
Author(s):  
Manuel Sousa ◽  
Maria Fatima Almeida ◽  
Rodrigo Calili
Keyword(s):  
Decision Making ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Research Agenda ◽  
Sustainable Development Goals ◽  
Multiple Criteria Decision Making ◽  
Multiple Criteria ◽  
2030 Agenda ◽  
Development Goals

Multiple-criteria decision making (MCDM) methods have been widely employed in various fields and disciplines, including decision problems regarding Sustainable Development (SD) issues. The main objective of this paper is to present a systematic literature review (SLR) on MCDM methods supporting decisions focusing on the achievement of UN Sustainable Development Goals (SDGs) and the implementation of the 2030 Agenda for Sustainable Development in regional, national, or local contexts. In this regard, 143 published scientific articles from 2016 to 2020 were retrieved from the Scopus database, selected and reviewed. They were categorized according to the decision problem associated with SDGs issues, the MCDM methodological approach, including the use (or not) of fuzzy set theory, sensitivity analysis, and multistakeholder approaches, the context of MCDM applications, and the MCDM classification (if utility-based, compromise, multi-objective, outranking, or other MCDM methods). The widespread adoption of MCDM methods in complex contexts confirms that they can help decision-makers solve multidimensional problems associated with key issues within the 2030 Agenda framework. Besides, the state-of-art review provides an improved understanding of this research field and directions for building a research agenda for those interested in advancing the research on MCDM applications in issues associated with the 2030 Agenda framework.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

Alternatives to solve SDG trade-offs and to enforce SDG synergies: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrei Boar ◽  
Erola Palau Pinyana ◽  
Marc Oliveras-Villanueva
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Business Models ◽  
Economic Models ◽  
Clean Energy ◽  
Content Type ◽  
Trade Offs

PurposeThis paper takes a critical view of synergies and trade-offs and discloses the practices that countries and companies should apply to achieve sustainable development.Design/methodology/approachThis paper offers a systematic literature review of 408 papers to find models of sustainable development goals (SDGs) interaction with the aim of shedding light on the existing synergies and trade-offs and finding solutions to enhance these synergies and minimize the trade-offs.FindingsBoth rich and developing countries should follow multiple strategies to improve the quality of life of their citizens. Developing countries should focus on eradicating poverty. Rich countries should apply new economic models that are more likely to be environmental-friendly. Finally, the topic of SDGs should be revisited by the United Nations.Practical implicationsBoosting the quality of education and providing clean energy are two of the most relevant actions that should to be taken by countries, as they will accelerate the fulfilment of all the other SDGs. The use of circular economic models or new business models, such as the sharing economy, is essential to the achievement of sustained economic growth without negative environmental impact.Originality/valueThe paper analyzes SDG interactions and offers a critical vision of practices that countries and companies should adhere to for achieving sustainable development.

scholarly journals Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

2021 ◽  
Vol 12 (1) ◽  
pp. 55-66
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Secondary Schools ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Constructivist Approach ◽  
Policy Documents ◽  
Discursive Strategies ◽  
English Medium Instruction ◽  
Discursive Representations

Abstract This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications.

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