How the Subject-Integrated Classes between Art and Social Studies Based on Education for Sustainable Development(ESD) Influences on Fifth Graders' Sense of Community in Elementary School

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

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Education for Sustainable Development: Glocal Implications for Universities

Journal of language and Education ◽

10.17323/jle.2021.12215 ◽

2021 ◽

pp. 4-13

Author(s):

Lilia Raitskaya ◽

Elena Tikhonova

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Education For Sustainable Development ◽

Quality Education ◽

Sustainable Development Goal ◽

Subject Field ◽

Development Goal ◽

University Systems ◽

The Subject

The editorial overviews the key research aspects of embedding sustainable development into university systems worldwide. The JLE editors dwell upon the pivotal role of higher education in transferring knowledge, skills, and underlying values in promoting Sustainable Development Goal No.4 (Quality Education for Sustainable Development). The editorial analysis is underpinned by the most cited Scopus-indexed articles (Top-50 as of March 2021) on sustainable development in higher education. JLE potential authors will find some recommendations on the subject field gaps and key directions to be published in the journal upcoming issues.

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Twenty Years of China's Education for Sustainable Development(ESD) Program: Review and Prospect

Journal of Contemporary Educational Research ◽

10.26689/jcer.v3i5.857 ◽

2019 ◽

Vol 3 (5) ◽

Author(s):

Qiaoling Wang

Keyword(s):

Sustainable Development ◽

International Cooperation ◽

Education For Sustainable Development ◽

Program Review ◽

Whole School ◽

Education Theory ◽

The Subject ◽

New Interpretation ◽

Basic Characteristics ◽

Definition Of

The basic characteristics of China ESD program is: The dual attribute of the definition of ESD; A new interpretation of the subject-oriented education theory from the perspective of sustainable development; ESD is an Important Content of strengthening morality education;The "whole-school " model has become the norm; An international cooperation and exchange platform has been actively built.

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Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development

Sustainability ◽

10.3390/su12093736 ◽

2020 ◽

Vol 12 (9) ◽

pp. 3736 ◽

Cited By ~ 3

Author(s):

Zhenwen Liu ◽

Hsi-Chi Yang ◽

Yan-Chyuan Shiau

Keyword(s):

Sustainable Development ◽

Elementary School ◽

Education For Sustainable Development ◽

Evaluation Framework ◽

Three Dimensions ◽

Teaching Materials ◽

School Teaching ◽

Level 3 ◽

Four Levels ◽

Elementary School Teaching

Education for Sustainable Development (ESD) forms part of Target 4.7 of Sustainable Development Goal 4 in the 2030 Agenda. This paper presents an effort to propose an evaluation framework of elementary school teaching materials in Taiwan for sustainable development considering three dimensions of sustainability: Environmental, social, and economic. The proposed framework comprises four levels: Lever 1, education for sustainable development; Level 2, teaching scopes; Level 3, learning indicators, and; Level 4, learning topics. This study first, through literature reviews, proposed an initial evaluation framework and then, through in-depth expert interviews, obtained a modified framework. Thereafter, the Delphi questionnaires were conducted to establish the final evaluation framework. The framework includes four teaching scopes, ten learning indicators and twenty-one learning topics. Furthermore, the weights of each scope and its associated indicators were analyzed and compared through AHP questionnaires to obtain the scoring table for sustainability teaching materials implemented in a school. Finally, the scoring table was applied to an existing elementary school to investigate its implementation of the teaching materials on sustainable development. Based on the result from the scoring table, the areas needed for improvement were identified and the improvement strategies were then proposed.

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Developing Snake Ladder Game Learning Media to Increase Students’ Interest and Learning Outcomes on Social Studies in Elementary School

Simulation & Gaming ◽

10.1177/1046878120921902 ◽

2020 ◽

Vol 51 (4) ◽

pp. 432-442

Author(s):

Ahmad Syawaluddin ◽

Sidrah Afriani Rachman ◽

Khaerunnisa

Keyword(s):

Elementary School ◽

Elementary Education ◽

Social Studies ◽

Learning Outcomes ◽

Flow Analysis ◽

Student Interest ◽

School Students ◽

The Media ◽

The Subject ◽

D Model

Background and Objective. One of the challenges that social studies presents to teachers in class is the lack of students’ interest in the material. This study aims to develop snakes and ladders learning media for use in the subject of social studies in elementary school. Method. The research design used is the Four-D Research and Development (R&D) model by Thiagarajan (Santoso & Albaniah). The criteria used as a reference for the effectiveness of the learning media are students’ participation, interest, and learning outcomes, whereas for the practicality, the criteria are the implementation and teachers’ ability to use the learning media. The research employed descriptive statistics analysis and inductive-deductive flow analysis. Results. The results show that the snakes and ladders learning media on social studies appear to be valid and practical, and can effectively improve elementary school students’ interest and learning outcomes. The learning media is considered valid based on the experts’ validation with average 4.3 (good). The effectiveness of this learning media meets the criteria: (1) student participation in the learning process is high and (2) student learning outcomes meet the minimum learning mastery standard average at 79.04 of the ideal score of 100 and the completeness test of learning outcomes with the probability value of one sample t-test of 0.00 <0.05. The practicality of the learning media is shown through the observation result of the implementation of the media with an average of 4.4 (good), whereas the results of the student interest questionnaire show that of 25 students (92%) responded that they were happy with the subject matter taught, 80% of students responded that they were happy with the learning. Conclusion. The snakes and ladders learning media on social studies can enhance students’ interest and learning outcomes in elementary education.

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Educación para el Desarrollo Sostenible en asignaturas de Dirección de Operaciones. El caso del Banco de Alimentos de La Rioja. (Education for Sustainable Development in Operations Management subjects. The case of the Food Bank of the Rioja)

WPOM - Working Papers on Operations Management ◽

10.4995/wpom.v6i1.3155 ◽

2015 ◽

Vol 6 (1) ◽

pp. 22

Author(s):

Dolores Queiruga ◽

Javier González Benito ◽

Luz Amira Rocha Valencia ◽

Gustavo Lannelongue Nieto

Keyword(s):

Sustainable Development ◽

Operations Management ◽

Social Issues ◽

Peer Assessment ◽

Education For Sustainable Development ◽

Food Bank ◽

Personal Involvement ◽

The Subject ◽

Guided Tour ◽

La Rioja

<div data-canvas-width="252.26493658536586">La Educación para el Desarrollo Sostenible a nivel universitario implica alcanzar ciertas competencias como responsabilidad o involucración personal en temas sociales. En este trabajo presentamos una práctica en la asignatura de Organización de la Producción de dos titulaciones: Grado en Ingeniería y Grado en Re</div><div data-canvas-width="152.74203071961296">laciones Laborales y Recursos Humanos, de La Universidad de La Rioja. Para ello, utilizamos cuatro actividades docentes, aplicadas al caso del Banco de Alimentos. Estas son: visita guiada al almacén, ejercicio en el aula de informática con aprendizaje coop</div><div data-canvas-width="190.85576456359604">erativo, exposición oral (con coevaluación mediante una rúbrica) y participación voluntaria en una campaña de recogida de alimentos.</div><p><em>Education for Sustainable Development at university level involves achieving certain skills as liability or personal involvement in social issues. We present a practice in the subject of Operations Management two degrees: Engineering and Labor Relations and Human Resources, at University of La Rioja. To do this, we use four teaching activities, applied to the case of the Food Bank. These are: guided tour of the storehouse, practical lesson in the computer room with cooperative learning, oral presentation (with peer assessment using a rubric) and voluntary participation in a campaign to collect food.</em></p>

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The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1702191v ◽

2017 ◽

Vol 49 (2) ◽

pp. 191-212 ◽

Cited By ~ 1

Author(s):

Zorica Veinovic

Keyword(s):

Sustainable Development ◽

Social Studies ◽

Primary Education ◽

Education For Sustainable Development ◽

Value Systems ◽

School Subjects ◽

Educational Concept ◽

Teaching Curriculum ◽

The Republic ◽

Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

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Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

Interdyscyplinarne Konteksty Pedagogiki Specjalnej ◽

10.14746/ikps.2019.27.08 ◽

2019 ◽

Author(s):

IWONA WENDREŃSKA

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

The Other ◽

Special School ◽

Special Schools ◽

Severe Intellectual Disability ◽

Multiple Disability ◽

Different Types ◽

The Subject ◽

The One

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

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