scholarly journals Education for sustainable development: to justify of implementation

2020 ◽  
Vol 25 (2) ◽  
pp. 56-81
Author(s):  
Lyudmyla Gorbunova
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Development Economic ◽  
Social Community ◽  
Global Context ◽  
Key Factor ◽  
Development Goals ◽  
Remote Observation ◽  
Social Environmental

Education for Sustainable Development (ESD) is at the heart of the 2030 Agenda for Sustainable Development and has been widely recognized as a key factor and an integral element of quality education. It is part of Goal 4 and permeates all other goals of sustainable development. The problem is that the Ukrainian experience of remote observation of the global process of sustainable development and the formation and implementation of Education for Sustainable Development shows that we are on the margins of these events. We need to understand the global context of our stay in the world in order to change our position and our role in the fateful events and movements of the century at their deepest level of cause. Emphasis is placed on the fact that the theory of sustainable development is an alternative to the paradigm of economic growth, which ignores the environmental danger of development on an extensive model. The three components of sustainable development - economic, social, environmental - appear as aspects of a single, holistic process of social development. But despite all the declarations to achieve a balance between economic growth, social community development and the environment a quarter of a century after the Rio Conference (1992), this has not happened. Sustainable development requires a change of outlook. That is why issues related to the transformation of our way of thinking, changes in the value-semantic paradigm of life of national societies as part of global humanity are on the agenda. Education can play a significant role in this complex matter, and it must itself change into a new way of becoming a person adapted to living in a world of instability, uncertainty, complexity and contingency. The purpose of the paper is to justify the implementation of Education for Sustainable Development (ESD) in Ukrainian education as the agenda for its reform based on documents from the UN, UNESCO, OECD and the like. The content of the concept of Education for sustainable development and its evolution, the trends in the integration of education in sustainable development and the role of education in achieving sustainable development goals are analyzed.

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 Formation of competencies in the field of sustainable development among students of the direction of training “Geography”

2020 ◽  
Vol 26 (1) ◽  
pp. 22-29
Author(s):  
Natalia Shchitova ◽  
Vitaly Belozerov ◽  
Julia Zolnikova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Academic Disciplines ◽  
North Caucasus ◽  
Geographical Education ◽  
The North ◽  
Key Factor ◽  
Development Goals

The article shows that education for sustainable development is of paramount importance for the implementation of the concept of sustainable development and the achievement of sustainable development goals. The use of sustainable development ideas in higher education is becoming a key factor in training specialists, which necessitates the development of effective forms and technologies for their implementation. The article considers the experience of forming the education system for sustainable development in the North Caucasus Federal University on the example of training students in the direction of “geography”, analyzes the ideology and methodology of forming competencies in the field of sustainable development in higher education. The process of practical transition of higher geographical education to a new level is shown. The main vector of such education is the task of creating an integrated interdisciplinary educational system based on inter-subject connections. Three main directions of formation of education for sustainable development are proposed — expansion of the content of basic courses due to the problems of sustainable development, development of new independent author’s courses devoted to certain issues of sustainable development, and inclusion of an independent discipline “Sustainable development” in the curriculum. The problem of sustainable development with reference to specific academic disciplines is presented in sufficient detail. It is emphasized that the success of developing competencies in the field of sustainable development depends directly on the use of new educational technologies, in particular, interactive and project-based learning methods.

scholarly journals Objetivos do desenvolvimento sustentável:

2020 ◽  
pp. 31-41
Author(s):  
Luís Ávila Silveira ◽  
Sara Madeira
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
United Nations ◽  
Green Economy ◽  
Decent Work ◽  
Human Environment ◽  
2030 Agenda ◽  
Development Goals ◽  
The United Nations ◽  
Social Environmental

The present article aims to display a reflection on the concept of Decent Work and Economic Growth, admitted as one of the 17 Sustainable Development Goals and presented in the 2030 Agenda for Sustainable Development. For a better understanding of the aforementioned subject matter, this paper will focus on the theme of Sustainable Development whose theoretical contents are coordinated with seminal initiatives such as The Declaration of the United Nations on Human Environment (1972), the report Our Common Future (1987), The United Nations Millennium Declaration (2000), The Future We Want (2012) as well as The 2030 Agenda for Sustainable Development (2015). The present study will also elaborate on the subject of Decent Work and Economic Growth itself by relating it with the topics of Green Economy and Sustainable Tourism. Study cases, such as Tourism Creative Factory: Eco Soul Ericeira (Portugal); Istra Inspirit (Croatia); Connecting Community, Local Friends and Visitors to a Unique Experience and Happiness - Triponyu.com (Indonesia); Art and Tourism Painting a New Future for Women – banglatanak.com – India and Building a Future in The Community – Bushmans Kloof Wilderness Reserve and Wellness Retreat – South Africa, will be reflected upon within the spectrum of their relevance towards social, environmental and economic sustainability as well as the acknowledgment of human inclusivity.   

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

2021 ◽  
Vol 13 (4) ◽  
pp. 1721
Author(s):  
Marta Estrada ◽  
Diego Monferrer ◽  
Alma Rodríguez ◽  
Miguel Ángel Moliner
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Structural Equation ◽  
The Sustainable Development ◽  
Equation Analysis ◽  
Emotional Aspects ◽  
Development Goals ◽  
Sustainable Societies ◽  
Social Environmental

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

scholarly journals Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

2021 ◽  
Vol 13 (4) ◽  
pp. 1828
Author(s):  
Elisa Chaleta ◽  
Margarida Saraiva ◽  
Fátima Leal ◽  
Isabel Fialho ◽  
António Borralho
Keyword(s):  
Social Sciences ◽  
Economic Growth ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Education ◽  
The Other ◽  
Potential Contribution ◽  
Decent Work ◽  
Development Goals ◽  
The University

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

scholarly journals Resources of Sustainable Economic Growth and Development

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Jelena Ignjatovic
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Development Strategy ◽  
Social Inclusion ◽  
Three Dimensions ◽  
Development Economic ◽  
Gender Inequalities ◽  
The European Union ◽  
The Sustainable Development

The Sustainable Development Strategy implies a targeted long-term process that affects economic, social, environmental and institutional aspects of life. The goal is to meet the social and economic interests of citizens, reduce poverty, reduce unemployment and gender inequalities and reduce negative impacts on natural resources and the environment, resulting in long-term economic growth with economic efficiency, technology and innovation. Accordingly, in 2015, the United Nations adopted Resolution A / RES / 70/1 - Transforming our world: the 2030 Agenda for Sustainable Development, based on three dimensions of sustainable development: economic growth, social inclusion and environmental protection. At the end of the 20th century, parallel with the theory of development, which turned into the concept of sustainable development, there was globalization that integrated the entire world regions in order to gain as strong economic and financial positions as possible on the world stage. Today, Serbia is not in a position to choose whether to engage in modern globalization processes, but it must continue the initiated transitional reforms and accession to the European Union, regardless of the economic, political or environmental consequences. By implementing national policies, Serbia should aim at national and economic sovereignty, which will further influence sustainable development. Only by changing the current economic policy, by creating a national strategy based on the exploitation of domestic economic and industrial potentials, by reducing unemployment, social responsibility and individual freedom, economic growth and sustainable development can be achieved. This work, besides the introduction, consists of materials based on the presentation of the sustainable development strategy of the Republic of Serbia and also presents the results and discussion that draft the current situation with possible solutions to achieve sustainable development in the future. Finally, the final ratifications are provided.      

Leadership in Tourism

2021 ◽  
pp. 261-281 ◽  
Author(s):  
Josh Rowlands ◽  
Matthew Wayne Knox ◽  
Tessa Campbell ◽  
Anna Cui ◽  
Luke DeJesus
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Literature Review ◽  
United Nations ◽  
Authentic Leadership ◽  
Research Question ◽  
Tourism Industry ◽  
Employment Practices ◽  
The Sustainable Development ◽  
Development Goals

This chapter proposes to discuss the application of authentic leadership as the ‘vehicle' forward for tourism. Specifically, how authentic leaders in the tourism industry can help achieve the United Nations Sustainable Development Goals (SDGs), and why they are important to the Tasmanian tourism industry. As such, the authors propose the research question: How can authentic leadership enable the sustainable development of tourism in Tasmania? This chapter commences by exploring tourism in Tasmania and the related leadership gap found in the industry, followed by a brief explanation of our critical review method. The literature review then examines how tourism, a diverse industry, has the potential to contribute to the United Nation's SDGs. The authors aim to demonstrate how sound authentic leadership behaviours among tourist vendors facilitate ethical employment practices and economic growth in Tasmania. Finally, the chapter explores the possible implications of a synthesis of authentic leadership and sustainable development in the context of Tasmania.

Sustainable Financing through Domestic Resource Mobilization (DRM)

2018 ◽  
pp. 514-535
Author(s):  
Francesco Seatzu
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Poverty Alleviation ◽  
Addis Ababa ◽  
Developed Countries ◽  
Resource Mobilization ◽  
Development Goals ◽  
The Relationship ◽  
Domestic Resource ◽  
Sustainable Financing

Domestic resource mobilization (DRM) has assumed increasing significance as a form of financing for sustainable development and economic growth in Africa. This chapter explores the present and future roles of international law concerning the regulation of this form of financing for sustainable development and economic growth in Africa, as well as the main obstacles and challenges of mobilising DRM in African developing and less developed countries. While there is a wide array of questions and issues related to this form of financing for development that international conferences and summits, in particular the Monterrey Consensus on Financing for Development and the Addis Ababa Agenda for Action, have addressed in various forms and with different emphasis and results, the chapter focuses exclusively on some substantial issues, such as the use of DRM for the financing of the new Sustainable Development Goals and the relationship between DRM and poverty alleviation actions and strategies.

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