scholarly journals My committment to veganism as responsible consumption in reference to SDG 12

Envigogika ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Jade Starr
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Objectives ◽  
Lead Author ◽  
Lifestyle Choice ◽  
Responsible Consumption ◽  
Development Goals

This article examines the author’s committment to veganism in the context of SDG 12 “Responsible Consumption and Production”. Refering to the framework of education for sustainable development learning objectives outlined in the 2017 UNESCO publication, Education for Sustainable Development Goals: Learning Objectives (lead author Marco Rieckmann) the author relates her lifestyle choice to the three domains of learning objectives: cognitive, socio-emotional and behavioural.

scholarly journals Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms

2020 ◽  
Vol 12 (7) ◽  
pp. 2706
Author(s):  
Francisco Del Cerro Velázquez ◽  
Fernando Lozano Rivas
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Objectives ◽  
Learning Approach ◽  
Technical Drawing ◽  
Development Goals ◽  
Key Competences ◽  
The United Nations

Five years after proclamation of the Sustainable Development Goals promoted by the United Nations, Spain joined this process of transforming the world socially, economically, and environmentally. This research covers the route taken and results obtained during subsequent years in Spain and proposes, as a general objective, to observe whether it is feasible to work in the technical drawing classroom on an eco-urban project, following the learning approach and method proposed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2017 Education for Sustainable Development Goals: Learning objectives, in order to reinforce cognitive, socio-emotional, and behavioral objectives, as well as the key competences established in Sustainable Development Goal 11. The phases of the project were related to the learning objectives and key competences, the results of which were complemented by a questionnaire that provided information on the sustainable consciousness of the students after completing the project, and could serve as a starting point for future educational projects. We agree with other authors, and in particular with UNESCO, that implementation of this type of project in the classroom is a key learning method for SDG.

scholarly journals DEVELOPMENT OF ENVIRONMENTAL MARKETING IN THE CONTEXT SUSTAINABLE DEVELOPMENT OF THE REPUBLIC OF BELARUS

2021 ◽  
pp. 103-111
Author(s):  
S. Bunko
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
State Level ◽  
The State ◽  
World Community ◽  
Environmental Marketing ◽  
Responsible Consumption ◽  
The World ◽  
Development Goals ◽  
The Republic

The article is devoted to the analysis of the inclusion of the Republic of Belarus in the processes of achieving the goals of sustainable development adopted by the world community. Environmental marketing is seen as a tool to achieve sustainable development goals in the area of responsible consumption. The essence of environmental marketing at the level of organizations and at the state level is determined. Directions for the development of environmental marketing in the Republic of Belarus have been identified in order to reduce the volume of non-decomposable waste and waste that cannot be recycled, including due to improper collection.

The Consumer Role for Sustainable Development

2020 ◽  
pp. 325-341
Author(s):  
Seda Yildirim
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainable Consumption ◽  
Consumption Behavior ◽  
Responsible Consumption ◽  
The World ◽  
Development Goals ◽  
Set Up ◽  
The Relationship

The term sustainable consumption is not only a behavior type in marketing and a just consumption behavior, it is more than this. Sustainable or responsible consumption behavior can change the world. Sustainable consumption concept has been investigated widely in the literature and factors that effecting sustainable consumption or being a green consumer has been investigated recently, too. But the relationship between sustainable development and consumer behavior isn't investigated sufficiently. After 2030 Sustainable Development Goals set up, responsibilities and roles have been an important issue to achieve sustainable development in the long term. In this point, this study aims to investigate the consumer role for sustainable development goals through sustainable consumption patterns and trends.

The Consumer Role for Sustainable Development

2022 ◽  
pp. 872-888
Author(s):  
Seda Yildirim
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainable Consumption ◽  
Consumption Behavior ◽  
Responsible Consumption ◽  
The World ◽  
Development Goals ◽  
Set Up ◽  
The Relationship

The term sustainable consumption is not only a behavior type in marketing and a just consumption behavior, it is more than this. Sustainable or responsible consumption behavior can change the world. Sustainable consumption concept has been investigated widely in the literature and factors that effecting sustainable consumption or being a green consumer has been investigated recently, too. But the relationship between sustainable development and consumer behavior isn't investigated sufficiently. After 2030 Sustainable Development Goals set up, responsibilities and roles have been an important issue to achieve sustainable development in the long term. In this point, this study aims to investigate the consumer role for sustainable development goals through sustainable consumption patterns and trends.

scholarly journals Education for Sustainable Development Goals (ESDG): What Is Wrong with ESDGs, and What Can We Do Better?

2020 ◽  
Vol 10 (10) ◽  
pp. 261
Author(s):  
Helen Kopnina
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Bottom Line ◽  
Ecological Justice ◽  
Development Goals ◽  
Social Environmental

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students’ ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of “ecological justice” as the ultimate bottom line upon which both society and economy are based.

scholarly journals Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

2018 ◽  
Vol 8 (4) ◽  
pp. 187 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

scholarly journals Education for Sustainable Development: A Critical Analyses

2021 ◽  
Vol 13 (6) ◽  
pp. 181
Author(s):  
Abeer Mohamed Ali Abd Elkhalek
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Developed Countries ◽  
Education For Sustainable Development ◽  
Policy Recommendations ◽  
Development Goals ◽  
Efficient Mechanisms ◽  
Developing And Developed Countries

Education has a key role in attaining sustainable development goals for both of developing and developed countries. Considering “the Decade of Education for Sustainable Development” approved by United Nations, the gap between the real and the intended contribution of education to sustainable development must be assessed. The main aim of the current study is to evaluate the contribution of education to sustainable development and explore efficient mechanisms to maximize that contribution regarding the main pillars of sustainable development. This paper goes beyond a study concentrating exclusively on the role of education in achieving sustainable development goals as it also examines the relation between education and each dimension of sustainable development to conclude related policy recommendations which are exposed to be useful in that regard.

Education for Sustainable Development

Education ◽  
2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
International Governance ◽  
Potential Significance ◽  
Country Level ◽  
Development Goals ◽  
Sustainability Challenges ◽  
Teaching Learning ◽  
Local Perspectives

Education for Sustainable Development (ESD) is a concept referring to all teaching, learning and capacity building that seeks to develop a citizenry that can live more sustainably on the Earth. It focuses on learning processes and learning environments that can foster the qualities and competencies people need to contribute to more sustainable forms of being. Typically these qualities and related competencies include being caring, mindful, respectful, compassionate, and critical in the way we relate to each other to people elsewhere and future generations, but also to other species; systems thinking; dealing with uncertainty and (eco)anxiety; moral reasoning; anticipatory thinking; and the ability to make change. Within the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, ESD became a component of one of the seventeen Sustainable Development Goals (SDGs): SDG 4 ‘Quality Education.’ Newly emerging strands in the context of ESD, also seeking to transcend ESD, include a critical transgressive strand emphasizing the important of not just developing agency and competence that citizens need to learn to live equitably and meaningfully within planetary boundaries, but also helping learners in critiquing and changing or even disrupting structures and systems that normalize unsustainability. Another emerging strand is a posthuman, relational strand that emphasizes the importance of decentering the human and becoming aware of our inevitable entanglement with nature and other species. While receiving much attention in international governance and policy contexts, enactment of ESD in practice lags behind, in part due to different priorities in education at the country level and a lack of understanding of its meaning and its potential significance in reforming education and learning in times of global sustainability challenges. At the same time some scholars critique ESD for being overly instrumental, anthropocentric, and having colonizing tendencies that ignore Indigenous and local perspectives on both education and sustainability.

Education for Sustainable Development (ESD) dalam Pembelajaran IPA

2021 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Shinta Purnamasari ◽  
Aldila Nurrul Hanifah
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Development Goals

Pembangunan berkelanjutan (sustainable development) merupakan pembangunan dengan tujuan meningkatkan kualitas hidup, baik dari generasi saat ini maupun yang akan datang. Dalam sustainable development terdapat 17 tujuan yang disebut dengan sustainable development goals (SDGs). Salah satu upaya dalam mewujudkan SDGs adalah melalui pendidikan yang disebut dengan Education for Sustainable Development (ESD). Penulisan artikel ini ditujukan untuk memaparkan hasil kajian pustaka terkait karakteristik dan implementasi ESD dalam pembelajaran IPA. Sebanyak tujuh artikel yang diterbitkan pada berbagai jurnal dijadikan bahan utama dalam kajian pustaka ini. Hasil analisis menunjukkan bahwa 1) Terdapat delapan kompetensi kunci yang dirasa penting dalam memajukan pembangunan berkelanjutan. 2) ESD dapat diintegrasikan dalam pembelajaran IPA melalui berbagai cara, seperti perangkat pembelajaran, media pembelajaran, dan model pembelajaran. Berdasarkan hasil tersebut, dapat dilihat bahwa kompetensi-kompetensi ESD dapat diimplementasikan ke dalam pembelajaran IPA untuk memajukan pembangunan berkelanjutan dan mencapai SDGs.

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