Education for sustainable development in the UK: Making the connections between the environment and development agendas

2008 ◽  
Vol 6 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Douglas Bourn
Keyword(s):  
Sustainable Development ◽  
Behavioural Change ◽  
Education For Sustainable Development ◽  
Industrialized Countries ◽  
Development Education ◽  
Policy Makers ◽  
Leading Role ◽  
Policy Statements ◽  
The Uk ◽  
Development Agendas

Education for Sustainable Development (ESD) is an initiative that dates back to the early 1990s. Whilst policy statements at this time referred to ESD as a bringing together of environmental and development education, in the UK, as in most other industrialized countries, it has been the environmental agenda that has tended to dominate. In the UK, policy-makers have since 1997 played an increasingly leading role in promoting ESD, particularly within schools. However, the drive behind these initiatives poses wider questions about their ultimate purpose: a learning agenda or one based on seeking behavioural change? Development education has always been the junior partner in the ESD debates in the UK, in part because of its low academic profile but also because of the policy separation by governments.This has, however, begun to change through the merging of policy initiatives around ESD and global citizenship which, by their very nature, are again posing the wider questions about the purpose and goal of these agendas.

scholarly journals Water-Education as a Promoter of Education for Sustainable Development: Three Studies in Portuguese-Speaking African Countries

2020 ◽  
Vol 9 (2) ◽  
pp. 192-202
Author(s):  
Mafalda Franco Leitão ◽  
Albino Cunha ◽  
Manuela Malheiro Ferreira
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Basic Research ◽  
Education For Sustainable Development ◽  
African Countries ◽  
Development Education ◽  
Political Dimension ◽  
Water Education ◽  
Water Literacy ◽  
Sustainability Challenges

The present study is based on research in teacher self-training in Education for Sustainable Development (Leitão, 2012). Water was the motivating theme. The priority of a fair distribution of water, guaranteeing the consumption, in quality and quantity, to all mankind and living beings is urgent. To respond to water-related sustainability challenges, people worldwide need to acquire "water literacy" about various aspects of water use and management in order to ensure safer water consumption and to contribute to Disaster Risk Reduction (DRR). Three case studies were carried out in schools in three African countries: Angola, Guinea-Bissau and Mozambique. A model of skills in education for sustainable development was applied (Sleurs, 2008). From the analysis of these case studies the theoretical assumptions of research were strengthened by the effective professional practice. But, on contrary, the results that the pillars of sustainable development presented in the basic research should be reviewed, placing the political dimension as transversal, thus strengthening education for sustainable development as fundamental for critical and responsible citizens of the present and of the future. This experience paves the way for future water-education and education for sustainable development projects; such as the follow-up of these three schools.  Keywords: Sustainable Development; Education for Sustainable Development; Water-education and Water Literacy; Case Study

Knowledge Co production and Behavioural Change, Collaborative approaches for promoting low carbon mobility

2016 ◽  
Author(s):  
Stewart Barr ◽  
Gareth Shaw
Keyword(s):  
Climate Change ◽  
Behavioural Change ◽  
Academic Research ◽  
Low Carbon ◽  
Policy Makers ◽  
Productive Process ◽  
Emergent Literature ◽  
Using Data ◽  
The Uk ◽  
Personal Travel

Behavioural change has become regarded as a key tool for policy makers to promote behavioural change that can reduce carbon emissions from personal travel. Yet academic research has suggested that promoting low carbon travel behaviours, in particular those associated with leisure and tourism practices, is particularly challenging because of the highly valued and conspicuous nature of the consumption involved. Accordingly, traditional top-down approaches to developing behavioural change campaigns have largely been ineffectual in this field and this chapter explores innovative ways to understand and develop behavioural change campaigns that are driven from the bottom upwards. In doing so, we draw on emergent literature from management studies and social marketing to explore how ideas of service dominant logic can be used to engage consumers in developing each stage of a behavioural change campaign. Using data and insights from research conducted in the south-east of the UK, we outline and evaluate the process for co-producing knowledge about low carbon travel and climate change. We illustrate how behavioural change campaign creation can be an engaging, lively and productive process of knowledge and experience sharing. The chapter ends by considering the role that co-production and co-creation can have in developing strategies for low carbon mobility and, more broadly, the ways in which publics understand and react to anthropogenic climate change.

Views on education for sustainable development (ESD) among lecturers in UK MSc taught courses

2019 ◽  
Vol 20 (1) ◽  
pp. 115-138 ◽  
Author(s):  
Gavin Melles
Keyword(s):  
Sustainable Development ◽  
Discourse Analysis ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Influential Factors ◽  
Content Type ◽  
The Uk ◽  
Interview Studies ◽  
Sustainability Principles ◽  
Personal Ethics

PurposeIn the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.Design/methodology/approachThis active interview study enrolled a cohort of academics (n= 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.FindingsIn addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.Practical implicationsFaculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.Originality/valueThematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

Sustainable Development Awareness and Policy Making in Malta

2019 ◽  
Vol 13 (2) ◽  
pp. 152-167
Author(s):  
Sheryl Green ◽  
Paul Pace
Keyword(s):  
Sustainable Development ◽  
Policy Making ◽  
Education For Sustainable Development ◽  
Policy Makers ◽  
Depth Interviews

Policymakers’ understanding of the holistic nature and implications of sustainable development (SD) determines a nation’s commitment to sustainability. The study involved in-depth interviews with 20 policymakers. The study identified underlying interconnections between policymakers’ perceptions, commitment and awareness of SD and whether they developed the necessary values and attitudes required to promote sustainability at both local and national levels. These findings provided reflections for the development of Education for Sustainable Development programmes targeting policy makers to expedite implementation of SD in Malta.

Implementation of education for sustainable development strategy in mathematics education through stakeholder cooperation

2018 ◽  
Vol 4 (9) ◽  
pp. 90-100
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Data Analysis ◽  
Mathematics Education ◽  
Development Strategy ◽  
Informal Education ◽  
Professional Associations ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Cross Border ◽  
Stakeholder Cooperation

The author has identified different stakeholder cooperation opportunities to implement the strategy for education for sustainable development (ESD) in mathematics education. Particular attention should be paid to mathematics education. Measurement for the implementation of the ESD strategy in mathematics education at Latvia University of Agriculture made by four input indicators as determined by the objectives of the UNECE Strategy for ESD are promoting sustainable development through formal, non-formal and informal education, equipping educators with the competence to include ESD in their teaching, and teaching tools and materials and research on ESD. The measures have been described based on the experience in different cooperation networks: Baltic Network in AGROMETRICS, Latvia-Lithuania cross-border network for adapting mathematical competences for socio-economic development (MATNET) and cross-border network for raising competencies in data analysis technologies (LV-LT-BY DATA ANALYSIS), as well as in cooperation with study programme directors, professional associations, employers and authorities. Keywords: Sustainable development, education for sustainable development, mathematics education, competencies, stakeholder cooperation.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ECOLOGICAL SECURITY – NEW PERSPECTIVES IN SECURITY CULTURE

2021 ◽  
pp. 97-113
Author(s):  
JASMINA GAČIĆ ◽  
JELENA ĆESAREVIĆ
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Teaching Staff ◽  
Ecological Security ◽  
Development Education ◽  
Security Culture ◽  
Individual Level ◽  
Ecological Awareness ◽  
Security Issues ◽  
Just Society

The notion of ecological education and education for sustainable development appeared as a result of the development and popularization of the sustainable development concept, further encouraged by numerous documents, strategies, and declarations adopted by organizations of international and national importance. In its development, education for sustainable development went through various influences and transformations. From striving for self-knowledge, changing attitudes, and developing ecological awareness, education that goes beyond courses, to education that supports changes in knowledge, skills, values, and attitudes to create a more sustainable and just society for all. Education for sustainable development and ecological security implies the integration of appropriate knowledge and skills in curricula at all levels of education, but at the same time, it also implies stronger cooperation between scientists and educators, better integration of science and technology in educational programs, and increase in the competence of teaching staff. In the development of the subject Security Culture, the issues of sustainable development and ecological security must be included along with numerous security issues from the individual level to the state security issues, but this must be done in a way that includes the conception of common values, personal and collective integrity, a sense of social responsibility, freedom of choice, as well as new attitudes and behaviors.

scholarly journals Map and Track the Performance in Education for Sustainable Development across the European Union

2021 ◽  
Vol 13 (23) ◽  
pp. 13185
Author(s):  
Daniela Cristina Momete ◽  
Manuel Mihail Momete
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
The European Union ◽  
Development Education ◽  
Actual Performance ◽  
Development Goals ◽  
European Union Member States

The 17 sustainable development goals (SDG) established by 2030 Agenda cannot be achieved unless the learners are educated about sustainable development. Education for sustainable development (ESD) is a key component in preparing individuals to cope with sustainable challenges and paves the way towards a more sustainable aware society and life satisfaction. However, ESD is very complex as it depends on numerous factors and needs significant development all over the word. The paper aims to design an original and easy-to-apply framework which maps and tracks the actual performance in quality education across the European Union member states (EU27), focusing on SDG4—quality education from Agenda 30. The framework integrates three interventions—formal, non-formal, and essential education—and delivers a useful tool, a composite index, which maps and tracks the performance of the EU27 in the transition to ESD in a practical manner. The research categorizes four clusters of countries and tracks the Nordic countries of the EU27 among the high performers tier, allowing the identification of the best practices which can be spurred at European level. The findings of this paper may be used by educators, researchers, national and European authorities, and other stakeholders to monitor and accelerate progress in ESD, especially for low performers.

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