scholarly journals Fostering creativity in the classroom.

2021 ◽  
Vol 12 (1) ◽  
pp. 117-130
Author(s):  
Yolanda Echegoyen Sanz ◽  
Antonio Martín-Ezpeleta
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Childhood Education ◽  
Ethical Debate ◽  
2030 Agenda ◽  
Validated Questionnaire ◽  
Fostering Creativity ◽  
Final Questionnaire ◽  
Teaching Learning ◽  
High Level

Aim. The aim of this work is to present a qualitative analysis of the movie proposals prepared by preservice teachers in the context of an educational experience around the ecofeminist movement. The responses to a final questionnaire about sustainability awareness are also analysed. Methods. The participants were 47 alumni of the Grades of Early Childhood Education and Primary Education at a Spanish university. After a lecture about ecofeminism and reading a series of fragments of the young literature novel Yabarí by Lola Robles (2017), preservice teachers had to prepare the proposal for an ecofeminist movie, with a synopsis, plot, characters description, cast, and the script for a key scene. To assess the experience the students completed a questionnaire about different aspects of the proposal at the end of the semester, along with a validated questionnaire about sustainability awareness. Results and conclusion. The analysis of the ecofeminist movies prepared and the responses to the questionnaires shows how the students were able to assimilate the ecofeminist thesis and incorporate them to their reflection about sustainability. This is also manifested in the results of the “Attitudes toward Sustainable Development scale”, which indicate a high level of sustainability attitudes in these preservice teachers, with no differences between genders. The creativity of these preservice teachers is evident in the variety of approaches to the topic in the different movies proposed. We can conclude that the ecofeminist topic is relevant in the classroom because it contributes to enhancing the ethical debate and driving the teaching-learning process in an interdisciplinary manner, perfectly aligned with the objectives of the 2030 Agenda for sustainable development.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals THE SIGNIFICANT ROLE OF THE TOURISM IN ACHIEVING THE UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS

2019 ◽  
Vol 34 (5) ◽  
pp. 1259-1264
Author(s):  
Aneta Stojanovska-Stefanova ◽  
Nikola V. Dimitrov ◽  
Marija Magdinceva-Sopova
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Sustainable Tourism ◽  
Earth Summit ◽  
The Earth ◽  
2030 Agenda ◽  
Development Goals ◽  
The United Nations ◽  
High Level

As the United Nations General Assembly affirmed when announcing the adoption of 2017 as the International Year of Sustainable Tourism for Development, tourism can contribute to all the three dimensions of sustainable development – economic, social and environmental – and each of the 17 Sustainable Development Goals. Not only does the sector spearhead growth, it also improves the quality of people’s lives. It can bolster environmental protection, champion diverse cultural heritage, and strengthen peace in the world. In this spirit, World Tourism Day 2017 presents a unique opportunity to raise awareness on the contribution of sustainable tourism for development among public and private sector decision-makers and the international community, while mobilizing all stakeholders to work together in making tourism a catalyst for positive change. Accounting for 7% of worldwide exports, one in eleven jobs and 10% of the world’s GDP, the tourism sector if well managed can foster inclusive economic growth, social inclusiveness and the protection of cultural and natural assets. The 2030 Agenda for Sustainable Development, is plan of action for the people, planet and prosperity. In accordance with paragraph 84 of the 2030 Agenda, Member States have decided that the High Level Political Forum shall carry out regular voluntary reviews of the 2030 Agenda which will include developed and developing countries as well as relevant UN entities and other stakeholders. The reviews were state-led, involving ministerial and other relevant high-level participants, and provide a platform for partnerships, including through the participation of major groups and other relevant stakeholders. Since the first United Nations Conference on Environment and Development in 1992 - known as the Earth Summit, it was recognized that achieving sustainable development would require the active participation of all sectors of society and all types of people. Agenda 21, adopted at the Earth Summit, drew upon this sentiment and formalized nine sectors of society as the main channels through which broad participation would be facilitated in UN activities related to sustainable development. It also seeks to strengthen universal peace in larger freedom, in the same time recognising that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, has committed that acting in collaborative partnership, will implement this plan.

Study on the perception of South Korean librarians of the UN Sustainable Development Goals (SDGs) and the strategy to support libraries

2021 ◽  
Author(s):  
Younghee Noh
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
South Korean ◽  
Support Strategies ◽  
2030 Agenda ◽  
Support Strategy ◽  
Development Goals ◽  
High Level ◽  
Level Of Agreement

This study made an attempt to understand the level of South Korean librarians’ awareness of the United Nations’ Sustainable Development Goals (SDGs) and IFLA’s support strategy for the SDGs, the degree of implementation of the UN’s SDGs support strategy by individual libraries, and how much the librarians agree with IFLA’s support strategy. As a result, first, this study revealed that public librarians had little knowledge of the UN SDGs 2030 agenda or the fact that IFLA has proposed support strategies for the UN’s SDGs. Second, this study found a high level of agreement among librarians with IFLA’s support strategies set for libraries to achieve the UN SDGs . Reflecting the two results above, it can be understood that librarians, though they were not well aware of the agenda of the UN SDGs 2030 or the library’s support strategies set by IFLA for the agenda, highly agree that the library’s support strategies suggested by IFLA are the role of libraries. Therefore, widely promoting the library’s support strategies proposed by IFLA for the UN SDGs 2030 is highly likely to encourage many librarians to participate actively.

scholarly journals A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

2021 ◽  
Vol 23 (1) ◽  
pp. 5-21
Author(s):  
Yolanda Echegoyen-Sanz ◽  
Antonio Martín-Ezpeleta
Keyword(s):  
Sustainable Development ◽  
Qualitative Analysis ◽  
Educational Intervention ◽  
Holistic Approach ◽  
Education For Sustainability ◽  
Holistic View ◽  
Didactic Transposition ◽  
Validated Questionnaire ◽  
Quantitative Results ◽  
High Level

Abstract To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.

scholarly journals Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

2019 ◽  
Vol 11 (18) ◽  
pp. 4927 ◽  
Author(s):  
Sílvia Albareda-Tiana ◽  
Esther García-González ◽  
Rocío Jiménez-Fontana ◽  
Carmen Solís-Espallargas
Keyword(s):  
Sustainable Development ◽  
Learning Strategies ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
Active Teaching ◽  
2030 Agenda ◽  
Spanish Universities ◽  
Teaching Learning ◽  
Pedagogical Approaches ◽  
Consumption Habits

Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Sign in / Sign up

Export Citation Format

Share Document