scholarly journals Penerapan Flipped Classroom dalam Konteks ESD untuk Meningkatkan Kemampuan Kognitif dan Membangun Sustainability Awareness Siswa

2020 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Gabriela Clarisa ◽  
Agus Danawan ◽  
Muslim Muslim ◽  
Agus Fany Chandra Wijaya
Keyword(s):  
Sustainable Development ◽  
Active Learning ◽  
Flipped Classroom ◽  
Education For Sustainable Development ◽  
The One

Flipped Classroom merupakan model pembelajaran abad 21 yang memfasilitasi siswa mempelajari konten (belajar) di luar kelas atau di rumah secara mandiri, kemudian melakukan diskusi atau active learning di kelas. Education for Sustainable Development (ESD) merupakan suatu konteks atau isu-isu yang akan dijadikan masalah terkait model pembelajaran yang digunakan dan berkaitan dengan ESD yang dapat membangun Sustainability Awareness siswa. Penerapan Flipped Classroom dalam konteks ESD pada penelitian ini bertujuan untuk meningkatkan kemampuan kognitif dan membangun Sustainability Awareness siswa. Penelitian ini menggunakan desain The one group pretest-posttest design. Instrumen yang digunakan adalah tes kemampuan kognitif dalam bentuk soal pilihan ganda, angket Sustainability Awareness, dan lembar observasi keterlaksanaan Flipped Classroom dalam konteks ESD. Instrumen diberikan kepada 29 siswa di salah satu SMP Negeri di Kota Bandung. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom dalam konteks ESD dapat meningkatkan kemampuan kognitif siswa dan membangun Sustainability Awareness setelah kegiatan pembelajaran.

Higher education for sustainable development: stakeholders benefits

2020 ◽  
pp. 121-136 ◽  
Author(s):  
O.V. Kotomina ◽  
A.I. Sazhina
Keyword(s):  
Sustainable Development ◽  
Active Agent ◽  
Education For Sustainable Development ◽  
Special Role ◽  
Stakeholder Approach ◽  
Research Activities ◽  
Academic Activities ◽  
Key Stakeholders ◽  
The One ◽  
Significant Factors

Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the concept of SD by introducing it into its own academic activities. The article considers stakeholder approach as one of the approaches to the implementation of the concept of education for sustainable development (ESD). Therefore based on this approach, the article explores the benefits of the key stakeholders of the sustainable university. Low awareness among key stakeholders is one of the significant factors that hindering the implementation of the SD concept. Due to the lack of a sufficient research focused on studying the interests of the main stakeholders in the framework of ESD, this article is an attempt to narrow this gap.

Sustainability in higher education: Implications for the disciplines

2008 ◽  
Vol 6 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Jennifer Everett
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Practical Action ◽  
The One ◽  
Traditional Norms ◽  
Pedagogical Goal

Academic disciplines have a critical role to play in higher education's response to the planetary challenges of the 21st century. Many academics have embraced the call for a fundamental reorientation of higher education around the goal of education for sustainable development. Individual faculty members who prioritize such a pedagogical goal, however, may find themselves caught between claims of social responsibility on the one hand and traditional norms of their disciplines on the other. This predicament, I suggest, does not require resolution of theoretical debates over interdisciplinarity, but does require concrete practical action on the part of academics for institutional change in the disciplines. I highlight strategies currently being adopted by academic disciplinary associations to advance the mission of the UN Decade on Education for Sustainable Development.

scholarly journals ESD for Public Administration: An Essential Challenge for Inventing the Future of Our Society

2019 ◽  
Vol 11 (3) ◽  
pp. 880 ◽  
Author(s):  
Vasile-Daniel Păvăloaia ◽  
Mircea Georgescu ◽  
Daniela Popescul ◽  
Laura-Diana Radu
Keyword(s):  
Sustainable Development ◽  
Public Administration ◽  
Education For Sustainable Development ◽  
Emotional States ◽  
Complex Information ◽  
Public Sector Employees ◽  
Development Processes ◽  
Long Life ◽  
The One

The role of local and central public administrations in promoting sustainable development and building up a better future for society is essential. In order to fulfill this mission, employees in public administration sector must engage in long life learning processes, for the purpose of developing skills such as: anticipation, interdisciplinarity, diversity of perspectives, working with incomplete or complex information, participation in sustainable development processes, cooperation, individual decision-making capacities, empathy, solidarity, and self-motivation. The Education for Sustainable Development as a component of lifelong learning is, in this light, of utmost importance. In this spirit, this paper investigates what is the Romanian public sector employees’ perception of long life learning as an essential premise of Education for Sustainable Development, by analysing on the one hand the degree of digital maturity of public institutions in Romania, and on the other hand the interest of employees in such institutions to engage in Education for Sustainable Development function of the following disjunct behavioural/emotional states: Disappointment, Conflicts, Satisfaction/Contentment, Doubt, Exhaustion, Attachment.

scholarly journals Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

2021 ◽  
Vol 13 (11) ◽  
pp. 6002
Author(s):  
Fatma Fourati-Jamoussi ◽  
Michel J. F. Dubois ◽  
Marie Chedru ◽  
Geoffroy Belhenniche
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
Training Process ◽  
School Students ◽  
International Program ◽  
Before And After ◽  
The One ◽  
Academic Year ◽  
Over Time

This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.

scholarly journals (Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

2021 ◽  
Vol 13 (10) ◽  
pp. 5758
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Digital Media ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
School Garden ◽  
Structured Interviews ◽  
School Students ◽  
The One

Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.

scholarly journals Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

2019 ◽  
Author(s):  
IWONA WENDREŃSKA
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
The Other ◽  
Special School ◽  
Special Schools ◽  
Severe Intellectual Disability ◽  
Multiple Disability ◽  
Different Types ◽  
The Subject ◽  
The One

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

scholarly journals Engineering Education for Sustainable Development: Evaluation Criteria for Brazilian Context

2020 ◽  
Vol 12 (10) ◽  
pp. 3947 ◽  
Author(s):  
Izabela Simon Rampasso ◽  
Osvaldo L. G. Quelhas ◽  
Rosley Anholon ◽  
Marcio B. Pereira ◽  
Jocimar D. A. Miranda ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Active Learning ◽  
Service Learning ◽  
Engineering Education ◽  
Extracurricular Activities ◽  
Local Community ◽  
Evaluation Criteria ◽  
Education For Sustainable Development ◽  
Learning Approaches ◽  
Development Evaluation

Considering the increasing importance of sustainability in future professionals’ education and the role played by engineers in society, this paper aims to analyze the key criteria that should be considered in models to evaluate the insertion level of sustainability into engineering education, considering the Brazilian context. For this, criteria reported in the literature were collected and evaluated by engineering professors. The respondents were asked to classify the criteria as “essential”, “useful, but not essential”, or “not necessary”. Data collected were analyzed through Lawshe’s method. From 15 criteria collected from the literature, 5 were not considered essential to evaluate engineering education for sustainable development (EESD), according to data analysis: C2 (establishment of global partnerships), C4 (encouraging students to volunteer through extracurricular activities), C9 (use of active learning approaches to problem solving to teach aspects related to sustainability), C10 (use of service-learning towards the local community for educational purposes) and C15 (use of sustainability concept in university installations). It was possible to verify that most of these criteria (C2, C4, C10, and C15) were not directly related to engineering curricula, being parallel activities. Regarding C9, active learning approaches can enhance attributes important for students in the context of sustainable development, but they are not goals of EESD. This research contributes to the development of evaluation models for engineering education in the Brazilian context and its findings can also be useful for studies in other countries. No similar study was found in the literature.

scholarly journals Pädagogische Ansatzpunkte in der Umweltbildung für Zuwanderer/-innen

2021 ◽  
Vol 2021 (2) ◽  
pp. 17-26
Author(s):  
Barbara Pusch
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Target Group ◽  
Intercultural Education ◽  
Political Education ◽  
Anglo Saxon ◽  
Sustainable Practices ◽  
Environmental Initiatives ◽  
The One

Regarding Education for Sustainable Development (ESD) in general and Environmental Education in particular, immigrant adults are still insufficiently involved and not identified as a relevant target group. However, in recent years, there have been and continue to be few initiatives that are dedicated to promoting sustainable practices of migrants. The article starts at this point and examines, with recourse to various concepts of intercultural education on the one hand and the distinction between politischer Bildung und Erziehung, both referred to as political education in the Anglo-Saxon context, three environmental initiatives in Germany, thus linking ESD and intercultural education.

Sign in / Sign up

Export Citation Format

Share Document