scholarly journals Conceptual and Legal Framework for Promotion of Education for Sustainable Development: Case Study for Ukraine

2020 ◽  
Vol 9 (2) ◽  
pp. 42-54 ◽  
Author(s):  
Hudima Tetiana ◽  
Vesta Malolitneva
Keyword(s):  
Sustainable Development ◽  
Circular Economy ◽  
Basic Education ◽  
Integrated Approach ◽  
Legal Framework ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
University Education ◽  
Transfer Of Knowledge ◽  
Economic Law

Promoting the sustainable development is currently a key global issue posing a challenge to all of us on personal, professional and political levels. The education plays a major role in this path, in particular the education for sustainable development (ESD). The traditional one-way transfer of knowledge is no longer sufficient to inspire the students to behave as responsible citizens. This article suggests a number of competencies, which must serve as a basis for ESD, as well as application of the multiple intelligence theory as a mechanism for implementing the competencies derived by students from ESD at the basic education level. It is proved that security competencies in the broadest sense (covering all levels, from personal to the global space) should also be included in the modern educational process. As for the university education, it is required to explain the concept of "sustainability" to all specialties without exception, including the political scientists, engineers and others. This is particularly important for training of experts dealing with the economic law issues. A lack of economic analysis in modern legal studies and development of regulations results in writing and adoption of idle laws hazardous for the country. To upgrade the education system in Ukraine, it is appropriate to develop the National Strategy on Education for Sustainable Development and its implementation plan based on the global Sustainable Development Goals. It is required to switch from traditional education to the model focused on sustainable development with the underlying extensive interdisciplinary knowledge based on an integrated approach to the development of society, economy, and environment. Implementation of this strategy should consider the adaptive nature of the regional education component, in particular the economic features of a relevant region. It is important to focus on the learning processes underlying the circular economy. Keywords: sustainable development, society, economy, environment, circular economy, education for sustainable development, sustainability, economic law.

SYNERGETICS OF ECOLOGICAL INNOVATIONS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT

2021 ◽  
Author(s):  
S Turaeva ◽  
Sh Sharifxodjaev
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Traditional Education ◽  
International Experience ◽  
Educational Process ◽  
Systemic Approach ◽  
The Republic ◽  
Different Levels

This article discusses an integrated approach to environmentaleducation at different levels of the continuous educational process. The effectivenessof the transition from traditional education in environmental education to innovativein the form of synergy at different levels of development of society in Uzbekistan isstudied. Using the international experience of some countries, a systematic analysisof the introduction of new pedagogical technologies into various educationalstructures of the Republic of Uzbekistan has been carried out. A model is proposed that provides for a new systemic approach in environmental education forsustainable development.

Professional Retraining in the Staffing System for the Mining Enterprises

2021 ◽  
pp. 79-84
Author(s):  
O.I. Kazanin ◽  
◽  
M.A. Marinin ◽  
A.M. Blinov ◽  
◽  
...  
Keyword(s):  
Professional Education ◽  
Work Experience ◽  
Basic Education ◽  
Integrated Approach ◽  
Legal Framework ◽  
Industrial Safety ◽  
Number Of Factors ◽  
The Right ◽  
Additional Education ◽  
Engineering Personnel

The issues are considered related to providing mining enterprises with the engineering personnel capable of managing mining and blasting operations. At present, not all the mining enterprises have a full staff of specialists and managers who are legally entitled to manage mining and blasting operations. Some employees who previously had such a right, after changes in the legal framework, ceased to meet the new requirements. The analysis is presented concerning the competencies required to perform these production functions, as well as educational programs that allow acquiring these competencies. The importance of professional retraining programs for solving these problems and the imperfection of the modern regulatory framework, which practically excludes the possibility of obtaining the right to manage mining and blasting operations, even after professional retraining for persons with a higher technical education in a non-mining profile, are shown in the article. An integrated approach is proposed for resolving the issues of the admissibility of obtaining the right to manage mining and blasting operations by these persons considering a number of factors: basic education, work experience and positions held at a mining enterprise, completed training in programs of additional education and professional retraining. Such programs should be developed and implemented by the organizations with experience in training mining engineers and having a license from Rosobrnadzor for the right to implement programs not only for additional professional education, but also for higher professional mining education. The need is substantiated in developing professional standards for managers of mining and blasting operations at the enterprises for the extraction of solid minerals. Recommendations were developed for amending the federal rules and regulations in the field of industrial safety in order to ensure the possibility of using professional retraining programs for training and final certification of the managers of mining and blasting operations.

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.

The Role of Evolutionary Studies in Education for Sustainable Development

2019 ◽  
pp. 249-272 ◽  
Author(s):  
Dustin Eirdosh ◽  
Susan Hanisch
Keyword(s):  
Sustainable Development ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Ecological Systems ◽  
Social Ecological Systems ◽  
Social Ecological ◽  
Evolutionary Studies ◽  
Complex Adaptive

Evolutionary Studies (EvoS) examines the emergence and persistence of complex adaptive systems, including human social-ecological systems. Education for Sustainable Development (ESD) aims to empower students with the skills to develop and sustain human social-ecological systems that reflect the shared values of our species. The aims of EvoS and ESD have clear overlaps, and yet these two fields remain as distant islands of thought with few academic bridges between them. This chapter explores the connections between EvoS and ESD from historical, theoretical, and applied perspectives and presents the value of an integrated approach. The authors argue the strengths of this approach include its cumulative evidence base from wide-ranging disciplines, its explanatory power, and its overall simplicity.

scholarly journals Applied Model of E-Learning in the Framework of Education for Sustainable Development

2020 ◽  
Vol 12 (16) ◽  
pp. 6420 ◽  
Author(s):  
Tong Zhang ◽  
Zaffar A. Shaikh ◽  
Alexei V. Yumashev ◽  
Monika Chłąd
Keyword(s):  
Sustainable Development ◽  
Distance Education ◽  
Personal Development ◽  
Professional Growth ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Individual Growth ◽  
Applied Model ◽  
E Learning

Education for sustainable development is an evolving concept aimed at providing an understanding of the relationship between sustainable development issues and the development of knowledge, skills, perspectives and values, which will enable people of all ages to commit themselves to creating a sustainable future. The aim of the study is the development of a widely applicable model of e-learning, which consists of seven consecutive levels of professional and personal development and is conceptually associated with a self-regulation strategy. The methodological core of such model creation is the theory of niche construction. Its application to the understanding of the systemic educational process allowed the assumption that, under the evolutionary pressure of the educational environment, a person is engaged in self-learning and self-development processes. Thus, needing to adapt to the educational niche’s interaction, the individual affects its development through active inclusion in the training process, showing a personal evolutionary impulse. The system, in turn, affects one’s individual growth through the socialization of his/her personal and professional qualities. The scientific novelty of this article lies in the proposed widely applicable, presumably universal model of distance education, which consists of seven levels of professional development. The results show progress in students’ mastery of skills, which are an integral part of education for sustainable development (ESD), namely, foresight, critical thinking and reflection, systemic thinking, building partnerships, and participating in decision-making. This article also demonstrates the existing functionality of platforms that technologically support the educational process, indicates their strengths and defines areas for further improvement and development within the framework regarding the concept of education for sustainable development. The study outcomes confirm the effectiveness of a universal distance education model for the stable professional growth of tourism and hospitality staff. Thus, it is advisable to implement the model’s conceptual structure into educational programs of modern e-learning systems. Supposed universality of the model opens up the possibility of its use in almost all fields for training personnel.

scholarly journals Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy

2019 ◽  
Vol 11 (3) ◽  
pp. 767 ◽  
Author(s):  
M. Fuertes-Camacho ◽  
Mariona Graell-Martín ◽  
Mariana Fuentes-Loss ◽  
M. Balaguer-Fàbregas
Keyword(s):  
Sustainable Development ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Integrated Approach ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Sustainable Food ◽  
Project Method ◽  
Quasi Experimental

Higher levels of material well-being lead almost inevitably to giving priority to individualism and personal advancement, often at the expense of civic conscience. A proposal for integrating sustainability into the curriculum is presented in the third year of the degree in Early Childhood Education at the Universitat Internacional de Catalunya (UIC). Projects on sustainable food are planned and elaborated to this aim. This study seeks to apply a global and systemic approach to solving socio-environmental problems and to check whether education for sustainable development (ESD) helps to develop and encourage actions that promote sustainable development. Quantitative research was conducted using a pre-test/post-test quasi experimental design separated by a period of didactic training in the project method. The results presented in this article show the students’ sustainability competencies (SC) improve after working on didactic proposals in a global manner. It is concluded that elaborating competencies in education for sustainable development enables an integrated approach of knowledge, procedures, attitudes and values in teaching through promoting the project method in multidisciplinary and transdisciplinary teams, which enhances future teachers’ sustainability competencies.

scholarly journals Language Education for Sustainable Development

2016 ◽  
Vol 7 (1) ◽  
pp. 112-124 ◽  
Author(s):  
Tomasz Zygmunt
Keyword(s):  
Sustainable Development ◽  
Equal Opportunity ◽  
Real Life ◽  
Language Education ◽  
Education For Sustainable Development ◽  
Foreign Language Education ◽  
Educational Process ◽  
Macro Scale ◽  
Language User ◽  
Cultural Sphere

Abstract Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of the present paper is to redirect the concern of administrators, researchers and educators preoccupied with sustainability to issues such as equal opportunity, tolerance, respect, and especially foreign language education, being component parts of the socio-cultural sphere. Undoubtedly, competence in the socio-linguistic field becomes the decisive element in negotiations and international contacts which require from the language user to be tactful and tolerant. Since sustainability is not a local issue, all sustainability related problems ought to be discussed on the macro scale, which requires an internationally shared means of communication such as language. Although no name of any language appears in the paper, it becomes evident that the attention is directed towards English as an internationally recognized language or, if necessary, any other language which might serve as a means of communication on the macro scale. In the course of discussion, both the needs and limitations appearing in the process of education for sustainable development are presented and supported by opinions and examples. The paper ends in conclusions directly related to real-life situations, and gives implications to be utilized in the educational process directed at sustainable development.

scholarly journals Competence and innovative, humanistic education as the basis of sustainable development of the modern world

2021 ◽  
Vol 111 ◽  
pp. 01019
Author(s):  
Vasil Khiminets ◽  
Marianna Ostrovska ◽  
Alexander Ostrovsky
Keyword(s):  
Sustainable Development ◽  
Laws Of Nature ◽  
Production Capacity ◽  
Educational Process ◽  
Modern World ◽  
Main Role ◽  
Human Society ◽  
Transfer Of Knowledge ◽  
Natural Ecosystems ◽  
Natural Systems

The article deals with topical issues of interaction between human and natural systems and the role of education in these processes Attention is focused on the fact that the further development of society oriented only increase production capacity and meet its consumers’ interests, does not meet the laws of nature and leads to the destruction of humanity. This is due to the fact that the pressure of human society on the environment is growing, and the capacity of natural ecosystems is limited. It is shown that the basis of the nature-consuming philosophy of mankind must be changed to a new ecological and economic worldview, in which social development must acquire a humanistic and ecological orientation. Natural resources in such a scheme should be viewed not only as a means of development of productive forces, but also as a factor in the environment in which mankind lives. The main role in the implementation of goals of sustainable development in a given area of the modern urban world is given to changing the paradigm of the educational process, its reorientation from the mechanical transfer of knowledge to the formation of professional competencies, innovation and humanistic worldview.

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