scholarly journals THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

2019 ◽  
Vol 4 (1) ◽  
pp. 300
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Sustainable Development ◽  
Stem Education ◽  
Real World ◽  
Sustainable Development Goals ◽  
After School ◽  
Curriculum Standards ◽  
Global Issues ◽  
Integrated Stem ◽  
Development Goals ◽  
Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems.  Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’.  Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills.  The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.   Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

scholarly journals STEM Education in Ukraine in the Context of Sustainable Development

2021 ◽  
Vol 10 (1) ◽  
pp. 323
Author(s):  
Oksana Buturlina ◽  
Serhii Dovhal ◽  
Heorhii Hryhorov ◽  
Tetiana Lysokolenko ◽  
Vadym Palahuta
Keyword(s):  
Sustainable Development ◽  
Public Space ◽  
Stem Education ◽  
Sustainable Development Goals ◽  
Educational Innovations ◽  
The Sustainable Development ◽  
Global Issues ◽  
Long Run ◽  
Educational Trend ◽  
Development Goals

The conceptual and generalizing experience of STEM education implementation presented in Ukraine reflects the realization of the sustainable development goals through educational innovations. The study is based on the premise that STEM is a component of education for sustainable development. This educational trend focuses on the goals of Education for All (EFA), conforms to the ideas of the education-related Millennium Development Goals (MDGs) and relates to solving societal challenges in the long run. It is argued that the concept of STEM seeks to offer non-standard solutions to global issues in the field of sustainable development, and STEM education should be seen as a mechanism to accelerate the achievement of all sustainable development goals (SDG) and a strategy to obtain each of them. The specifics of STEM key ideas as global educational trends in the national Ukrainian public space are demonstrated. The consideration of STEM education as a component of the strategy for sustainable development through the detailing of the structure and implementation principles as well as STEM competencies, which are defined as the expected result and key for the person of the XXI century, is proved. The experience of Ukrainian research initiatives in the field of STEM education in the context of sustainable development is summarized. A full-fledged programme complex for comprehensive, equitable and high-quality education is presented, which combines the following links: research and experimental work of different levels, teacher’s professional development, museums and science centres work, implementation of various educational programmes, festivals and projects to attract young people to STEM, ensuring equal access for girls and boys.

scholarly journals Engaging with the Sustainable Development Goals by going beyond Modernity: An ethical evaluation within a worldview framework

2019 ◽  
Vol 2 ◽  
Author(s):  
Bert J. M. de Vries
Keyword(s):  
Sustainable Development ◽  
Real World ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Ethical Evaluation ◽  
Values And Beliefs ◽  
Development Goals

Non-technical summary The UN Sustainable Development Goals (SDGs) and targets are an important achievement. They largely reflect the worldview of Modernity, with its emphasis on scientific and planning rationality and emancipatory ideals. This worldview is no longer evident and dominant, and it is time to systematically explore complementing worldviews. Explicit use of worldviews, as sets of values and beliefs, and ethics enriches the interpretation and implementation of the SDGs. This facilitates the engagement of citizens in their real-world diversity and the development of respect for and empathy and cooperation with people holding other values, beliefs and morals. Dialogue around ‘the middle road’ can give guidance to just, fair and sustainable development pathways.

Global issues

2021 ◽  
Vol 49 (2) ◽  
pp. 9-9
Author(s):  
CSG-Ed team
Keyword(s):  
Sustainable Development ◽  
Big Data ◽  
Science Education ◽  
Sustainable Development Goals ◽  
New Technologies ◽  
Global Issues ◽  
Economic Problems ◽  
The World ◽  
Development Goals ◽  
Analytical Approaches

The growing role that computing will play in addressing the world's pressing global issues has begun to move to center state, as Big Data for the SDGs (Sustainable Development Goals) is now included among the United Nations' Global Issues. The UN summarizes this Big Data issue as "The volume of data in the world is increasing exponentially. New sources of data, new technologies, and new analytical approaches, if applied responsibly, can allow to better monitor progress toward achievement of the SDGs in a way that is both inclusive and fair" [2], Elsewhere, we have applauded and argued for computing initiatives, including computer science education, that specifically focus on such "pressing social, environment, and economic problems" [1] and we acknowledge our SIGs commitment to directly tackling such issues.

scholarly journals Infusing the UN Sustainable Development Goals into a global learning initiative

2020 ◽  
Vol 12 (2) ◽  
pp. 92-105
Author(s):  
Sommer Mitchell ◽  
Holly Swayne ◽  
Kara A. Fulton ◽  
Jennifer Jones Lister
Keyword(s):  
Sustainable Development ◽  
Undergraduate Students ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
South Florida ◽  
Global Learning ◽  
Academic Goals ◽  
Global Citizens ◽  
Global Issues ◽  
Development Goals

The Global Citizens Project (GCP) is a university-wide global learning initiative at the University of South Florida, aimed at enhancing undergraduate students’ global competencies through curricular and co-curricular experiences. The GCP uses the United Nations Sustainable Development Goals (SDGs) as a framework for these experiences. Understanding the SDGs allows students to expand their ideas on issues that exist in the world and how we might respond to the challenges. The purpose of this article is to provide a case study showing how the GCP has introduced students from all disciplines and undergraduate degree programmes to the SDGs through interdisciplinary workshops, with the aim of helping them to better understand the SDGs and connect global issues to their academic goals, professional objectives and everyday experiences. To determine whether the aims of the workshops were met, qualitative content analysis is employed to analyse the constructed responses of students who attended them. The results of the study suggest that the SDGs provide a relevant and sufficiently robust framework for guiding undergraduate students in their thinking about global issues as well as their relationship with these issues.

scholarly journals STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

2020 ◽  
Vol 12 (21) ◽  
pp. 8865
Author(s):  
Thi Phuoc Lai Nguyen ◽  
Thi Huy Nguyen ◽  
Thanh Khiet Tran
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Stem Education ◽  
Secondary School Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
And Behavior ◽  
Stem Teaching ◽  
Attitudes And Behavior ◽  
Real World Problems

Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.

scholarly journals Educating for Sustainability: The Crucial Role of the Tertiary Sector

2019 ◽  
Vol 12 (2) ◽  
pp. 18
Author(s):  
Wendy Fehlner
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Tertiary Education ◽  
Empirical Studies ◽  
Tertiary Sector ◽  
The Sustainable Development ◽  
Global Issues ◽  
Significant Research ◽  
Development Goals

The Sustainable Development Goals of the United Nations represent a universal response to current global challenges that include climate change, poverty, political instability and the massive displacement of people worldwide. The central role of education in achieving sustainable development has been internationally acknowledged and successfully promoted: Global enrolment rates are now 90 percent for primary education and over 70 percent for secondary education. Building on these achievements, this paper focuses the role of tertiary education in contributing to sustainable development. This study reviewed recent theoretical and empirical research relating to the field. Conclusions from theoretical studies confirm that building on human capital is crucial for achieving the sustainable development goals. The majority of empirical studies also confirm a positive correlation between tertiary education and sustainable development. This study highlighted, however, that the full benefits of tertiary education to society may have been underestimated and that there are significant research gaps in the field. Furthermore, current challenges including funding, equity and market relevancy in tertiary education need to be addressed. Given the pressing global issues and the mounting evidence of positive impacts, this paper calls for more research and attention to be devoted to tertiary education in the sustainable development debate.

scholarly journals Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter

2020 ◽  
Vol 12 (10) ◽  
pp. 4184
Author(s):  
Tobias Hoppe ◽  
Alexander Renkl ◽  
Tina Seidel ◽  
Stephanie Rettig ◽  
Werner Rieß
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Alternative Conceptions ◽  
The Sustainable Development ◽  
Global Issues ◽  
Diagnostic Skills ◽  
Ecological Concepts ◽  
Material Cycles ◽  
Development Goals ◽  
Effective Lessons

Students need an understanding of ecosystem properties and functions to face global issues related to ecological crises and to grasp the challenges and necessary actions associated with the Sustainable Development Goals 12–15. When addressing complex ecological constructs, such as material cycles, diagnosing students’ pre-existing conceptions about such matters is crucial for making decisions about appropriate teaching strategies. In this study, we explored pre-service teachers’ (n = 63) and in-service teachers’ (n = 14) diagnostic skills in the context of education for sustainable development. To assess diagnostic skills, we showed teachers video-based clips from science lessons in which students express their alternative conceptions about material cycles. We found that teachers are generally able to notice students’ comments indicating their conceptions about ecological concepts that are relevant for sustainable development. However, the teachers had difficulties in interpreting the students’ comments correctly. This difficulty is a barrier to create effective lessons. Moreover, we identified teacher characteristics that could influence diagnostic skills. Our findings are discussed in the context of the role of diagnostic skills when teaching sustainable development goals. Finally, we present considerations on how teachers’ diagnostic skills could be promoted.

The wicked problem of measuring real-world research impact: Using sustainable development goals (SDGs) and targets in academia

2020 ◽  
pp. 1-18
Author(s):  
Geoffrey R. Chapman ◽  
Ashley Cully ◽  
Jennifer Kosiol ◽  
Stephanie A. Macht ◽  
Ross L. Chapman ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Real World ◽  
Sustainable Development Goals ◽  
Academic Research ◽  
Research Impact ◽  
Wicked Problem ◽  
Vision Statements ◽  
Development Goals ◽  
Institutional Funding

Abstract This paper proposes that the United Nation's sustainable development goals (SDGs) and associated targets form an effective framework for determining real-world research impact. Existing bibliometrics that assess the quality of academic work are usually quantitative and self-referential, reducing the focus on real-world issues. The same measurements are often adopted by funding bodies, pressuring researchers to increase compliance, and further reducing integrity and real-world impact. A series of world cafés were conducted, collecting data on how researchers, their institutions, and network organisations can contribute to, and measure research aligned with the SDGs and targets. The results showed that participants were generally positive towards using the SDGs and targets to measure impact and quality of academic research. Suggestions to assist greater adoption of the SDGs and targets as a measure of impact included: aligning governmental and institutional funding; changing key performance indicators; increasing cross-disciplinary work; aligning mission/vision statements; and legitimising SDG-focused projects at conferences.

scholarly journals Ecological awareness of university students about UN sustainable development goals at global, national and regional levels

2020 ◽  
Vol 10 (1) ◽  
pp. 215-219
Author(s):  
O. M. Kazakova ◽  
T. N. Malinovskaia ◽  
B. A. Fedulov ◽  
E. V. Romanova ◽  
E. G. Zavgorodnii ◽  
...  
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
United Nations ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Ecological Awareness ◽  
Global Issues ◽  
Global Problems ◽  
Development Goals ◽  
The United Nations

The article presents a research of the ecological awareness of young people studying at universities. The research was carried out in the framework of global issues, including environmental, presented as goals in the United Nations program of 17 Sustainable Development Goals. The UN SDGs is a comprehensive global framework for the better future of the planet and its people aimed at solving urgent problems in the world and adopted by global community. The authors conducted a sociological survey of university students living mostly in the South-West of Siberia about their knowledge of the Sustainable Development Goals and understanding of global problems that humanity is facing. They questioned the respondents about their opinion on the priority of global issues – what problems must be solved first of all: environmental, social or economic. The problems in the questionnaire were presented in the wording of the UN Sustainable Development Goals. The respondents have chosen the most urgent problems at global, national and regional levels. Their priorities were not the same at different levels. At the same time the research have shown that many university students in the surveyed region do not know about the United Nations program of 17 Sustainable Development Goals, which began in 2015 and has been in progress already for four years. To study young people’s attitude to solving global problems, the university students were asked if they can help and what they can personally do in that respect. The survey revealed active position of many students toward ecological and other problems. The results of the research were analyzed and presented in the form of seven tables.

scholarly journals Transformation Capital: The Challenge of Designing and Testing a New Investment Logic for the Sustainable Development Goals

2020 ◽  
Vol 02 (MAYO 2020) ◽  
pp. 15-26
Author(s):  
Dominic Hofstetter
Keyword(s):  
Decision Making ◽  
Sustainable Development ◽  
21St Century ◽  
Real World ◽  
Sustainable Development Goals ◽  
Structural Changes ◽  
Financial Capital ◽  
The Sustainable Development ◽  
Development Goals ◽  
Technical Systems

The most tangible and pressing problems of the 21st century are complex systemic issues. Addressing them requires deep structural changes within the socio-technical systems that constitute modern civilization. As financial capital is an important lever of change in such systems, the way in which we deploy capital affects our ability to accomplish the UN’s Sustainable Development Goals. The problem is that today’s capital markets operate under a set of axioms, paradigms, and structures that make them ill-suited to fuel systemic transformations. There is thus a need for an investment logic that deploys capital with a different intent and mindset and with different methodologies, structures, capabilities, and decision-making frameworks. Residing at the intersection of systems thinking and finance practice, Transformation Capital is such a logic. This article introduces Transformation Capital and discusses how it can be tested through real-world prototyping.

Sign in / Sign up

Export Citation Format

Share Document