RECOGNIZING ECOSYSTEM SERVICES THROUGH EDUCATION FOR SUSTAINABLE DEVELOPMENT THAT UTILIZES THE SEA IN THE REGION

The relationship between people and the sea is weakening every year. We have conducted education for sustainable development (ESD) of the sea, aimed at deepening their understanding of the relationship between humans and the sea. We get method and we think that it can be a model to be implemented in other areas. The content of the lessons introduced on this occasion, we think that children were able to learn broadly about the ecosystem services of the sea, and became interested in the sea from many angles. we conducted more lessons, the willingness to take action by themselves has been nurtured.

The relationship between types of learning in education for sustainable development(ESD) and efficacy on ESD among secondary social studies pre-service teachers

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.8.997 ◽

2019 ◽

Vol 19 (8) ◽

pp. 997-1015

Author(s):

Woonsun Kang

Keyword(s):

Sustainable Development ◽

Social Studies ◽

Secondary Social Studies ◽

Sustainable Development of Largest Cities and Megalopolises: a Factor of Ecosystem Services

Moscow University Economics Bulletin ◽

10.38050/01300105201661 ◽

2016 ◽

Vol 2016 (6) ◽

pp. 3-21

Author(s):

Sergey Bobylev ◽

Boris Porfiriev

Keyword(s):

Sustainable Development ◽

Ecosystem Services ◽

Development Strategy ◽

Global Climate ◽

The Sustainable Development ◽

Long Run ◽

Development Goals ◽

Urban Problems ◽

Development strategy of the world's largest cities in recent years "turned green" substantially and include as priority the maintenance of the quality of the environment and reduce the risks posed by global climate change. The article analyzes the Sustainable Development Goals of the United Nations (2016-2030) from the standpoint of sustainability and quality of life of communities, primarily in the big cities. Proceeding from these positions the authors consider the relationship and interaction between different Goals, targets and indicators for their implementation. Particular attention is paid to international indices of city prosperity and cities outlook, the global cities index. Constructive methodological and instrumental basis for solving urban problems is the concept of ecosystem services and payments for these services. The largest cities and megalopolises should be prioritized and pioneer objects in the system of payments for ecosystem services or compensation for the loss of the quality of these services, which eventually should become nationwide and provide a sustainable long-run development of the country.

An Exploration of the Relationship between Large-Scale Sporting Events and Education for Sustainable Development: The Case of the Melbourne 2006 Commonwealth Games

The International Journal of the History of Sport ◽

10.1080/09523367.2013.845173 ◽

2013 ◽

Vol 30 (17) ◽

pp. 2069-2097 ◽

Cited By ~ 1

Author(s):

Rob Harris

Keyword(s):

Sustainable Development ◽

Large Scale ◽

Sporting Events ◽

Commonwealth Games ◽

Library and Education: Panacea for Sustainable Development in Nigeria

Asian Journal of Information Science and Technology ◽

10.51983/ajist-2015.5.2.115 ◽

2021 ◽

Vol 5 (2) ◽

pp. 28-31

Author(s):

Nicholas Mfangu Tyonum ◽

Perpetual Amarachi Ezeogu

Keyword(s):

Sustainable Development ◽

Educational System ◽

Vision 2020 ◽

Important Resource ◽

The Relationship ◽

Goals And Objectives

One important resource for achieving the goals and objectives of education is the library. This paper discussed the role of library. It examined the relationship between the library and education; the relevance of the former to the latter; Importance of library and education for sustainable development in Nigeria. This paper also highlighted the challenges of library and education and made recommendations. Finally, this paper emphasized the need to reposition and revamp our libraries and the entire educational system in order to make much progress towards the attainment of vision 2020.

TOWARDS TRANSFORMATIVE LEARNING METHODS FOR INTERDISCIPLINARY POSTGRADUATE EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD): A CASE STUDY

International Journal of Architectural Research Archnet-IJAR ◽

10.26687/archnet-ijar.v12i1.1430 ◽

2018 ◽

Vol 12 (1) ◽

pp. 209 ◽

Cited By ~ 2

Author(s):

David Grierson ◽

Karen Elizabeth Munro

Keyword(s):

Sustainable Development ◽

Transformative Learning ◽

Postgraduate Education ◽

Learning Methods ◽

Sustainable Engineering ◽

Discursive Analysis ◽

The University ◽

This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow’s Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme’s aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific long-standing programme, offering opportunity for reflection, discussion and comparison with similar programmes.

Handbook of Research on Applied Learning Theory and Design in Modern Education - Advances in Educational Technologies and Instructional Design ◽

Education for Sustainable Development

10.4018/978-1-4666-9634-1.ch003 ◽

2016 ◽

pp. 41-64 ◽

Cited By ~ 3

Author(s):

Liz Jackson

Keyword(s):

Sustainable Development ◽

Social Context ◽

Ecological Sustainability ◽

International Level ◽

Policy And Practice ◽

Political Factors ◽

Future Directions ◽

Research And Practice ◽

Education for Sustainable Development (ESD) is an important educational agenda at the international level, with significant implications for both formal and nonformal education. Though a relatively new topic in modern education, ESD frameworks have evolved and grown in number over the last few decades, from an early concern with education for development and environmental education, to more critical orientations that focus on the relationship between individual and social factors and between environmental and political factors contributing to challenges today for ecological sustainability and global development and flourishing. In this dynamic field, priorities may vary with social context, as a critical interrogation of the importance of place in education is considered fundamental to modern ESD frameworks. This chapter explores and assesses the development of ESD over the past few decades as a formal and nonformal educational policy and practice across world regions, before considering future directions for research and practice.

Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development

Education Sciences ◽

10.3390/educsci11030114 ◽

2021 ◽

Vol 11 (3) ◽

pp. 114

Author(s):

Robby Zidny ◽

S Solfarina ◽

Ratna Sari Siti Aisyah ◽

Ingo Eilks

Keyword(s):

Sustainable Development ◽

Environmental Ethics ◽

Teaching And Learning ◽

Science Learning ◽

Indigenous Science ◽

Household Chemicals ◽

Relationship Of ◽

Promising Source ◽

Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students’ perception of the relevance of science learning. It can also promote education for sustainable development.

Education for Sustainable Development

Sustainable Development ◽

10.4018/978-1-5225-3817-2.ch001 ◽

2017 ◽

pp. 1-25

Author(s):

Liz Jackson

Keyword(s):

Sustainable Development ◽

Social Context ◽

Ecological Sustainability ◽

International Level ◽

Policy And Practice ◽

Political Factors ◽

Future Directions ◽

Research And Practice ◽

Education for Sustainable Development (ESD) is an important educational agenda at the international level, with significant implications for both formal and nonformal education. Though a relatively new topic in modern education, ESD frameworks have evolved and grown in number over the last few decades, from an early concern with education for development and environmental education, to more critical orientations that focus on the relationship between individual and social factors and between environmental and political factors contributing to challenges today for ecological sustainability and global development and flourishing. In this dynamic field, priorities may vary with social context, as a critical interrogation of the importance of place in education is considered fundamental to modern ESD frameworks. This chapter explores and assesses the development of ESD over the past few decades as a formal and nonformal educational policy and practice across world regions, before considering future directions for research and practice.

Environmental education and education for sustainable development: general and special

Bulletin of "Turan" University ◽

10.46914/1562-2959-2021-1-1-110-115 ◽

2021 ◽

pp. 110-115

Author(s):

T. S. Korotkova ◽

D. I. Zakirova

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

Social Institution ◽

New Paradigm ◽

Development Education ◽

Distinctive Features ◽

Cultural Processes ◽

The Relationship ◽

Sustainable Development Education

The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.