A Critical Review of Environmental Education for Sustainable Development Goals, UNCRC and Child-Friendly Schools

2021 ◽  
Author(s):  
Gulsah Dost
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Critical Review ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Development Goals ◽  
Child Friendly

Sustainable Development Goals and Environmental Education (to the 50th Anniversary of the Scientific Council on Environmental Education of the Russian Academy of Education)

2020 ◽  
Vol 15 (4) ◽  
pp. 26-35
Author(s):  
Zakhlebny Anatoly N. ◽  
◽  
Ermakov Dmitry S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Russian Federation ◽  
Sustainable Development Goals ◽  
50Th Anniversary ◽  
National Development ◽  
Education For Sustainable Development ◽  
Federal State ◽  
Development Goals ◽  
The Russian Federation

The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.

THE V.I. VERNADSKY FOUNDATION: EDUCATING, DEVELOPING, ACTING

2021 ◽  
Vol 43 (4) ◽  
pp. 495-503
Author(s):  
Olga Pliamina
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Educational Practices ◽  
The Sustainable Development ◽  
Previous Decade ◽  
Development Goals ◽  
Main Factors ◽  
Ecological Culture

The article discusses the best educational practices of the V.I. Vernadsky Non-governmental Ecological Foundation (the V.I. Vernadsky Foundation), based on Vernadsky’s doctrine of the noosphere. The V.I. Vernadsky Foundation has been working on the environmental education of Russian citizens for more than a quarter of a century. Since the previous decade, the issue of the Sustainable Development Goals adopted by the United Nations (the SDGs) has been an integral part of most of the V.I. Vernadsky Foundation’s programs and projects. The article presents possible ways of creating incentives for contributing to the development of ecological culture across the population of our country. The necessity of greening the consciousness of the population has been proven, which implies an unconditional understanding of the need to introduce environmental ideas into all spheres of life. The main factors of the adolescents’ interest in ecology and the major directions of attracting a youth audience to environmental activities and building an eco-oriented lifestyle model have been determined.

Building Community Resilience Through Environmental Education

2022 ◽  
pp. 1-16
Author(s):  
Mphemelang Joseph Ketlhoilwe
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Environmental Education ◽  
Development Strategy ◽  
Sustainable Development Goals ◽  
Mitigation Strategies ◽  
Key Competencies ◽  
Building Community ◽  
Development Goals ◽  
Collaborative Efforts

The call for collaborative efforts to respond to climate change is heeded through bilateral and multilateral agreements. The UN Sustainable Development Goals bears testimony to the call. Environmental education is one of the vehicles to raise awareness, understanding, and assessment of sustainable development goals at a community level to build resilience for sustainability. Environmental education enhances the accomplishment of the key competencies for sustainability. Climate change is a complex environmental problem that is not only naturally induced, but made more stressful by anthropocentric capabilities in the quest for a better lifestyle. Although climate change causes and impacts are known, its mitigation strategies are compounded by human wants at the expense of their own sustainable survival. This chapter explores ways of building sustainable development in communities. Environmental education is a core development strategy in local communities against the adverse impact of climate change, especially in vulnerable areas.

scholarly journals Education for Sustainable Development Goals (ESDG): What Is Wrong with ESDGs, and What Can We Do Better?

2020 ◽  
Vol 10 (10) ◽  
pp. 261
Author(s):  
Helen Kopnina
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Bottom Line ◽  
Ecological Justice ◽  
Development Goals ◽  
Social Environmental

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students’ ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of “ecological justice” as the ultimate bottom line upon which both society and economy are based.

scholarly journals Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America

2020 ◽  
Vol 12 (18) ◽  
pp. 7239
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios ◽  
Ascensión Hernández Encinas ◽  
Libia Cristina Acosta
Keyword(s):  
Sustainable Development ◽  
Latin America ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Sustainable Development Goals ◽  
Well Being ◽  
Environmental Engineering ◽  
University Education ◽  
Educational Models ◽  
Development Goals

Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.

scholarly journals Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

2018 ◽  
Vol 8 (4) ◽  
pp. 187 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

scholarly journals TECHNOLOGICAL ADVANCEMENT AND CHILD-FRIENDLY EDUCATION IN NIGERIA: A POST-COVID REVIEW

2021 ◽  
Author(s):  
Esther Ololade Adekunle ◽  
◽  
Olawale Yinusa Olonade ◽  
Olaniyi Trust Ayodele ◽  
Tayo Ola George
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
Easy Access ◽  
Technology In Education ◽  
Technological Advancement ◽  
Development Goals ◽  
Child Friendly ◽  
The United Nations

Over the years, education has been a source of sustainable development in many countries in the world. Unfortunately, even though it is a potent weapon for measuring a country's development, it has suffered setbacks resulting in poor quality education. Quality Education is a significant prerequisite for developing every country's one of the United Nations' sustainable development goals. According to the United Nations, every child is entitled to quality and accessible education equipped with skills useful for their future development. For a child to enjoy quality education regarding the United Nations Sustainable Development Goals, technology is necessary. Technology in education has helped solve many problems, making life-learning processes enjoyable and exciting for every child to learn. The adoption of technology in education comes with many advantages embedded in improving communication and research. However, some challenges have affected easy access to learning, which has led to low participation in educational activities. This study embraces the Modernization theory, which talks about the description and explanation of transformation processes from a simple traditional society to a more complex modern society in all spheres of life. Hence, this paper seeks to examine the challenges and impacts of technological advancement in education in Nigeria. Keywords: Technology, Education, Child friendly, Sustainable Development, UNESCO, UNICEF

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