Teaching - Learning of Business Sustainable Development: Business Stability as the Function of the Effective Business Process Indicators

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

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University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2019/v31i430156 ◽

2019 ◽

pp. 1-15

Author(s):

Melaku Masresha Woldeamanuel ◽

Belay Sitotaw Goshu

Keyword(s):

Higher Education ◽

Academic Staff ◽

Educational Institution ◽

Sampling Technique ◽

Process Indicators ◽

Perception Of Quality ◽

Quality In Higher Education ◽

Teaching Learning ◽

The University ◽

Output Indicators

This article empirically assesses perception of quality in higher education in Ethiopia. The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

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Media Education for Sustainable Development

Global Approaches to Sustainability Through Learning and Education - Practice, Progress, and Proficiency in Sustainability ◽

10.4018/978-1-7998-0062-0.ch009 ◽

2020 ◽

pp. 137-153

Author(s):

Hossam Mohamed Elhamy

Keyword(s):

Sustainable Development ◽

Teaching And Learning ◽

Education For Sustainable Development ◽

Media Education ◽

Development Communication ◽

Development Education ◽

Program Content ◽

Education Decision ◽

Teaching Learning ◽

Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

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Using of the Balanced Scorecard for Performance Evaluation: Empirical Evidence from the Listed Corporations in the Palestine Exchange (PEX)

International Journal of Business and Management ◽

10.5539/ijbm.v11n3p215 ◽

2016 ◽

Vol 11 (3) ◽

pp. 215

Author(s):

Raed Ibrahim Saad ◽

Zahran Mohammad Ali Daraghma

Keyword(s):

Performance Evaluation ◽

Strategic Planning ◽

Empirical Evidence ◽

Business Process ◽

Balanced Scorecard ◽

Descriptive Statistics ◽

The Balanced Scorecard ◽

Process Indicators ◽

And Performance ◽

Growth Indicators

<p>This manuscript is aiming at testing the extent to which the listed Palestinian corporations in the Palestine Exchange (PEX) are using the four perspectives of the Balanced Scorecard (BSC) in evaluating the performance. In order to achieve the previous objective, this paper uses a questionnaire to investigate the opinions of the financial managers of the listed corporations in thePEX. In relation to the results of the distributed questionnaire forms, there are 37 questionnaire forms, where 32 questionnaire forms were returned (32 out of 37) which presents (86.5%). This study employs the descriptive statistics in order to state the outcomes. However, the findings of this paper state the following points: (1) The financial managers rely on the financial and customer perspectives for evaluating the performance of the listed corporations in thePEX. (2) The Palestinian listed corporations do not rely on the learning and growth indicators for measuring the performance. (3) The Palestinian listed corporations do not rely on the business process indicators for measuring the performance. (4) This paper concludes that the listed corporations in Palestine do not rely on theBSCindicators for measuring the performance in a correct and complete way.</p>Finally yet importantly, this manuscript strongly recommends the listed corporations in the PEX to adopt the BSC for evaluating the performance. It also recommends the Palestine Exchange to obligate the listed corporations to use the BSC as a tool for strategic planning and performance evaluation.

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Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL

Mathematics ◽

10.3390/math8050858 ◽

2020 ◽

Vol 8 (5) ◽

pp. 858 ◽

Cited By ~ 1

Author(s):

Jin Su Jeong ◽

David González-Gómez

Keyword(s):

Sustainable Development ◽

Mathematics Education ◽

Learning System ◽

Fuzzy Decision Making ◽

Mathematical Education ◽

Learning Technology ◽

Positive Perception ◽

E Learning ◽

Teaching Learning ◽

Pedagogical Changes

Mathematics education for sustainable development is perceived as a core keystone, although its concept is related to its typical issue of ecology and economy in the educational realm. Thus, through current information and communication technology (ICT) impacts, altering pedagogy is highly conflicted in teaching/learning mathematics. This research attempted to classify and investigate criteria for mathematics education with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method in the context of the system of flipped e-learning. In particular, the sustainable development of this research focus is in mathematics education in view of pre-service teachers (PSTs) adapting to their pedagogical changes. With the MCDA/F-DEMATEL, the main criteria and sub-criteria were selected after the consultation of a group of experts as follows: mathematics education, sustainable development, and flipped-e-learning technology criteria. Then, with fifteen sub-criteria, the definitive analyses results were gauged with simple additive weighting (SAW) along with their weight coefficients’ calculation, sensitivity analysis (i–v scenarios), and a professional survey. The results described as the most important criteria for adapting to PSTs pedagogical changes in sustainable mathematical education through a flipped e-learning system were the flipped e-learning technology criteria (scenario i), with an 83% positive perception by professionals’ survey; among its sub-criteria, information technology usage contents (0.43) was the most affected variable, with a 42% very likely perception. Scenario iii, which was the slightly more preferred criteria than mathematics education, got a 78% positive perception from professionals’ survey. Therefore, this proposed methodology could be employed to validate the most important sustainable mathematics with flipped e-learning criteria for adapting to PSTs’ pedagogical changes with corresponding education contexts in more long-term learning.

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Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

Sustainability ◽

10.3390/su12072668 ◽

2020 ◽

Vol 12 (7) ◽

pp. 2668 ◽

Cited By ~ 1

Author(s):

Diego Galán-Casado ◽

Alvaro Moraleda ◽

María Luisa Martínez-Martí ◽

Miguel Ángel Pérez-Nieto

Keyword(s):

Sustainable Development ◽

Critical Thinking ◽

University Students ◽

Repeated Measures ◽

Social Transformation ◽

Ad Hoc ◽

Learning Processes ◽

The Sustainable Development ◽

Development Goals ◽

Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

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Education for Sustainable Development

Education ◽

10.1093/obo/9780199756810-0280 ◽

2021 ◽

Keyword(s):

Sustainable Development ◽

Sustainable Development Goals ◽

Education For Sustainable Development ◽

International Governance ◽

Potential Significance ◽

Country Level ◽

Development Goals ◽

Sustainability Challenges ◽

Teaching Learning ◽

Local Perspectives

Education for Sustainable Development (ESD) is a concept referring to all teaching, learning and capacity building that seeks to develop a citizenry that can live more sustainably on the Earth. It focuses on learning processes and learning environments that can foster the qualities and competencies people need to contribute to more sustainable forms of being. Typically these qualities and related competencies include being caring, mindful, respectful, compassionate, and critical in the way we relate to each other to people elsewhere and future generations, but also to other species; systems thinking; dealing with uncertainty and (eco)anxiety; moral reasoning; anticipatory thinking; and the ability to make change. Within the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, ESD became a component of one of the seventeen Sustainable Development Goals (SDGs): SDG 4 ‘Quality Education.’ Newly emerging strands in the context of ESD, also seeking to transcend ESD, include a critical transgressive strand emphasizing the important of not just developing agency and competence that citizens need to learn to live equitably and meaningfully within planetary boundaries, but also helping learners in critiquing and changing or even disrupting structures and systems that normalize unsustainability. Another emerging strand is a posthuman, relational strand that emphasizes the importance of decentering the human and becoming aware of our inevitable entanglement with nature and other species. While receiving much attention in international governance and policy contexts, enactment of ESD in practice lags behind, in part due to different priorities in education at the country level and a lack of understanding of its meaning and its potential significance in reforming education and learning in times of global sustainability challenges. At the same time some scholars critique ESD for being overly instrumental, anthropocentric, and having colonizing tendencies that ignore Indigenous and local perspectives on both education and sustainability.

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Sustainability Framework: An Integration of the Equator Principles into Business Process

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2015.323 ◽

2016 ◽

Vol 3 (2) ◽

pp. 57-63

Author(s):

Aldi Muhammad Alizar ◽

Choerunisa Noor Syahid ◽

Anas Nikoyan

Keyword(s):

Sustainable Development ◽

Private Sector ◽

Business Process ◽

Bottom Line ◽

Public And Private ◽

The Sustainable Development ◽

Adequate Knowledge ◽

Equator Principles ◽

The Government ◽

Sustainability Framework

Indonesia as the largest archipelago in Southeast Asia has a strategic location for business and investment. After the economic crisis in 1998 and 2009, Indonesia could be passed it away until present. It can be seen by the increasing of growth domestic product. Currently, the Indonesian government began to encourage the public and private institution to achieve sustainable development and compete in globalization. However, there are a lot of challenges for the stakeholders to reach the goals.The strategy that has been done by the private sectors is implementing corporate social responsibilities (CSR) as company’s program. Keivani (2009) stated that CSR program by private sector could be supporting the government to achieve sustainable development. Since the concept of triple bottom line in CSR also exist in sustainable development component. The triple bottom lines by Keivani (2009) consist of: (i) People that associated on social justice, (ii) planet that associated on environmental quality, and (iii) profit which related with economic prosperity. Based on this concept, the private sector also has a duty in realizing sustainable development goals.In General, to complete the sustainable development goals is not only private company’s responsible or government, but it also dependable from all of development actors. The three development actors are government as policy makers, private sectors as capital models, and society as the vulnerable development objects. The communication abilities and having adequate knowledge are the most essential things for actors to have it.This paper discuss about how do the private sectors in Indonesia embrace the other stakeholders of development actors (which are government and community) to achieve sustainable development without ignoring their business objectives. By using the Equator Principles that focused on social and environmental management and sustainability framework by the International Finance Corporation, it expected to give some new approaches for the companies to protect their business process.

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Sustainable Development Goals Online (SDGO)

The Charleston Advisor ◽

10.5260/chara.22.1.56 ◽

2020 ◽

Vol 22 (1) ◽

pp. 56-59

Author(s):

Marisa Scigliano

Keyword(s):

Sustainable Development ◽

United Nations ◽

Teaching And Learning ◽

Sustainable Development Goals ◽

Journal Articles ◽

The Sustainable Development ◽

Color Wheel ◽

Development Goals ◽

Sustainability Practices ◽

Teaching Learning

Sustainable Development Goals Online (SDGO) is a specialized Taylor & Francis collection curated from the publisher’s book chapters, journal articles complemented by teaching, and learning resources. A one-time purchase with annual updates, it was released in 2019 to meet identified needs to support teaching, learning, and research focusing on sustainability practices related to the 17 United Nations’ Sustainable Development Goals. It leverages the familiar icons and interactive color wheel developed by the United Nations for the promotion of the Sustainable Development Goals.

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Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala

Sustainability ◽

10.3390/su11082317 ◽

2019 ◽

Vol 11 (8) ◽

pp. 2317 ◽

Cited By ~ 2

Author(s):

Silvia Carrascal ◽

Montserrat Magro ◽

Juana Anguita ◽

María Espada

Keyword(s):

Sustainable Development ◽

Rural Schools ◽

Participant Observation ◽

Collaborative Work ◽

Visual Thinking ◽

Systemic Analysis ◽

Teaching Learning ◽

Research Action ◽

The Impact ◽

The City

The acquisition of competences for sustainable development can be promoted in educational contexts through Visual Thinking. This study is based on the implementation of the Visual Arts in Education (VA.E) project and the development of a programme of socialization and training for teachers of schools in area 6 of the city of Mixco in Guatemala. The participant observation and research action are the core methodological tools to study four key competences, namely critical analysis, systemic analysis, collaborative work or work through projects, and commitment to society. The results were obtained from the analysis of the competences and capacities acquired during the training process, in which students and teachers participated and expressed through observable learning conducts or achievements. The proposal aims to contribute to the study of the impact of Visual Thinking as a tool for teaching-learning of students in rural schools, and of teaching practices based on the acquisition of competences for sustainable development that can be assumed by teachers in all educational levels and contexts.

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