scholarly journals Conceptual Principles of Education for Sustainable Development

2020 ◽  
Vol 9 (2) ◽  
pp. 99-114
Author(s):  
Iryna Karpan ◽  
Nataliia Chernikova ◽  
Tetiana Motuz ◽  
Boris Bratanich ◽  
Tetiana Lysokolenko
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Cultural Values ◽  
Educational Practice ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Educational Activity ◽  
Development Environment ◽  
Important Place ◽  
Subjective Value

Education has an important place in transitional strategy of society to sustainable development that is proved by many international acts. In the outlines of modern approaches, education for sustainable development is characterized as innovative concept of changes to educational activity, as mechanism of realization of strategy of sustainable development, as instrument of modernization of educational practice, as one of the basis of modern educational quality and continuity standards. National system of global aims for consolidation of society of sustainable development with an accent on the significance of educational matter was created in Ukraine. Education for sustainable development is characterized by being part to structure creating social institutes of modern society, transversality, subjective direction, integrativity, forward-looking character. This vector of education research is same with global man’s intentions of civilization development – increase in human’s value in all spheres of life, developing of democratic management, constructive cooperation and communication, etc. Among multidimensional potential of researched phenomenon the most practical value has environmental education. As for today, environmental education is a practical mechanism of transformation of educational system on the principles of sustainable development. Environmental education is seen as an instrument for systematic formation of man’s basic attributes for being part of education for sustainable development field – critical thinking, environmental worldview, subjective-value approach to environment, eco-cultural values. Cumulative result of environmental education is formation of environmental culture.  Key words: education, sustainable development, environment, ecology, synergetic, culture, humanism.

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>

scholarly journals Co-Evolutionary Paradigm of Ecological Education for Sustainable Development: Methodological Basis

2021 ◽  
Vol 16 (4) ◽  
pp. 65-74
Author(s):  
Vinokurova Natalia F ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Cognitive Model ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
Industrial Society ◽  
Evolutionary Strategy ◽  
Educational Systems ◽  
Scientific School

Throughout the history of its development, environmental education has been viewed as a priority area in the modernization of all educational systems in the face of aggravated environmental problems. A comparative analysis of the change in environmental education paradigms made it possible to conclude that they evolved in accordance with the change in cognitive models and value-target guidelines: environmental education, environmental education and environmental education for sustainable development. On the basis of a generalization of philosophical, scientific, psychological and pedagogical research, the statement is substantiated that in the modern conditions of the global environmental crisis, the relevance and importance of developing the methodological foundations of environmental education based on a co-evolutionary strategy, which ensures the transition of mankind to the path of sustainable development, is obvious. The article reveals the methodological foundations of the co-evolutionary strategy of environmental education for sustainable development, which reflects the cognitive model, value co-evolutionary relations and the constructive coherent-creative orientation of nature-friendly activity. The co-evolutionary paradigm of environmental education for sustainable development, based on the ideas of synergy, reflects the picture of the world of a post-industrial society. The essence of co-evolutionary subject-activity, transdisciplinary, integrative and integrative-situational, cultural-ecological coherent-creative approaches is revealed. The conclusion is made about the semantic and value-worldview conjugation of these approaches, which ensures the integrity of the methodological foundations of the co-evolutionary paradigm of environmental education for sustainable development. The experience of the Nizhny Novgorod scientific school of environmental education in the implementation of the considered methodological approaches in environmental education for sustainable development is presented. The promising directions of research on this problem are formulated, related to the determination of the functional completeness of the methodological foundations and the development of methods for their implementation in educational practice. Keywords: co-evolutionary paradigm, environmental education for sustainable development, methodology

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.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

scholarly journals Stultifera Navis: Institutional Tensions, Conceptual Chaos, and Professional Uncertainty at the Beginning of the Decade of Education for Sustainable Development

2005 ◽  
Vol 3 (3) ◽  
pp. 296-308 ◽  
Author(s):  
José Gutiérrez Pérez ◽  
Mª Teresa Pozo Llorente
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Main Idea ◽  
Education For Sustainable Development ◽  
Financial Resources ◽  
Educational Field

The main idea this article develops is the conceptual chaos, methodological tensions and epistemological conflicts that are being experienced in the field of environmental education as a result of the uncertainty generated by some institutions and international organisms. The authors’ perspective starts from the idea that too many expectations have been invested in the celebration of the Decade of Education for Sustainable Development. The celebration will contribute to making the tensions and fractures grow between the different collectives and professional cultures that inhabit this educational field. While some will find their channels of expression waning and their work models delegitimated, others will increase their popularity and extend their hegemonic power over the dominant models of intervention and the securing of financial resources through the programs and grant competitions they enter. The reason for these tensions lies in the underlying focus promoted by the model of celebration that has been advocated by the institutions leading the process.

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