Education for Sustainability: Curriculum Equivalence in Transnational Programmes

2012 ◽  
Vol 5 (1) ◽  
pp. 59-66
Author(s):  
Rashika Sharma ◽  
Sylila Monteiro
Keyword(s):  
Education For Sustainability ◽  
Sustainability Curriculum

Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

2011 ◽  
Vol 17 (5) ◽  
pp. 670-690 ◽  
Author(s):  
Tania von der Heidt ◽  
Geoff Lamberton
Keyword(s):  
Tertiary Education ◽  
Detailed Examination ◽  
Education For Sustainability ◽  
Education Programs ◽  
Critical Perspective ◽  
Formal Curriculum ◽  
Business Studies ◽  
Managing Change ◽  
Regional University ◽  
Sustainability Curriculum

AbstractThe challenge to embed sustainability in the formal curriculum has been greatest for the business studies curriculum. Schools of business have been perceived as key socialising agencies for the intelligentsia of advanced capitalist societies, whereas the students of sustainability need to be helped to critique the dominant capitalist paradigm and consider its alternatives. Drawing on a critical perspective of education for sustainability, this paper presents a detailed examination of the sustainability curriculum at a regional university in Australia. The paper contributes to the discussion needed to understand what sustainability skills are required by managers and how tertiary education programs may need to change to develop these skills. In this way the nature of the role that business schools should be playing in leading and managing change towards sustainability is further informed.

Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

2011 ◽  
Vol 17 (5) ◽  
pp. 670-690 ◽  
Author(s):  
Tania von der Heidt ◽  
Geoff Lamberton
Keyword(s):  
Tertiary Education ◽  
Detailed Examination ◽  
Education For Sustainability ◽  
Education Programs ◽  
Critical Perspective ◽  
Formal Curriculum ◽  
Business Studies ◽  
Managing Change ◽  
Regional University ◽  
Sustainability Curriculum

AbstractThe challenge to embed sustainability in the formal curriculum has been greatest for the business studies curriculum. Schools of business have been perceived as key socialising agencies for the intelligentsia of advanced capitalist societies, whereas the students of sustainability need to be helped to critique the dominant capitalist paradigm and consider its alternatives. Drawing on a critical perspective of education for sustainability, this paper presents a detailed examination of the sustainability curriculum at a regional university in Australia. The paper contributes to the discussion needed to understand what sustainability skills are required by managers and how tertiary education programs may need to change to develop these skills. In this way the nature of the role that business schools should be playing in leading and managing change towards sustainability is further informed.

scholarly journals Opportunities and challenges for integrating sustainability education into k-12 schools: case study Phoenix, AZ

2013 ◽  
Vol 15 (2) ◽  
pp. 5-24 ◽  
Author(s):  
Erin Redman
Keyword(s):  
Content Knowledge ◽  
Sustainability Education ◽  
Interdisciplinary Approach ◽  
Education For Sustainability ◽  
Research And Practice ◽  
Incentive Structures ◽  
External Forces ◽  
K 12 ◽  
Sustainability Curriculum

Abstract Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability isnot limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardised tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programmes focused on educating for sustainabilit

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

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.

The Long-Term Impact of an Education for Sustainability Course on Israeli Science and Technology Teachers’ Pro-Environment Awareness, Commitment and Behaviour

2015 ◽  
Vol 31 (2) ◽  
pp. 264-279 ◽  
Author(s):  
Anat Abramovich ◽  
Yahavit Loria
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Science And Technology ◽  
Education For Sustainability ◽  
Environmental Behaviour ◽  
Junior High School Teachers ◽  
Technology Teachers ◽  
Long Term Impact ◽  
The Impact

AbstractThe impact of an Education for Sustainability (EfS) course for science and technology junior high school teachers on the intentional and actual environmental behaviour of participants was studied by researching the EfS implementation of 13 science and technology teachers within their family, community, and work environment. The research was qualitative in nature, where science and technology teachers’ insights on the EfS course were determined by means of an open-ended questionnaire and intensive interviews. Results indicated that the course clearly influenced the vast majority of the participants, who claimed that their environmental awareness had increased and they were capable of acting responsibly. All participants acted in favour of the environment among family, community, and at work. Yet, 2 years later, implementation seemed to be undermined by various internal and external barriers, such as the unavailability of convenient resources, or resistance on the part of family. The study suggests that course designers must include reference to potential difficulties and barriers in order to circumvent future obstacles. In addition, the implementation of post-course support would encourage overcoming the gap between willingness to act and actual practice.

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