scholarly journals The Theocentric Worldview: Sustainability Education for Religion and Spiritual

2021 ◽  
Vol 9 (2) ◽  
pp. 275
Author(s):  
Mohd Mokhtar Muhamad ◽  
Sharifah Intan Sharina Syed Abdullah ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
Religious Belief ◽  
Religious Beliefs ◽  
Sustainability Education ◽  
Education For Sustainable Development ◽  
Relationship With God ◽  
Sustainable Behavior ◽  
High Possibility ◽  
Spiritual Relationship

Several recent studies started to relate religious beliefs and sustainable behavior. For this reason, there is a high possibility that students’ religious beliefs can be a strong impetus for practicing sustainability knowledge. The education for sustainable development (ESD) in universities should not be separated from the meaningful religious belief of university students. Therefore, we proposed the theocentric worldview which centered on a religion-spiritual relationship with God to be included as a part of ESD. This worldview is important in making ESD content meaningful for religious university students. In this paper, we used a religion-spiritual concept from Islamic teachings as an example of how a religious belief can be embedded within ESD for university students.

scholarly journals Education for Sustainable Development: A Qualitative Analytical Study on the Impact of the Jordanian Universities’ Role in Supporting Innovation among University Students

2021 ◽  
Vol 10 (4) ◽  
pp. 268
Author(s):  
Amani Jarrar
Keyword(s):  
Sustainable Development ◽  
Grounded Theory ◽  
University Students ◽  
Education For Sustainable Development ◽  
Point Of View ◽  
Educational Systems ◽  
Innovation Ecosystems ◽  
Negative Impacts ◽  
The University ◽  
The Impact

This study aimed at exploring and theorizing the role of Jordanian Universities in supporting innovation among university students within the context of education for sustainable development from the point of view of Jordanian University students. For that, the researcher adopted the grounded theory methodology by Strauss and Corbin. The study was conducted at two Jordanian Universities: the University of Jordan and Philadelphia University in the academic year (2019-2020), and the study population consisted of students from the two universities. The researcher chose (300) students from both genders from different faculties and academic years. By applying the grounded theory, the study concluded that the key category that emerged after analyzing the student’s responses describing the impact of the Jordanian Universities’ role in supporting innovation among university students for educational sustainable development is the emphasis on the need for developing proper University innovation ecosystems in their educational systems. Also, the respondents- through online interviews - have emphasized this concept of proper University innovation ecosystems. The key category of this study found that positive and negative impacts could result from applying or neglecting to apply this concept, which generated behaviors toward the concept, which could be considered as the phenomena in the current research.

scholarly journals Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development

2018 ◽  
Vol 10 (8) ◽  
pp. 2738 ◽  
Author(s):  
Teresa Berglund ◽  
Niklas Gericke
Keyword(s):  
Economic Growth ◽  
Cluster Analysis ◽  
Sustainable Development ◽  
Sustainability Education ◽  
Education For Sustainable Development ◽  
Economic Activities ◽  
Economic Dimension ◽  
Economic Perspectives ◽  
Growth Economic

The economic dimension is one of the central perspectives in both sustainable development and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’ views of the relationships between economic growth, economic development and sustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

scholarly journals Innovation for environmental sustainability: longitudinal effects of an education for sustainable development intervention on university students’ pro-environmentalism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Silvia Collado ◽  
José David Moreno ◽  
José Martín-Albo
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
Environmental Sustainability ◽  
Education For Sustainable Development ◽  
Environmental Knowledge ◽  
Control Group ◽  
Environmental Behaviors ◽  
Content Type ◽  
Positive Effects ◽  
Longitudinal Effects

Purpose Although education for sustainable development (ESD) is a key tool in the transition to a more sustainable society, its integration in higher education remains scarce. One reason for this is that more evidence is needed about the effectiveness of ESD interventions. This study aims to address this gap in the literature by examining the immediate and long-term effects of an ESD intervention on university students’ pro-environmental knowledge, personal environmental norm and pro-environmental behaviors. Design/methodology/approach This study used a quasi-experimental design that examined to what extent participating in an ESD intervention influenced university students’ self-reported pro-environmentalism (i.e. experimental group), compared to those who did not participate in the ESD intervention (i.e. control group). The authors also examined the longitudinal effects of the ESD intervention by recording students’ pro-environmentalism (both in the experimental and control group) 1 year after the intervention. Findings The findings showed that participation in the ESD intervention enhanced students’ pro-environmental knowledge, personal environmental norms and pro-environmental behaviors relative to the no-participation control group. The positive effects of the ESD intervention remained 1 year after the program finished. Originality/value This work explores the effects that ESD interventions have on university students. Its findings provide evidence about the effectiveness of the intervention and, therefore, support the inclusion of ESD at higher educational levels.

scholarly journals Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

2020 ◽  
Vol 12 (7) ◽  
pp. 2838 ◽  
Author(s):  
Julius Grund ◽  
Antje Brock
Keyword(s):  
Sustainable Development ◽  
Regression Model ◽  
Multiple Regression ◽  
Large Scale ◽  
Education For Sustainable Development ◽  
Multiple Regression Model ◽  
Key Factor ◽  
The Status ◽  
Transformative Action ◽  
Sustainable Behavior

Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.

Sustainability Education in Early Childhood Education

Education ◽  
2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
United Nations ◽  
Gender Equality ◽  
Sustainability Education ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Childhood Education

Sustainability education is a comparatively new component of early childhood care and education. It has emerged in response to growing concerns about the state of humanity and the planet on which we depend, and in recognition of the early years as foundational in the establishment of dispositions related to ways of knowing, being, doing, and relating. Such dispositions can reflect key aspects of caring, learning, and acting in accordance to values that are life-enhancing for people and planet. UNESCO definitions of sustainability education recognize the interconnectedness of social, cultural, ecological, and economic justice as key dimensions in generating a world that sustains both human and more-than-human diversity. Sustainability education within the field of early childhood education similarly reflects the consideration that young children and their families are agentic and can act in ways that reflect a commitment to social justice and to protect planetary biodiversity at their local levels, as well as advocate for political changes in service of local and global well-being, such as policies to reduce greenhouse gas emissions. UNESCO, as the lead United Nations agency for education, science, and culture, has been mandated to lead education for sustainability since the World Summit on Sustainable Development (WSSD) in Johannesburg in 2002. Within UNESCO discourse, the terminology used is “Education for Sustainable Development” in recognition of the tensions that exist between the “developed” and “developing” nations in that the former are over-utilizing the resources of the earth in an unsustainable manner, while many in the majority world struggle to live in ways that maintain their well-being. The current United Nations Sustainable Development Goals outline a program intended to address seventeen key areas, which include poverty, hunger, health and well-being, education, gender equality, life on land and in the water, climate action, and sustainable cities and communities. Goal 4.7 recognizes they key role that education plays in furthering the entire SDG agenda: “Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UNESCO 2017, p. 7, cited under UNESCO Guiding Documents). This signals that all educators, from the early years and beyond, should incorporate such key focuses within the programs they offer. Beginning with some key UNESCO documents, the sections below cover some key texts and articles that provide guidance for sustainability education in early childhood settings.

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