scholarly journals On the Application of Foresight in Education for Sustainable Development

2021 ◽  
Vol 16 (4) ◽  
pp. 55-64
Author(s):  
Ermakov Dmitry S. ◽  
◽  
Ermakov Aleksander S. ◽  
Kolesova Ekaterina V. ◽  
◽  
...  
Keyword(s):  
Sustainable Development ◽  
Swot Analysis ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Development Education ◽  
The Sustainable Development ◽  
Development Goals ◽  
Characteristic Features ◽  
Russian Education ◽  
Methodological Difficulties

Education is the most important mechanism for achieving the Sustainable Development Goals (SDGs). One of the methodological difficulties in the implementation of education for sustainable development (ESD) is associated with its proactive, predictive nature. In this regard, when designing ESD, it seems appropriate to use technologies of futurology, particularly, the technology of foresight. The article considers the main features of foresight and examples of its application in Russian education. The results of the foresight session on the design of ESD as an innovative pedagogical system and the development of a “roadmap” for the implementation of ESD in the Russian Federation for the period until 2030 are presented. 14 experts took part in this work (21 % are with D. Sc. degree, 50 % are with Ph. D. degree; average teaching experience is 17,4 years, including 12,6 years in the field of ESD). During the STEEPV analysis, we identified the main social, technological, economic, environmental, political, and value-based factors that will affect both the education system in general and ESD in particular. The SWOT analysis allowed us to determine the characteristic features of ESD, regarding its strengths and weaknesses, opportunities, and threats. In the brainstorming mode, the main elements of the ESD roadmap for the next 10 years (trends, technologies, formats / social practices, and “jokers” / bifurcation points) were identified. In general, obtained results are consistent with the key directions of the development of Russian education to achieve the SDGs, and are also aimed at solving the main problems in the field of ESD. This research will be continued. Keywords: sustainable development, education for sustainable development, futurology, foresight, design

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Map and Track the Performance in Education for Sustainable Development across the European Union

2021 ◽  
Vol 13 (23) ◽  
pp. 13185
Author(s):  
Daniela Cristina Momete ◽  
Manuel Mihail Momete
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
The European Union ◽  
Development Education ◽  
Actual Performance ◽  
Development Goals ◽  
European Union Member States

The 17 sustainable development goals (SDG) established by 2030 Agenda cannot be achieved unless the learners are educated about sustainable development. Education for sustainable development (ESD) is a key component in preparing individuals to cope with sustainable challenges and paves the way towards a more sustainable aware society and life satisfaction. However, ESD is very complex as it depends on numerous factors and needs significant development all over the word. The paper aims to design an original and easy-to-apply framework which maps and tracks the actual performance in quality education across the European Union member states (EU27), focusing on SDG4—quality education from Agenda 30. The framework integrates three interventions—formal, non-formal, and essential education—and delivers a useful tool, a composite index, which maps and tracks the performance of the EU27 in the transition to ESD in a practical manner. The research categorizes four clusters of countries and tracks the Nordic countries of the EU27 among the high performers tier, allowing the identification of the best practices which can be spurred at European level. The findings of this paper may be used by educators, researchers, national and European authorities, and other stakeholders to monitor and accelerate progress in ESD, especially for low performers.

scholarly journals PRE-DEVELOPMENT OF PRODUCTS: METHODOLOGY APPLIED IN A PROPOSAL ORIENTED TO THE SUSTAINABLE DEVELOPMENT GOALS

2021 ◽  
Vol 12 (1) ◽  
pp. 116-134
Author(s):  
Eloiza Kohlbeck ◽  
Amanda Melo ◽  
Alexandre Borges Fagundes ◽  
Delcio Pereira ◽  
Fernanda Hänsch Beuren ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Product Development ◽  
Sustainable Development Goals ◽  
Development Process ◽  
Swot Analysis ◽  
Holistic Approach ◽  
Clean Energy ◽  
Product Development Process ◽  
The Sustainable Development ◽  
Development Goals

In a context of growing customer needs and requirements and worsening environmental issues, the Product Development Process must adapt to these circumstances, promoting measures that enable sustainable development, thus maintaining balance and synergy in the environmental, social and economic spheres. For this, it is essential to carry out the pre-development of business proposals. In this context, adopting a holistic approach that interrelates various areas of literature, brings together contributions in order to lead society to a resilient and resource-efficient environment. Thus, this research promotes the interrelationship between the Product Development Process and the Sustainable Development Goals and aims to realize the pre-development of a product under the perspective of the Sustainable Development Goals (SDG). To meet the proposed objective, the methodology adopted consists of the adaptation of a pre-development model, selected through bibliographic analysis. The results of this research present the pre-development of a product willing to meet the goals of SDG 6 (drinking water and sanitation) and SDG 7 (accessible and clean energy). It highlights the use of tools to structure and ensure the assertiveness of the proposal, such as IDEF0, SWOT analysis and FMEA.

scholarly journals The assessment algorithm for sustainable development goals in the Hukiv, Dereluy, and Vyzhenka river basin systems of Chernivtsi oblast

2021 ◽  
Vol 15 (2) ◽  
pp. 235-244
Author(s):  
Serhii Kyryliuk
Keyword(s):  
Sustainable Development ◽  
River Basin ◽  
Sustainable Development Goals ◽  
Swot Analysis ◽  
Practical Importance ◽  
Reference Conditions ◽  
Modern Human ◽  
Small Rivers ◽  
The Sustainable Development ◽  
Development Goals

The study deals with an integral assessment of hydromorphological and geoecological conditions of the Hukiv (flatland type of river), Dereluy (foothill type of river), and Vyzhenka (mountainous type of river) river basin systems (Figure 1). The indicators characterizing the river basin in the best way as a holistic system, the channel, floodplain, and watershed altogether, in natural reference conditions and in terms of human economic activity are addressed. The assessment hydromorphological test and geoecological monitoring of small rivers (SWOT-analysis) in accordance with the developed universal algorithm for hydromorphological assessment of small river basins for the sustainable development goals are generated and fulfilled. Interpretation maps for the sustainable development of the Hukiv, Dereluy and Vyzhenka rivers are created. The practical importance and relevance concerns the potential application of the proposed monitoring and the algorithm to solve methodological and applied problems related to the functioning of the systems “basin–river–human” and “basin–river–riverbed” in terms of modern human activity and needs; the need to modify consumer-type stereotypes for the use of natural resources, as well as to provide recommendations for enhancing the resource-efficient and sustainable activities in basin systems and small rivers.

scholarly journals Development of teachers’ professional skills in education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07007
Author(s):  
Svetlana Tolstikova ◽  
Larisa Osechkina ◽  
Elena Tabolova ◽  
Galina Travinova
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Age Differences ◽  
Personal Development ◽  
Sustainable Development Goals ◽  
Necessary Conditions ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals

The article considers the skills and features of the personal development of a teacher in education for sustainable development (ESD). It contemplates over the influence of age differences on the formation of the professional and communicative culture of a specialist in higher education. Moreover, it describes the necessary conditions for the professional formation of the professional and communicative culture of a teacher in the development and promotion of her or him as a professional that is capable of raise the environmental awareness in students and help them to nourish their sustainable citizenship. In addition, it discusses the role of teacher training in education for sustainable development and stresses the importance of reorienting teacher training to take sustainability into account in the context of education policy and the implementation of the Sustainable Development Goals (SDGs).

Sustainability in Higher Education

Education ◽  
2021 ◽  
Author(s):  
Matthias Barth
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Role Model ◽  
Historical Context ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals ◽  
Sustainability In Higher Education ◽  
Social Learning Processes

Since sustainable development has emerged as a normative guiding idea at the global level, it has been perceived as a “moving target” that requires deliberation and social learning processes. Consequently, the notion of learning for sustainability figures prominently in both academia and policy, and learning and education are increasingly considered important features in this regard. Education for sustainable development was first introduced in 1992 at the United Nations Conference on Sustainable Development and has since developed into a well-established educational field. Additional momentum has been gained through the UN Decade of Education for Sustainable Development (2005–2014). This is even more so with the ongoing follow-up program “ESD for 2030” in which a direct link to the Sustainable Development Goals (SDGs) has been made. While the implementation of this vision is supported in all educational sectors, it is higher education that has a key role to play in the overall process of striving for sustainable development. Universities generate and transfer relevant knowledge, as well as enable future change agents to contribute to a sustainable future. In addition, they act in their own organizational practice as a role model and contribute through societal outreach and service. This bibliography contains a selection of papers and volumes on themes discussed in the area of sustainability in higher education. It covers the Historical Context, various areas of universities activities and different disciplinary and regional approaches. Emphasis is given on educational activities and thus the research and practice of teaching and learning on the micro- level (courses) and the macro-level (programs).

The Impact of COVID-19 and the Role of Higher Education in Making a Sustainable Recovery

2021 ◽  
pp. 461-475
Author(s):  
Sunaina Gowan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Sustainability ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Educational Institutions ◽  
The Sustainable Development ◽  
The World ◽  
Development Goals ◽  
Sustainable Recovery

The purpose of this chapter is to explore the implications of COVID-19 to higher education and how universities and colleges can play a critical role in helping shape new ways for the world by adopting environmental sustainability as its academic mission. The effects of the pandemic have reached such proportions that the world may never be the same again. Even though educational institutions have been affected at different levels, there are some measures that can be undertaken to mitigate its impacts. The findings indicate the need for the integration of higher education for sustainable development. This study provides a unique and timely commentary about how coronavirus has altered in positive and negative ways higher education. It suggests that, due to its areas of influence, COVID-19 may also jeopardise the implementation of the sustainable development goals. It sends a cautious warning about the need to continue to put an emphasis on education for sustainable development, so that progress achieved to date is not endangered.

scholarly journals Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

2020 ◽  
Vol 12 (17) ◽  
pp. 6823 ◽  
Author(s):  
Yared Nigussie Demssie ◽  
Harm J. A. Biemans ◽  
Renate Wesselink ◽  
Martin Mulder
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Indigenous Education ◽  
Design Principles ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
The Sustainable Development ◽  
Modern Education ◽  
Starting Point ◽  
Development Goals

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

scholarly journals Exploring knowledge of prospective biology teacher about Education for Sustainable Development

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ivo Novidsa ◽  
Widi Purwianingsih ◽  
R. Riandi
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
Biology Teacher ◽  
Research Subjects ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teacher's Knowledge

Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

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