scholarly journals Educating for Biocultural Diversity and Sustainable Development in First Years of Schooling: An Analysis of Documents From the Portuguese Educational System

2021 ◽  
Vol 6 ◽  
Author(s):  
Bruna Fonseca Batista ◽  
Ana Isabel Andrade
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Educational System ◽  
Biological Diversity ◽  
Age Groups ◽  
Education For Sustainable Development ◽  
Biocultural Diversity ◽  
Legal Documents ◽  
Future Challenges ◽  
Years Of Schooling

Educating for sustainable development can encompass different perspectives and possibilities that enable the achievement of the goals of (more) sustainable development, as predicted by the United Nations for 2030. This type of education also involves a humanist and citizenship education, which can prepare children, youth, and adults to face current and future challenges, local and global, as actors in building a better future. We believe, however, that for education to bear fruit, it is important that children, from the first years of schooling (primary education), can be in contact with different perspectives, people, ways of learning, and worldviews, locally contextualized and relevant, with strong links to the natural and social environment involving their communities, such as education must value linguistic and cultural diversity, without forgetting biodiversity and the influences they exert on the education of individuals. Thus, looking at an education that encompasses the relationships among linguistic, cultural (stories, celebrations, heritage, artefacts, relationships, and behaviors between people, etc.), and biological diversity, the present study aimed to understand how biocultural diversity is present in the main normative-legal documents that govern education for the first years of schooling in the Portuguese educational system and, above all, if its existence is considered in education for sustainable development. For this study, seven guiding documents of the Portuguese educational system, and primary education in particular (education that includes the interval from the 1st to the 4th year and the average age-groups of 5–10 years of age), were analyzed, and the results show a gap regarding the presence of biocultural diversity, which points to an incomplete perspective of education for sustainable development, forgetting languages, cultures, and individuals.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

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).

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals Education for Sustainable Development (ESD) in China’s Local Primary Schools: A Pilot Study

2020 ◽  
Vol 9 (4) ◽  
pp. 118
Author(s):  
Ronghui (Kevin) Zhou
Keyword(s):  
Sustainable Development ◽  
Pilot Study ◽  
Primary Education ◽  
Primary Schools ◽  
Education For Sustainable Development ◽  
Urban China ◽  
Current Status ◽  
Structured Interviews ◽  
Definition Of ◽  
Education Support

This study discusses the current status of ESD implementation in three primary schools and examines factors that have impacted the implementation of ESD in a district of an urban Chinese cities. Semi-structured interviews were conducted with three primary school principals and three school teachers. Thematic analysis was used to analyze the data. Three themes emerged that have impacted ESD implementation in this pilot study are discussed: the definition of ESD, lack of local education support, and exam pressures. The results suggested that ESD is underdeveloped in the selected context of urban China. Further investigation is required to capture the whole scope of ESD implementations in China’s primary education.  Keywords: Education for Sustainable Development; Primary Education; Case Study; Teacher and Principal; China 

scholarly journals The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

2017 ◽  
Vol 49 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Zorica Veinovic
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Value Systems ◽  
School Subjects ◽  
Educational Concept ◽  
Teaching Curriculum ◽  
The Republic ◽  
Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

scholarly journals FSES HE 3++ educational standard through the prism of the concept of “Education for sustainable development”

2021 ◽  
Vol 94 ◽  
pp. 02006
Author(s):  
Anna Kovrigina
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Educational Programs ◽  
Federal State ◽  
Educational Standard ◽  
Educational Paradigm ◽  
Definition Of ◽  
State Educational

The emergence of new goals in the educational system, dictated by globalization and technologization of modern society raises the question of the transition to a new pedagogical concept of education for sustainable development. The article proposes a definition of ESD, considers the reflection of the principles of ESD in a single regulatory and methodological complex, consisting of the Federal State Educational Standard of Higher Education 3++ and exemplary basic educational programs. The author tried to correlate the requirements of the educational standard in linguistics with current professional standards. In the course of the study, proposals are made for the full implementation of the main professional educational programs of a bachelor's degree in “Linguistics” in terms of the concept of ESD. It is concluded that a new educational paradigm is forming now and needs methodological support for the consistent construction of a unified competency model of a graduate at all levels of the educational system, with an emphasis on the formation of personal qualities and activity attitudes necessary for sustainable development of society.

scholarly journals Library and Education: Panacea for Sustainable Development in Nigeria

2021 ◽  
Vol 5 (2) ◽  
pp. 28-31
Author(s):  
Nicholas Mfangu Tyonum ◽  
Perpetual Amarachi Ezeogu
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Education For Sustainable Development ◽  
Vision 2020 ◽  
Important Resource ◽  
The Relationship ◽  
Goals And Objectives

One important resource for achieving the goals and objectives of education is the library. This paper discussed the role of library. It examined the relationship between the library and education; the relevance of the former to the latter; Importance of library and education for sustainable development in Nigeria. This paper also highlighted the challenges of library and education and made recommendations. Finally, this paper emphasized the need to reposition and revamp our libraries and the entire educational system in order to make much progress towards the attainment of vision 2020.

Social Aspects of Education for Sustainable Development in Primary School in Estonia

2007 ◽  
Vol 8 (1) ◽  
pp. 59-67
Author(s):  
Mare Müürsepp
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Primary School ◽  
Primary Education ◽  
National Curriculum ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Documentary Analysis ◽  
The Social ◽  
Comparative Content

Social Aspects of Education for Sustainable Development in Primary School in EstoniaThe purpose of the article is to analyse the circumstances of applying of Education for Sustainable Development (ESD) in Estonian educational actuality. Empirical part of the study comprehends a comparative content analysis of UNECE strategy of ESD and the chapters of the text of the Estonian National Curriculum valid from 2002. The discussion concentrates on the social aspects of ESD because their significance was pointed out by the experts of ESD. The topic of the article is confined to the issues concerning the primary education, i.e. the grades from 1st to 3rd. Conclusions are made about the opportunities to apply ESD more effectively than at present. Statements of experts on textbooks and curriculum have been taken into account as additional sources besides the documentary analysis.

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