scholarly journals Education for Sustainable Development (ESD): Awareness of the Pakistani Prospective Teachers

2021 ◽  
Vol 3 (1) ◽  
pp. 57-65
Author(s):  
Tahira Batool ◽  
Umm e Habiba
Keyword(s):  
Sustainable Development ◽  
Elementary Education ◽  
General Education ◽  
Prospective Teachers ◽  
Implementation Process ◽  
Future Generation ◽  
Education For Sustainable Development ◽  
International Institute ◽  
Major Purpose ◽  
Cross Sectional

Purpose: The major purpose of current study was to explore the awareness regarding education for sustainable development (ESD) of the Pakistani prospective teachers. It is necessary to explore the understanding and awareness of prospective teachers for further implementation process of ESD in the Pakistan general education to achieve UNESCO’s aim of Education for Sustainable Development (2005-2014). As future generation can shape society in a sustainable manner so it is necessary to investigate the comprehension of prospective teachers regarding ESD Methodology: Population of the study was all prospective teachers. Total 115 prospective teachers of a public university were taken as a sample of this study in Lahore. It was cross sectional study and quantitative in nature. The data was collected through standardized instrument questionnaire which was consisted on 19 statements (International Institute for Sustainable Development, 2009). Findings: Current study found that students have already much awareness about ESD before teaching the course of ESD thus there is not major difference of awareness about ESD among students before teaching and after teaching the ESD course. Implications: It is recommended that as students already have awareness about ESD without teaching ESD as a course thus awareness might be given through multimedia, advertisements in T.V, radio, banners and other colorful sources from early education. So such subjects should be included in elementary education.

Education for sustainable development in Pakistani higher education institutions: an exploratory study of students’ and teachers’ perceptions

2020 ◽  
Vol 21 (6) ◽  
pp. 1249-1267 ◽  
Author(s):  
Zulkaif Ahmed Saqib ◽  
Qingyu Zhang ◽  
Jin Ou ◽  
Khubaib Ahmad Saqib ◽  
Salman Majeed ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Private Universities ◽  
Education For Sustainable Development ◽  
Cross Sectional ◽  
Public And Private ◽  
Content Type ◽  
Teachers Perceptions

Purpose This study aims to determine the current state of implementation and effectiveness of education for sustainable development (ESD) in Pakistani higher education institutions (HEIs) using students’ and teachers’ perceptions of sustainability. Design/methodology/approach A survey on teachers and students was conducted in public and private universities in Punjab, Pakistan. Data from 1,915 students and 120 teachers were collected through semi-structured questionnaires implemented during face-to-face interviews. Students were asked to rank social, environmental and economic indicators of sustainability consciousness (SC) on a five-point Likert scale. Structural equation model and regression model are used to analyze the data. The perceptions of students and teachers were assessed from their knowledge of sustainability. Findings The occurrence of ESD in Pakistani HEIs is low and teachers have inadequate knowledge of sustainability. The holistic approach to ESD has a more pronounced effect on students’ SC as compared to the pluralistic approach to ESD. Also, there is a correlation between the students’ grades/class and the effectiveness of ESD. There is a need to pay more attention to implement ESD for undergraduate students in Pakistani HEIs. Originality/value The study stands out for using cross-sectional data from public and private universities of Pakistan. Furthermore, to the best of the authors’ knowledge, this is the first study in Pakistan which attempts to investigate the effectiveness of ESD in terms of students’ SC.

scholarly journals Technical Education and Vocational Training for Sustainable Development

2015 ◽  
Vol 1 ◽  
pp. 15-20 ◽  
Author(s):  
Shiba Bagale
Keyword(s):  
Sustainable Development ◽  
General Education ◽  
Lifelong Learning ◽  
Vocational Training ◽  
Technical Education ◽  
National Development ◽  
Education For Sustainable Development ◽  
Training And Development ◽  
The Sustainable Development

Technical Education and Vocational Training is taken as an integral part of the national development. This has an important role in the national sustainable development. The knowledge, skills and attitudes are the overall aspects of the lifelong learning. In the context of Nepal, it has provided skills and jobs to many people who are away from the general education having several barriers within them. TEVT covers all the FIETS aspects of sustainability. This study has tried to highlight the major essence of the Technical Education and Vocational Training for the Sustainable Development of the nation. This paper has made an attempt to promote the TEVT through the perspectives of sustainable development. So it has highlighted on the aspects of education for sustainable development and the barriers behind it.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13085 Journal of Training and Development Vol.1 2015: 15-20

scholarly journals 2019-nCoV2: An Overview of Awareness about Emerging and Re-emerging Infectious Diseases and Sustainable Development: A Retrospective and Cross-sectional Study

2021 ◽  
pp. 125-139
Author(s):  
Arbi Guetat ◽  
Ahmed S. Alshrari ◽  
Taha Chebbi ◽  
Abdelrhman T. Abdelwahab ◽  
Marwa A. Abdelfattah ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Infectious Diseases ◽  
Academic Staff ◽  
Emerging Infectious Diseases ◽  
Holistic Approach ◽  
Future Generation ◽  
Cross Sectional Study ◽  
Mean Value ◽  
Online Questionnaire ◽  
Cross Sectional

The doctrine of Sustainability is known to be a holistic approach and there is an increased recognition that Sustainable Development Goals (SDGs) are linked to one another. Within less than two decades, the present pandemic (COVID19) is the third emerged highly pathogenic and deadly human coronaviruses. Hence, risk of emerging infectious diseases (EIDs) is a key component of the sustainable development approach.  In order to determine knowledge, awareness and attitude, an online questionnaire-based survey was conducted in a total of 114 members of Saudi Arabian’s staff. Results about knowledge and awareness varied between 98.2 % and 38.59%. About 77.21% (Mean value) of the participants are well awarded about the subject of the study. The constant collation of the showed that the majorities of the correlation between variables were very strong (20.87%) or strong (38.46%). Synthetically, themes such as human impact on the environment, human health and global stability, SDGs and pandemics, human susceptibility for diseases and uses of drugs were found to be interdepend in the perception of the academic staff in the Saudi Arabian universities. It is suggested that there is a need to introduce time-oriented policy, and implement awareness plans in the country for the future generation.

scholarly journals Pre-Service Geography Teachers’ Professional Competencies in Education for Sustainable Development

2022 ◽  
Vol 12 (1) ◽  
pp. 42
Author(s):  
Rieke Ammoneit ◽  
Andreas Turek ◽  
Carina Peter
Keyword(s):  
Sustainable Development ◽  
Content Knowledge ◽  
Education For Sustainable Development ◽  
Positive Influence ◽  
Professional Competencies ◽  
Cross Sectional ◽  
Personal Competencies ◽  
High Competence ◽  
School Careers ◽  
Sectional Analysis

The professional competencies pre-service geography teachers acquire in university influence their contribution to education for sustainable development (ESD) in their future school careers. We assessed pre-service geography teachers’ (n = 100) competencies and attitudes towards the official, German ESD orientation framework to determine the specific need for higher education action. The results are a high competence assessment and even higher importance assigned to the ESD-related professional competencies. In the context of ESD, pre-service teachers are most confident in their content knowledge and social and personal competencies and least confident in their pedagogical knowledge. The cross-sectional analysis shows the perceived competence level rising with the semester number and a strong positive influence of the school practice module.

scholarly journals What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class

2020 ◽  
Vol 12 (4) ◽  
pp. 1690 ◽  
Author(s):  
Eva-Maria Waltner ◽  
Katja Scharenberg ◽  
Christian Hörsch ◽  
Werner Rieß
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Implementation Process ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Teacher Survey ◽  
Global Action ◽  
Action Programme ◽  
Development Goals ◽  
Teachers Attitudes

After the end of the first Global Action Programme on Education for Sustainable Development, coinciding with ongoing international evaluation processes, questions about the implementation of the Education for Sustainable Development programs and assessments continue to be raised. The present study examined Education for Sustainable Development implementation at the local (teachers’) level, assessing what teachers think and know about Education for Sustainable Development and how they implement it in secondary school classes in Baden-Wuerttemberg, Germany. By providing novel data from a teacher survey in 2019, this study revealed that Education for Sustainable Development in some aspects still lacks concrete structural implementation in educational contexts. Using a longitudinal approach, we additionally compared data from an earlier representative assessment in 2007 to the data from 2019. In reference to the preceding evaluation report, the present study showed, for example, that teachers’ attitudes towards Sustainable Development Goals were significantly higher in 2019 compared to 2007. This study provides clarification of the needs and achievements of the Education for Sustainable Development implementation process. In sum, our analysis found that from the teachers’ perspective, more abstract policies are not needed, but instead teachers ask for very concrete support that is close to teaching and the schools’ objectives. The results of our study help, in a larger sense, to navigate society towards a more sustainable direction and towards achieving the Sustainable Development Goals by highlighting the remaining challenges of these broad objectives.

scholarly journals The architecture of the corporate training system in the system of non-formal environmental education for sustainable development in Russia

2021 ◽  
Vol 265 ◽  
pp. 07002
Author(s):  
Natalya Ryazanova ◽  
Natalya Lobzhanidze ◽  
Elena Subbotina
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Informal Education ◽  
Corporate Training ◽  
Education For Sustainable Development ◽  
Qualitative Assessment ◽  
System Modelling ◽  
Design Algorithm ◽  
Additional Education

The purpose of the study is to analyse the readiness of the education system to educate employees and train the personnel reserve in the system of non-formal environmental education and awareness. Mission: To develop a new integrated policy of environmental education for sustainable development at the federal level in the Russian Federation. Objectives: to evaluate the possibility and necessity of introducing transversal educational courses for Master students and teachers of additional education on the themes of the environmental cluster of Sustainable Development Goals (SDG); to substantiate comparability of separate modules, practical works and course as a whole for preparing students in general education for implementing education for sustainable development; to integrate SDG-related topics into existing directions of environmental education and additional education in general education; to promote efficient training of staff reserve in the system of informal education for sustainable development. The main research methods: the end-to-end system modelling of adult education, continuous learning, and professional development systems using ASSURE design algorithm for economic and qualitative assessment of learning outcomes. A novel methodology for the adaptation of corporate training for the system of additional environmental education at the state level was developed and proposed for the first time.

scholarly journals Education for Sustainable Development at Notre Dame University – Louaize: Environmental Science Curriculum – a Pre-Phase to the Rucas Project on Education for Sustainable Development

2012 ◽  
Vol 3 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Layla Khalaf-Kairouz
Keyword(s):  
Sustainable Development ◽  
General Education ◽  
Environmental Ethics ◽  
Environmental Science ◽  
Science Curriculum ◽  
Educational Institution ◽  
Community Outreach ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
The University

Abstract The Faculty of Natural and Applied Sciences at Notre Dame University - Louaize, conscious to the need of experts in the emerging field of sustainability and to the role that an educational institution plays for the service of the community, introduced into the university curricula a major in environmental science. This paper will present the programme’s components, goals and implementation. The curriculum encompasses natural, social and managerial sciences, given the interdisciplinary nature of environmental science. Topical courses on water, soil and air pollution, environmental impact assessment and environmental ethics were designed, which integrate theory and practice. The graduates are prepared for managerial, communication and, most importantly, ethical competences to be able to implement best practices in environmental protection and play an active role in the community, especially the public, private, industrial and educational domains. At an inter-faculty level, the programme was successful in offering general education requirements courses on environment, sustainability and ethics, which helped in raising sustainability awareness among the students’ population and strengthened the inter-faculty community relationships. To the present, the main focus of the programme was on education and preparation of graduates for the job market. Research, community outreach and campus sustainability practices need to be further addressed. Therefore, primary efforts should be exerted to improve the outcomes at these domains, especially that the university now joined the international educational programme: RUCAS - Tempus project, which emphasises development and improvements at all the institution sectors.

EDUCATION FOR SUSTAINABLE DEVELOPMENT: PROBLEMS AND SOME RESULTS

2021 ◽  
Vol 43 (1) ◽  
pp. 109-115
Author(s):  
Ekaterina KOLESOVA
Keyword(s):  
Sustainable Development ◽  
General Education ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Federal State ◽  
Special Study ◽  
The Sustainable Development ◽  
Educational Standard ◽  
Development Goals ◽  
State Educational

Some results of the development of sustainable education implementation over past 15-20 years in Russia and problems hampered its realization were summarized here. Issues required special study concerning various aspects of the methodology, content and methodology of education for sustainable development were formulated. One of the main questions is how the concept of sustainable development corresponds to present-day realities. A correspondence analysis of federal state educational standard (FSES) content for general education schools to the sustainable development goals (SDGs) until 2030 has been carried out.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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