scholarly journals The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

2021 ◽  
Vol 11 (10) ◽  
pp. 640
Author(s):  
José Hernández-Ramos ◽  
Johannes Pernaa ◽  
Lizethly Cáceres-Jensen ◽  
Jorge Rodríguez-Becerra
Keyword(s):  
Systematic Review ◽  
Creative Thinking ◽  
Qualitative Content Analysis ◽  
Problem Based Learning ◽  
The Sustainable Development ◽  
Comprehensive Knowledge ◽  
Starting Point ◽  
New Knowledge ◽  
Meaningful Context ◽  
Development Goals

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

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.

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

2021 ◽  
Author(s):  
Antonio Miñán-Espigares ◽  
Claudia-Amanda Juárez-Romero
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Situated Learning ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Teaching Innovation ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
Quality Learning

The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

Achieving the SDGs through interdisciplinary research in global health

2018 ◽  
Vol 47 (8) ◽  
pp. 793-795 ◽  
Author(s):  
Sibylle L Herzig Van Wees ◽  
Mats Målqvist ◽  
Rachel Irwin
Keyword(s):  
Sustainable Development ◽  
Global Health ◽  
Interdisciplinary Research ◽  
Sustainable Development Goals ◽  
Global Health Research ◽  
The Sustainable Development ◽  
Research And Teaching ◽  
Starting Point ◽  
Development Goals ◽  
New Research

The Swedish Global Health Research Conference held in Stockholm, 18–19 April 2018, convened researchers from across Sweden’s universities to foster collaboration and new research. In response to the theme of the conference, How can Sweden contribute to the Sustainable Development Goals? From research to action, many of the plenary and keynote speakers highlighted the importance of interdisciplinary research and teaching. This commentary draws upon a workshop discussing interdisciplinarity, which took place at the conference. Participants included senior professors, lecturers, students and collaborators from the private sector and civil society and we discussed the conceptual and structural challenges that prevent engagement in interdisciplinary research. Although the workshop focused on the Swedish context, issues will be familiar to researchers working outside of Sweden. The 17 Sustainable Development Goals highlight the grand challenges for global society and are intertwined, with progress in one affecting progress in all others. With this starting point, we argue that interdisciplinary research is the way to achieve them. Accordingly, we need to overcome the conceptual and structural challenges that can hinder it. We therefore argue for a paradigm shift of how we value knowledge. We also call for fundamental changes in external and internal (university-level) funding structures, and for the strengthening of interdisciplinary global health teaching.

scholarly journals The Role of State in Achieving Sustainable Development Goals in Slovenia

2020 ◽  
Vol 29 (4) ◽  
pp. 233
Author(s):  
Senko Plicanic
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Active Role ◽  
The State ◽  
The Sustainable Development ◽  
Role Of The State ◽  
Starting Point ◽  
Development Goals ◽  
State And Local

<p>The article analyses the importance of an active role of the state in achieving the Sustainable Development Goals. Its starting point is that despite the fact that today there is a growing recognition in the world that for the implementation of sustainable development an active role of the state and local self-governing communities is indispensable and despite the fact that in Slovenia such a role of the state in implementing sustainable development stems from its Constitution, so far, too little has been done in Slovenia to achieve the Sustainable Development Goals. The purpose of this article is to analyse theoretical arguments and the Constitution in order to show the need for an active role of the state in implementing sustainable development goals, and also to discuss basic steps to be implemented in order to achieve an active role of the state in Slovenia. In this article comparative and analytical methods were used in studying the literature and regulation. The article, based on theoretical arguments and the constitutional analysis, identifies the need for an active role of the state in implementing sustainable development goals, and proposes arguments for it and also basic steps toward an active role of the state. The discussed topic is new and this article contributes to the field some fundamental arguments for the active role of state and for the more comprehensive policy-making. The article offers theoretical and constitutional arguments to be implemented in order to transform the present role of the state from a passive one into an active role and its findings are meant to be used by policy-makers and law-makers as a significant argument to pursue more active role of the state in implementing sustainable development goals.</p>

scholarly journals Actions to Align Energy Projects With the Sustainable Development Goals

2020 ◽  
Author(s):  
Constança Martins Leite de Almeida ◽  
Elin Bergqvist ◽  
Scott Thacker ◽  
Francesco Fuso Nerini
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Scientific Literature ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Trade Offs ◽  
Starting Point ◽  
Energy Projects ◽  
Development Goals

Abstract The 2030 Agenda is an aspiring set of goals and targets that aims to prompt humanity towards a sustainable development by 2030. In order to achieve this, actions that mitigate trade-offs and enhance synergies within the Sustainable Development Goals (SDGs) need to be identified. However, for the energy sector these actions are dispersed across the scientific literature, which is a clear barrier to encourage practitioners to have a proactive and pragmatic approach towards the SDGs. For this reason, a set of actions for energy projects was compiled. This compilation addresses the synergies and trade-offs identified in the Sustainable Development Goals Impact Assessment Framework for Energy Projects (SDG-IAE). One case study was used to test the actions, the lighthouse Project VARGA. Subsequently, an analysis was conducted to understand how possible actions can impact different technologies, project stages, actors and SDG targets. In this way, enabling policymakers and project developers to define areas of action when evaluating policies or considering specific intervention. This article aims to be the starting point of stakeholder discussions that consistently frame energy projects within the achievement of the SDGs.

scholarly journals Conceptualizing Interactions between SDGs and Urban Sustainability Transformations in Covid-19 Times

2021 ◽  
Vol 9 (1) ◽  
pp. 200-210
Author(s):  
Kerstin Krellenberg ◽  
Florian Koch
Keyword(s):  
Sustainable Development Goals ◽  
Urban Sustainability ◽  
The Sustainable Development ◽  
Global Challenges ◽  
Development Agenda ◽  
Starting Point ◽  
Development Goals ◽  
Multiple Challenges ◽  
Transformative Approach ◽  
German Cities

Given the potential of cities to contribute to a more sustainable world as framed by the Sustainable Development Goals (SDGs) of the UN 2030 Development Agenda, this article focuses on Urban Sustainability Transformations. We take a closer look at the potentials, contradictions and challenges that SDG implementation in cities involves in light of the current Covid-19 pandemic. We argue that SDG implementation needs to consider these global challenges in order to pursue its transformative approach. As a starting point we take SDG 11 and its subtargets to achieve resilient cities and communities, with a focus on German cities. The article will thus contribute to the discussion on the constraints associated with implementing SDGs in cities, given the multiple challenges and actors involved, and the complexity this implies for Urban Sustainability Transformations.

scholarly journals Sustainability Reporting in the Antwerp Port Ecosystem, Belgium: Understanding the Relationship Between Reporting on the Sustainable Development Goals and Integrated Thinking

2021 ◽  
Vol 2 ◽  
Author(s):  
Jan Beyne ◽  
Wayne Visser ◽  
Imane Allam
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainability Reporting ◽  
Online Information ◽  
The Sustainable Development ◽  
Integrated Strategies ◽  
Starting Point ◽  
Development Goals ◽  
Good Starting Point ◽  
The Relationship

This paper is aimed at elucidating the interrelations between reporting on the Sustainable Development Goals (SDGs) and integrated thinking. A review of online information on sustainability by port community companies in Antwerp, Belgium was applied. The research made use of a database from Port Plus investigating 769 companies. The data were analyzed using a combination of descriptive and inferential analyses. The research shows that reporting on the SDGs and integrated thinking have reciprocal reinforcing relationships, where the SDGs are a good starting point for planning integrated strategies for sustainability. The article reinforces that using the SDGs in communication and reporting can help companies better and more holistically integrate their efforts for sustainability into their strategies and processes.

scholarly journals Actions to align energy projects with the Sustainable Development Goals

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Constança Martins Leite de Almeida ◽  
Elin Bergqvist ◽  
Scott Thacker ◽  
Francesco Fuso Nerini
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Scientific Literature ◽  
Pragmatic Approach ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Trade Offs ◽  
Starting Point ◽  
Energy Projects ◽  
Development Goals

AbstractThe 2030 Agenda is an aspiring set of goals and targets that aims to prompt humanity towards a sustainable development by 2030. In order to achieve this, actions that mitigate trade-offs and enhance synergies within the Sustainable Development Goals (SDGs) need to be identified. However, for the energy sector these actions are dispersed across the scientific literature, which is a clear barrier to encourage practitioners to have a proactive and pragmatic approach towards the SDGs. For this reason, a set of actions for energy projects was compiled. This compilation addresses the synergies and trade-offs identified in the Sustainable Development Goals Impact Assessment Framework for Energy Projects (SDG-IAE). One case of application was used to test the actions, the lighthouse Project VARGA. Subsequently, an analysis was conducted to understand how possible actions can impact different technologies, project stages, actors and SDG targets. In this way, enabling policymakers and project developers to define areas of action when evaluating policies or considering specific interventions. This article aims to be the starting point of stakeholder discussions that consistently frame energy projects within the achievement of the SDGs.

Gender Equality in Higher Education Institutions: A Systematic Review

2021 ◽  
Vol 12 (1) ◽  
pp. 123-123
Author(s):  
Diana Viljoen Bezuidenhout
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sustainable Development ◽  
Lived Experience ◽  
Gender Equality ◽  
Gender Inequality ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
The Sustainable Development ◽  
Development Goals

Gender inequality has garnered much attention in the last few years. With the advent of the #MeToo movement, inequalities across genders, however subtle they may be, have been brought to the fore. As one of the Sustainable Development Goals (SDGs), gender equality is worked into the fabric of most constitutions worldwide (UNDP, 2015). However, pervasive gender inequality still exists in many industries, even in higher education institutions (HEIs). As no systematic review of studies related to gender equality in HEIs has been conducted, this study seeks to fulfil this gap. This paper seeks to critically evaluate research that has been conducted with regards to gender in academia and its associated dimensions. The purpose of the study is to i) identify barriers to achieving gender equality in HEIs, ii) analyse the outcomes of programmes intended to minimise gender inequality in HEIs, and iii) outline the lived experience of females in HEIs. Keywords: Gender, Higher Education Institutions, Inequality, Systematic Literature Review

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