THE CONTRIBUTION OF THE JOURNALS: JTEFS AND DCSE ON A SUSTAINABLE DEVELOPMENT OF THE REGION

Via Latgalica ◽  
2017 ◽  
pp. 62
Author(s):  
Dzintra Ilisko ◽  
Astrida Skrinda ◽  
Anita Pipere
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Cultural Economic ◽  
Global Issues ◽  
Sustainable Education ◽  
Open Access Journals ◽  
Global Action

The report reveals the contribution of two international UNESCO/ UNITWIN Chair’s peer-reviewed journals – “Discourse and Communication for Sustainable Education” (DCSE) and “Journal of Teacher Education for Sustainability” (JTEFS) to sustainable development of Latgale. They are international, cross-disciplinary, scholarly and open access journals focusing on diverse aspects of environmental, cultural, economic and social sustainability thus enabling one to constructively and creatively address present and future global challenges in creating more sustainable and resilient societies. Both journals aim to respond to the priorities set by the United Nations Decade of Education for Sustainable Development and the Global Action Programme as implemented in LATGALE and in the partner countries. The study reflects on the thematic scope of the two journals that centres on reorienting education towards the goal of sustainable education and sustainable community in Latgale, Latvia, Europe and beyond. In order to respond to the challenges of global community that we are facing today, the research published in both journals suggests how education can contribute to overcoming the current crises in education and community, as well as offers strategies and ways of dealing with it sustainably and responsibly in Latgale. Education for sustainable development (ESD) includes more than knowledge related to the environment, economy, culture and society. It also addresses learning perspectives, strategies and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society and live in a sustainable manner. ESD also involves studying both local and global issues. The research offers the study of JTEFS contribution to meeting different views, ideas and research to promote further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. DCSE is an international, peer-reviewed journal that provides a platform for examination of policies, theories and practices related to the discourse and communication for sustainable education. Since contemporary discourse study has extended its field to the study of multifaceted contexts of discourse, it integrates a broader study of the phenomena of communication in relation to sustainable education. The diversity of the journal is apparent in the variety of its theories, methods and approaches, thus avoiding the frequent limitation to one school, approach or academic branch.

scholarly journals Experiences with Reorienting Teacher Education to Address Sustainability

Envigogika ◽  
2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Jana Dlouhá
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Japanese Government ◽  
Quality Education ◽  
Action Program ◽  
International Network ◽  
Global Action ◽  
Biodiversity Education ◽  
The City

The 8th Biennial Meeting of the International Network of Teacher Education Institutions (INTEI) associated with the UNESCO Chair on Reorienting Teacher Education to Address Sustainability was held in the Japanese town of Okayama on 14-17 November 2014. The meeting was hosted by the City of Okayama and the Japanese government. Themes discussed during the meeting focused education for sustainable development (ESD) in teacher education, biodiversity education, and ESD’s contributions to a quality education etc. The overall aim was to explore the roles that the INTEI will play in the new Global Action Program on ESD (GAP).

Education for sustainable development in Vietnam: lessons learned from teacher education

2016 ◽  
Vol 17 (6) ◽  
pp. 853-874 ◽  
Author(s):  
Thi Kinh Kieu ◽  
Jane Singer ◽  
Tracey Jean Gannon
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Developing Countries ◽  
Formal Education ◽  
Low Cost ◽  
Education For Sustainable Development ◽  
Lessons Learned ◽  
Future Research ◽  
Content Type

Purpose The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability. Design/methodology/approach The authors interviewed ten lecturers and 75 students in five TEIs across Vietnam and organized focus groups to obtain qualitative data which were coded to identify themes and provide quantitative results for analysis. Findings ESD-related topics were included in both formal and non-formal education. However, there remains a wide gap between ESD cognition and ESD teaching capacity among teacher trainees due to the prevalence of top-down pedagogy, large classes and poor facilities. Through strengthening collaboration among multiple stakeholders, TEIs should achieve more effective ESD approaches. Research limitations/implications Future research is required to examine the role of non-formal educational educators, NGOs, for instance, in training teachers about ESD. Practical implications Low-cost initiatives generating from the paper may be applied in higher education institutions, particularly in training teachers across developing countries. Social implications The paper analyses the key role of lecturers in ESD implementation and promotion which should be useful for ESD educators. Originality/value The paper points out current challenges in ESD implementation in TEIs in Vietnam and suggests some solutions which may be applied in ESD teaching education in other developing countries.

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

scholarly journals Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

2021 ◽  
Vol 13 (16) ◽  
pp. 8973
Author(s):  
Douglas Bourn ◽  
Nese Soysal
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Body Of Knowledge ◽  
Policy Debates ◽  
Agents Of Change ◽  
Transformative Approach ◽  
Pedagogical Approaches

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

Education for sustainable development in humanitarian logistics

2020 ◽  
Vol 10 (4) ◽  
pp. 573-602
Author(s):  
Muhammad Khan ◽  
Muhammad Sarmad ◽  
Sami Ullah ◽  
Junghan Bae
Keyword(s):  
Sustainable Development ◽  
Formal Education ◽  
Research Question ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Humanitarian Logistics ◽  
Equation Modeling ◽  
Content Type ◽  
Explanatory Variables ◽  
Structure Equation Modeling

PurposeAs humanitarian logistics (HL) functions in complicated, changing and ambiguous situations, all people, particularly the educated youth, have to know how to control the situation and assist victims, which are best achieved through formal education and training. Teaching at university has been extensively used in the context of business logistics. However, education in HL is a poorly researched field and, consequently, this article explores education for sustainable development in HL. The study addresses the following research question: How the teaching of HL at university can help to increase HL performance (HLP) and to reduce suffering.Design/methodology/approachA covariance-based structure equation modeling (CB-SEM) is implemented on the basis of confirmatory factor analysis.FindingsThe results show that the association between the explanatory variables and the dependent variable (HLP) is mediated by sustainability, and that the teaching of HL at university plays a vital role in enhancing HLP and is therefore a very suitable approach for sustainable development in HL. This direct approach is creative, informative and productive practice for both students and teachers.Originality/valueIn spite of the growing number of activities and courses in supply chain and logistics education, no study, to the best of our knowledge, has empirically analyzed the critical topic of whether or not education can bring sustainable development in HL. In order to save lives and reduce the suffering of victims, this study attempts to fill this gap.

Sign in / Sign up

Export Citation Format

Share Document