School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization?

2021 ◽  
pp. 174114322098519
Author(s):  
Dries Verhelst ◽  
Jan Vanhoof ◽  
Peter Van Petegem
Keyword(s):  
Sustainable Development ◽  
School Effectiveness ◽  
School Organization ◽  
School Management ◽  
Education For Sustainable Development ◽  
Shared Vision ◽  
Individual Characteristics ◽  
Sustainable Leadership ◽  
Structured Interviews ◽  
Effective School

While research on education for sustainable development (ESD) is expanding, empirical evidence on its impact and outcomes remains very limited. Moreover, the facilitating role of the school organization, while extensively documented in literature on school management and school effectiveness, is lacking. In this study we present and qualitatively validate a framework for an ESD-effective school, previously developed via a critical review of ESD and school management literature. This framework consists of eight characteristics: sustainable leadership, school resources, pluralistic communication, supportive relations, collective efficacy, adaptability, democratic decision-making and shared vision. Via semi-structured interviews, the framework for an ESD-effective school was theoretically validated via a sample of 19 teachers and school leaders with expertise in ESD. The findings from the interviews show that the participants largely confirm the framework and the individual characteristics are recognized by the sample. There were relevant differences between the respondents in terms of positioning the different characteristics within the framework. Specifically, views on pluralistic communication differed from the initial conceptual framework.

scholarly journals We Learnt a Lot: Challenges and Learning Experiences in a Southern African—North European Municipal Partnership on Education for Sustainable Development

2020 ◽  
Vol 12 (20) ◽  
pp. 8607
Author(s):  
Kerstin Sonesson ◽  
Birgitta Nordén
Keyword(s):  
Sustainable Development ◽  
Transformational Learning ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Global Learning ◽  
Structured Interviews ◽  
Team Members ◽  
Critical Knowledge ◽  
Knowledge Formation ◽  
Development Goals

This study investigates a reciprocal partnership between two cities in Namibia and Sweden to deepen the understanding of challenges and learning outcomes in a project on education for sustainable development. Since 2008, two municipalities have developed a strong partnership via The Municipal Partnership Programme at the Swedish International Centre for Local Democracy. Municipal partnerships are results-oriented collaborations in joint projects on sustainability. The purpose is to describe how eight team members in the mutual South-North project, by addressing similar problems in different contexts, experienced challenges in the implementation of the project plan, solutions and learning processes. Semi-structured interviews were conducted at the end of the second project year. Transcripts and field notes were analysed using a phenomenographic approach and contextual analysis. Five main categories of description based on collective statements and three dimensions of learning were recognised in the research data. The analysis identifies strategies for critical knowledge formation and capability building to support mutual learning in South-North Municipal Partnerships. The concluding discussion spots the learning dimensions—how sharing experiences by justifying non-formal and transformational learning promotes organisations’ readiness for knowledge formation by conducting mutual global learning towards sustainable development goals.

scholarly journals Education for Sustainable Development (ESD) in China’s Local Primary Schools: A Pilot Study

2020 ◽  
Vol 9 (4) ◽  
pp. 118
Author(s):  
Ronghui (Kevin) Zhou
Keyword(s):  
Sustainable Development ◽  
Pilot Study ◽  
Primary Education ◽  
Primary Schools ◽  
Education For Sustainable Development ◽  
Urban China ◽  
Current Status ◽  
Structured Interviews ◽  
Definition Of ◽  
Education Support

This study discusses the current status of ESD implementation in three primary schools and examines factors that have impacted the implementation of ESD in a district of an urban Chinese cities. Semi-structured interviews were conducted with three primary school principals and three school teachers. Thematic analysis was used to analyze the data. Three themes emerged that have impacted ESD implementation in this pilot study are discussed: the definition of ESD, lack of local education support, and exam pressures. The results suggested that ESD is underdeveloped in the selected context of urban China. Further investigation is required to capture the whole scope of ESD implementations in China’s primary education.  Keywords: Education for Sustainable Development; Primary Education; Case Study; Teacher and Principal; China 

scholarly journals I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

2021 ◽  
Vol 13 (8) ◽  
pp. 4195
Author(s):  
Ching Ting Tany Kwee
Keyword(s):  
Sustainable Development ◽  
Self Efficacy ◽  
Sustainable Development Goals ◽  
Outcome Expectations ◽  
School Management ◽  
Structured Interviews ◽  
English Teaching ◽  
Development Goals ◽  
K 12

Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.

scholarly journals Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

2020 ◽  
Vol 44 ◽  
pp. 34-44
Author(s):  
Olena Zhukova ◽  
Ilona Fjodorova ◽  
Dzintra Iliško
Keyword(s):  
Sustainable Development ◽  
Novice Teachers ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Study Data ◽  
Structured Interviews ◽  
Group Discussions ◽  
Teachers Beliefs ◽  
Collection Methods

Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers’ beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers’ beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers’ beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers’ beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher’s preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD.

scholarly journals A Phenomenological Study of Education for Sustainable Development in Higher Education of Pakistan

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Sehrish Khan ◽  
Ayaz Muhammad Khan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Analysis ◽  
Research University ◽  
Phenomenological Study ◽  
Education For Sustainable Development ◽  
Department Heads ◽  
Structured Interviews ◽  
Related Field ◽  
University Operations

Sustainable development in higher education is still at infancy stagewhile the aim was to train our youth to be sustainable leaders forensuring conservation of the environment, society and economy forfuture. The leading purpose of the paper was to unfold the situation offive universities for the level of embeddedness of education forsustainable development in preparing their students as sustainableleaders. The nature of the study was qualitative and phenomenologicalapproach through semi-structured interviews (validated by four expertsof related field) conducted from department heads of universities presentin Lahore. Three themes (along with sub exclusive functionalities of theuniversity) were noted during qualitative analysis of the collected data.The findings indicated various levels of embeddedness of education forsustainable development i.e. high, medium or low in the form of threepillars of sustainability (economic, social and environmental),in theuniversity education and research, university operations and externalcommunity.

scholarly journals A Case Study of ESD Implementation: Signs of Sustainable Leadership

2014 ◽  
Vol 5 (1) ◽  
pp. 38-48 ◽  
Author(s):  
Dzintra Iliško ◽  
Yelena Badyanova
Keyword(s):  
Sustainable Development ◽  
School Curriculum ◽  
Development Cooperation ◽  
Sustainable Leadership ◽  
Structured Interviews ◽  
Multiple Stakeholders ◽  
The Sustainable Development ◽  
Depth Study ◽  
Teaching Learning

Abstract This article presents a case study of two schools that were identified as a result of UNESCO associated schools survey as cases of sustainable leadership and governance. The aim of the study is to present the two cases that were crystalized in the survey carried out at end of the United Nationsí Decade of Education for Sustainable Development (2005-2014). Prior to the in-depth study of two schools, the authors have carried out a survey of the heads and deputy heads of 26 UNSECO associated schools in Latvia on how schools are succeeding in improving educational outcomes, school development, cooperation with multiple stakeholders, and innovation. The authors have carried out semi structured interviews with the heads and deputy heads of two schools on the following questions: How has ESD updated and improved educational purposes and outcomes in your school? Does ESD improve test scores and/or achieve other desired outcomes? How does ESD help to improve and enrich school curriculum development in your school? How does ESD guide students to have the knowledge, skills and values to care for and solve the sustainable development issues that arise in your school? How does ESD help to strengthen the partnerships between schools and other stakeholders, including the surrounding community? How does ESD promote innovation in the teaching-learning conceptual framework?

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 Addressing Education for Sustainable Development in the Teaching of Science: The Case of a Biological Sciences Teacher Education Program

2021 ◽  
Vol 13 (21) ◽  
pp. 12028
Author(s):  
Deirdre Hogan ◽  
Joanne O’Flaherty
Keyword(s):  
Biological Sciences ◽  
Sustainable Development ◽  
Science Education ◽  
Education Program ◽  
Scientific Literacy ◽  
Teacher Education Program ◽  
Education For Sustainable Development ◽  
Multiple Perspectives ◽  
Structured Interviews ◽  
Pedagogical Approaches

Education plays a key role in ensuring that all learners are equipped with the knowledge and skills needed to promote sustainable development. The United Nations Sustainable Development Goals (SDG) set out the key challenges of our time with targets to protect the planet, end poverty, and improve the prospects of all people by 2030. As global challenges including access to healthcare and climate change escalate, the need for action is even more pressing. Education is an enabler of change and presents opportunities to support learners to explore how they can participate in transformative education experiences that focus on building a more sustainable world. Science education provides unique opportunities to explore sustainability given the nature of the discipline, the knowledge it reflects, and its focus on inquiry based pedagogical approaches. This study explores the nature of science as an academic discipline, as it is lived and perceived within the teaching of an undergraduate Science Education (biological sciences) program in a Higher Education Institution (HEI) and its capacity for the integration of Education for Sustainable Development (ESD). An ethnographic informed research design was adopted to document the social culture, perspectives, and practices inherent in the educational setting. Semi-structured interviews were conducted with academics and tutors from the HEI’s Science Department who contribute to the program (n = 11). Focus groups were held with pre-service teachers enrolled on the program (n = 21) and observations from lectures, laboratory sessions, and field trips were carried out. Findings arising from analysis of data point to a strong link between science and society in science education, and the need for learners to develop critical scientific literacy that enables them to meaningfully navigate the multiple perspectives presented in media and public debates relating to sustainability issues. Findings suggest that while sustainability themes permeated some modules in the program, the emphasis was on imparting hard, technical knowledge rather than allowing for the critical exploration of issues. Results also highlight some discipline specific challenges to adopting discursive pedagogical approaches in the science education program. Some ways of understanding these findings are explored.

scholarly journals PENGUATAN ORGANISASI SEKOLAH MELALUI PENDEKATAN MUTU TERPADU

2008 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Farid Hasyim
Keyword(s):  
School Climate ◽  
Teaching And Learning ◽  
School Organization ◽  
School Management ◽  
Decision Making Process ◽  
Main Task ◽  
Effective School ◽  
School Climate And Culture ◽  
Education Process

<p>The most important of school organizations is to create effective and efficient teaching and learning processes in schools, which are the main task of the school. Without touching on this aspect, the school organization will have no significance in building schools in conducting the education process effectively. Some of the most effective studies that are associated with organizational processes always provide an important part of the role of school management in creating an effective school climate and culture. In this case, parent and student communities should be directly involved in the school management process, especially in the decision-making process. This is done as an effort to increase commitment, ownership and responsibility in peroses education in schools.</p><p> </p><p>Yang terpenting dari organisasi sekolah adalah menciptakan proses pengajaran dan pembelajaran secara efektif dan efisien di sekolah, yang merupakan tugas pokok sekolah. Tanpa menyentuh aspek ini, maka organisasi sekolah tidak akan mempunyai arti penting dalam membangun sekolah dalam melakukan proses pendidikan secara efektif. Beberapa penelitian yang efektif yang dikaitkan dengan proses organisasi selalu memberikan bagian penting dari peran manajemen sekolah dalam menciptakan iklim dan kultur sekolah yang efektif. Dalam hal ini,  komunitas orang tua dan siswa hendaknya terlibat langsung dalam proses pengelolaan sekolah, terutama dalam proses pembuatan keputusan. Hal ini dilakukan sebagai upaya meningkatkan komitmen, rasa memiliki dan tanggung jawabnya dalam peroses pendidikan di sekolah.</p>

Analysis of Views on the Development of Education for Sustainable Development and Global Citizenship Policy in Wales

2010 ◽  
Vol 3 (1) ◽  
pp. 39-58 ◽  
Author(s):  
David Norcliffe ◽  
Sheila J. Bennell
Keyword(s):  
Sustainable Development ◽  
Communities Of Practice ◽  
Policy Development ◽  
Development Process ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Structured Interviews ◽  
Policy Development Process ◽  
Key Participants ◽  
Subsequent Modification

This paper is concerned with the development of the strategy for Education for Sustainable Development and Global Citizenship (ESDGC) in Wales. It is based on semi-structured interviews with key participants in the policy development process and explores the different drivers, views, approaches and attitudes which led to ESDGC being adopted in its present form. It explores how participants from a variety of organisations with very different aims came together to develop ESDGC and how this fits with various models of constructivist learning, including communities of practice and activity theory. It concludes that there were a range of drivers involved in the process, for instance the Welsh Assembly Government's constitutional commitment to sustainability, the drive and enthusiasm of key individuals, the sharing and subsequent modification of different perspectives, the influence of research into the views of teachers, and a generally conducive zeitgeist.

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