REDESIGNING SEMINARS IN THE SUBJECT SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL ETHICS FOR THE NEW ON-LINE HIGHER EDUCATION SCENARIO DUE TO COVID-19

Purpose This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better.

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A REALIDADE DO TRABALHO DO PROFESSOR DO ENSINO SUPERIOR: PESQUISA BIBLIOGRÁFICA ON-LINE EM FOCO

Colloquium Humanarum ◽

10.5747/ch.2018.v15.nesp2.001081 ◽

2018 ◽

Vol 15 (Especial 2) ◽

pp. 96-101

Author(s):

Zelina Cardoso Grund ◽

Renata Portela Rinaldi

Keyword(s):

Higher Education ◽

Teacher Training ◽

School Administration ◽

The State ◽

National Association ◽

Academic Production ◽

On Line ◽

The Subject ◽

Number Of Publications ◽

Analysis Protocol

This article aims to present the survey of academic production on "teacher training and teaching work" in higher education, produced in the period from 2007 to 2017 and published by the National Association of politics and administration of Education (ANPAE). The methodology used was bibliographical research online from carefully defined parameters in order to support a broader study on the "State of knowledge". The following descriptors were used: teacher training, teaching, higher education work. Select the complete works of the Ibero-American Congress of policy and school administration and the Brazilian Symposium of politics and Administration. The treatment and analysis of the information was systematized from a bibliographical analysis protocol. The result shows that there are a small number of publications on the subject in the relevant axis to higher education in national and international scientific events.

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Mathematics Applied to the Economy and Sustainable Development Goals: A Necessary Relationship of Dependence

Education Sciences ◽

10.3390/educsci10110339 ◽

2020 ◽

Vol 10 (11) ◽

pp. 339

Author(s):

Matilde Lafuente-Lechuga ◽

Javier Cifuentes-Faura ◽

Úrsula Faura-Martínez

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Sustainable Development Goals ◽

Teaching Methodology ◽

The Sustainable Development ◽

Development Goals ◽

The Subject ◽

Mathematical Techniques ◽

Relationship Of ◽

Academic Year

Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.

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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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Agile social learning – capacity-building for sustainable development in higher education

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-07-2019-0212 ◽

2020 ◽

Vol 21 (7) ◽

pp. 1563-1586

Author(s):

Johan Bolmsten ◽

Momoko Kitada

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Social Learning ◽

Real Life ◽

Learning Method ◽

Case Study Methodology ◽

Content Type ◽

Sustainable Solutions ◽

Life Issues ◽

The Subject

Purpose The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development. Design/methodology/approach This study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries). Findings The results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions. Originality/value The results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

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Green IT as a tool for design cloud-oriented sustainable learning environment of a higher education institution

E3S Web of Conferences ◽

10.1051/e3sconf/202016610013 ◽

2020 ◽

Vol 166 ◽

pp. 10013

Author(s):

Tetiana Vakaliuk ◽

Dmitry Antoniuk ◽

Andrii Morozov ◽

Mariia Medvedieva ◽

Mykhailo Medvediev

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Learning Environment ◽

Education Institution ◽

Learning Opportunities ◽

Electronic Journals ◽

Green It ◽

Higher Education Institution ◽

The Sustainable Development ◽

On Line

The paper proposes the use of green IT as a tool for designing a cloud-oriented sustainable learning environment for a higher education institution. The article substantiates the expediency of designing such an environment as a prerequisite for the sustainable development of Ukraine. It is established that one of the goals of Ukraine’s sustainable development for 2030 is to provide fair quality education and to promote lifelong learning opportunities for all. Green IT is a set of approaches related to sustainable computing and information technology. The work of foreign scientists was analyzed, which considered the issues of designing the learning environment using green computing. As a result, Cloud LMS has been established that cloud LMS is a type of green IT and can serve as a tool for designing a cloud-oriented sustainable learning environment of a higher education institution. A model of a cloud-oriented sustainable learning environment of a higher education institution using cloud LMS is proposed. The application of a cloud-oriented sustainable learning environment will provide such capabilities: keep electronic journals; use on-line services; conduct correspondence, assessment of knowledge on-line; and more. And all of the above is the key to a sustainable development of the learning environment.

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CONDITIONS OF SUSTAINABLE DEVELOPMENT AND FORMATION OF ENVIRONMENTAL COMPETENCE OF PROFESSIONALS OF THE ECONOMIC COMPLEX OF THE REGION

Economic innovations ◽

10.31520/ei.2019.21.2(71).34-42 ◽

2019 ◽

Vol 21 (2(71)) ◽

pp. 34-42

Author(s):

M.A. KOVALENKO ◽

G.M. SHVOROB

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Future Generations ◽

Resource Potential ◽

The Sustainable Development ◽

The Subject ◽

Environmental Interests ◽

Ecological Thinking ◽

Balanced Solution

Topicality. The urgency of the problem of the formation of environmental competences among graduates of higher education is connected with the necessity of implementing the principles of sustainable development of the economy of enterprises, the economic complex of the region, the urgent implementation of a model of its component of ecological thinking into a competent dream. The domestic educational branch chose the path of radical reforms, improving the quality of education. This applies, in particular, to the quality of environmental education. Formation of ecological competence of future specialists is a strict necessity of the present. Aim and tasks. The purpose of the article is to substantiate the determinism, the conditionality of the requirements of the sustainable development economy to the ecological competencies of specialists of all specialties of the economic complex of the region, and the formation of their ecological thinking. The task is to clarify the concept of "environmental thinking of a specialist", to determine the role and place of environmental competence in the general model of professional and professional competences of a specialist in sustainable development economics. Research results. The results of the analysis of publications of foreign and domestic scientists in the article gave an opportunity to substantiate the requirements of the sustainable development economy to the ecological competence of a specialist to formulate the essence of his ecological thinking as the ability to provide a balanced solution to the economic tasks of economic, scientific and technical, social development of the subject of economic activity in harmony with the favorable surrounding environment by rational use of natural resource potential, preservation and protection of the surrounding se debris; subordinate the corporate interests of growth and development to the environmental interests of the present and future generations of society. Conclusion. The tasks of realization of the concept of sustainable development of the enterprise, economic complex of the region require the formation of specialists from the future economy of social responsibility to modern and future generations of society for the results of the implementation of their actions and projects. The process of forming such responsibility should be realized in the current conditions of the reform of the national higher education. In particular, by introducing a competent approach to the training of future specialists, the perception of the system of teaching environmental competence as an important component of the competent model of a specialist, the formation of a specialist in environmental thinking as an organic component of his general culture.

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SUSTAINABILITY COMPETENCIES FROM THE UNIVERSITY DISCOURSE

6th ERAZ Selected Papers (part of ERAZ conference collection) ◽

10.31410/eraz.s.p.2020.71 ◽

2020 ◽

Author(s):

Vesna Nikolić ◽

◽

Tamara Vukić ◽

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Teaching Practice ◽

Decision Makers ◽

Specific Response ◽

The Sustainable Development ◽

Special Value ◽

University Discourse ◽

The Subject ◽

The University

The subject of the research is focused on identifying the conditions that determine university’s specific response to sustainable development, as well as on identifying the characteristics of a transformative university, and the obstacles in the process of creating a sustainable university. Given the importance of educating the future decision makers, the paper is particularly focused on the problems and the possibilities for developing the competencies for sustainable development within the higher education. The originality of the paper is found in its wholesome overview of the universities’ response to the sustainable development challenge and in the identification of possible barriers that the universities face when striving to sustainability. The special value of the paper is in the analysis of the models for sustainable development competencies which should help to further understand these models and the possibilities for their application in university’s teaching practice.

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Education for sustainable development (ESD)

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-07-2012-0059 ◽

2014 ◽

Vol 15 (2) ◽

pp. 188-207 ◽

Cited By ~ 59

Author(s):

Helen Kopnina ◽

Frans Meijers

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Environmental Ethics ◽

Professional Education ◽

Evaluation Studies ◽

Qualitative Evaluation ◽

Education For Sustainable Development ◽

Statistical Testing ◽

Future Research ◽

Content Type

Purpose – This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale. Design/methodology/approach – The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions. Findings – It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education. Research limitations/implications – Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools. Practical implications – In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings. Originality/value – This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.

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Integrated approach to foreign language teaching: sustainable development of higher education

E3S Web of Conferences ◽

10.1051/e3sconf/202020809017 ◽

2020 ◽

Vol 208 ◽

pp. 09017

Author(s):

Irina Pirozhkova

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Foreign Language ◽

Integrated Approach ◽

Foreign Language Teaching ◽

State University ◽

Teaching English ◽

Educational Standard ◽

Current Trends ◽

On Line

The article discusses development of an integrated approach of teaching English to students majoring in Management and IT technologies in the Ural State University of Economics and describes the experience of its implementation. Current trends in education require the use of non-traditional means in class to activate students’ potential and help them master the necessary competences. This integrated approach meets the requirements of the educational standard and is based on the survey among students held to reveal their needs and interests in a foreign language. It exceeds the boundaries of the textbook (which is still the basis for learning) and includes participation in multi-university projects and scientific conferences, use of on-line resources and creative tasks.

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