scholarly journals Reviewing Vietnam Geography Textbooks from an ESD Perspective

2019 ◽  
Vol 11 (9) ◽  
pp. 2466 ◽  
Author(s):  
Thao Phuong Nguyen
Keyword(s):  
Sustainable Development ◽  
Qualitative Analysis ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Geography Education ◽  
Core Knowledge ◽  
Rote Learning ◽  
Specific Context ◽  
Instrumental Approach ◽  
Almost All

This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.

Education for sustainable development in humanitarian logistics

2020 ◽  
Vol 10 (4) ◽  
pp. 573-602
Author(s):  
Muhammad Khan ◽  
Muhammad Sarmad ◽  
Sami Ullah ◽  
Junghan Bae
Keyword(s):  
Sustainable Development ◽  
Formal Education ◽  
Research Question ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Humanitarian Logistics ◽  
Equation Modeling ◽  
Content Type ◽  
Explanatory Variables ◽  
Structure Equation Modeling

PurposeAs humanitarian logistics (HL) functions in complicated, changing and ambiguous situations, all people, particularly the educated youth, have to know how to control the situation and assist victims, which are best achieved through formal education and training. Teaching at university has been extensively used in the context of business logistics. However, education in HL is a poorly researched field and, consequently, this article explores education for sustainable development in HL. The study addresses the following research question: How the teaching of HL at university can help to increase HL performance (HLP) and to reduce suffering.Design/methodology/approachA covariance-based structure equation modeling (CB-SEM) is implemented on the basis of confirmatory factor analysis.FindingsThe results show that the association between the explanatory variables and the dependent variable (HLP) is mediated by sustainability, and that the teaching of HL at university plays a vital role in enhancing HLP and is therefore a very suitable approach for sustainable development in HL. This direct approach is creative, informative and productive practice for both students and teachers.Originality/valueIn spite of the growing number of activities and courses in supply chain and logistics education, no study, to the best of our knowledge, has empirically analyzed the critical topic of whether or not education can bring sustainable development in HL. In order to save lives and reduce the suffering of victims, this study attempts to fill this gap.

THE CONTRIBUTION OF THE JOURNALS: JTEFS AND DCSE ON A SUSTAINABLE DEVELOPMENT OF THE REGION

Via Latgalica ◽  
2017 ◽  
pp. 62
Author(s):  
Dzintra Ilisko ◽  
Astrida Skrinda ◽  
Anita Pipere
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Formal Education ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Cultural Economic ◽  
Global Issues ◽  
Sustainable Education ◽  
Open Access Journals ◽  
Global Action

The report reveals the contribution of two international UNESCO/ UNITWIN Chair’s peer-reviewed journals – “Discourse and Communication for Sustainable Education” (DCSE) and “Journal of Teacher Education for Sustainability” (JTEFS) to sustainable development of Latgale. They are international, cross-disciplinary, scholarly and open access journals focusing on diverse aspects of environmental, cultural, economic and social sustainability thus enabling one to constructively and creatively address present and future global challenges in creating more sustainable and resilient societies. Both journals aim to respond to the priorities set by the United Nations Decade of Education for Sustainable Development and the Global Action Programme as implemented in LATGALE and in the partner countries. The study reflects on the thematic scope of the two journals that centres on reorienting education towards the goal of sustainable education and sustainable community in Latgale, Latvia, Europe and beyond. In order to respond to the challenges of global community that we are facing today, the research published in both journals suggests how education can contribute to overcoming the current crises in education and community, as well as offers strategies and ways of dealing with it sustainably and responsibly in Latgale. Education for sustainable development (ESD) includes more than knowledge related to the environment, economy, culture and society. It also addresses learning perspectives, strategies and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society and live in a sustainable manner. ESD also involves studying both local and global issues. The research offers the study of JTEFS contribution to meeting different views, ideas and research to promote further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. DCSE is an international, peer-reviewed journal that provides a platform for examination of policies, theories and practices related to the discourse and communication for sustainable education. Since contemporary discourse study has extended its field to the study of multifaceted contexts of discourse, it integrates a broader study of the phenomena of communication in relation to sustainable education. The diversity of the journal is apparent in the variety of its theories, methods and approaches, thus avoiding the frequent limitation to one school, approach or academic branch.

scholarly journals Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece

2019 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Anthoula Maidou ◽  
Katerina Plakitsi ◽  
Hariton M. Polatoglou
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Informal Education ◽  
Formal Education ◽  
Early Childhood Teachers ◽  
Education For Sustainable Development ◽  
Agenda 2030 ◽  
Perceptions And Attitudes ◽  
Education Of Students ◽  
The University

Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes ofpre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approachutilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmentalaspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students hadnever ESD lessons during their formal education. Our findings depict that pre-service students believe that ESD is animportant issue, that it should be included in the curricula and that lessons on EDS during their studies woulddevelop their ability to teach ESD to their students.

scholarly journals A Phenomenological Study of Education for Sustainable Development in Higher Education of Pakistan

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Sehrish Khan ◽  
Ayaz Muhammad Khan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Analysis ◽  
Research University ◽  
Phenomenological Study ◽  
Education For Sustainable Development ◽  
Department Heads ◽  
Structured Interviews ◽  
Related Field ◽  
University Operations

Sustainable development in higher education is still at infancy stagewhile the aim was to train our youth to be sustainable leaders forensuring conservation of the environment, society and economy forfuture. The leading purpose of the paper was to unfold the situation offive universities for the level of embeddedness of education forsustainable development in preparing their students as sustainableleaders. The nature of the study was qualitative and phenomenologicalapproach through semi-structured interviews (validated by four expertsof related field) conducted from department heads of universities presentin Lahore. Three themes (along with sub exclusive functionalities of theuniversity) were noted during qualitative analysis of the collected data.The findings indicated various levels of embeddedness of education forsustainable development i.e. high, medium or low in the form of threepillars of sustainability (economic, social and environmental),in theuniversity education and research, university operations and externalcommunity.

scholarly journals CURRENT TRENDS IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN PHYSICS ON THE BASIS OF SUSTAINABLE DEVELOPMENT

2020 ◽  
Vol 1 (191) ◽  
pp. 230-233
Author(s):  
Vasil Gayda ◽  
Keyword(s):  
Sustainable Development ◽  
Formal Education ◽  
State Level ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Current State ◽  
Monitoring Tools ◽  
Economic Paradigm ◽  
Key Competencies ◽  
Science And Education

In the article the author analyzes the reasons for the transition of society to the principles of sustainable development, the most promising ideology of the third millennium, which can be described as a new socio-economic paradigm. It is noted that sustainable development cannot be achieved without fundamental changes in the organization of science and education, which should take a special place among the means of implementing the above provisions. It is emphasized that in Ukraine there are some positive changes in the implementation of sustainable development ideas in education and determines the current state of penetration of sustainable development ideas into the educational process of general secondary education. Attention is paid to the regulatory framework that regulates the goals, objectives and principles of sustainable development. It is noted that in Ukraine at the state level there is a certain understanding and preconditions for the implementation of education for sustainable development. Particular emphasis is placed on the adoption of the Law "On Education", which contributed to the implementation of the educational project "New Ukrainian School", the concept of which is ideologically very close to the global concept of education for sustainable development. It emphasizes some success in promoting education for sustainable development in the field of non-formal education at the initiative of environmental NGOs, outlines the vector of their movement. The issue of implementing the principles of sustainable development in the study of physics is covered quite thoroughly. Particular attention is paid to the mechanism of formation in the process of studying the physics of key competencies and the importance of implementing semantic lines that reveal the purpose of sustainable development. Prospects for further scientific research in the development of didactic materials, which are permeated by the concept of sustainable development and the introduction of monitoring tools to assess their effectiveness, are outlined.

Characteristics of Sustainable Changes for Schools

2008 ◽  
Vol 9 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Karin Lukk ◽  
Marika Veisson ◽  
Loone Ots
Keyword(s):  
Qualitative Research ◽  
Sustainable Development ◽  
Research Methods ◽  
Evaluation System ◽  
Formal Education ◽  
National Curriculum ◽  
Education For Sustainable Development ◽  
Self Management ◽  
Training Institutions ◽  
Over Time

Characteristics of Sustainable Changes for SchoolsThe article discusses some aspects of the concept of sustainable development and its educational manifestation - education for sustainable development. The concept of education for sustainable development is broadly accepted, but less attention has been paid to the extent to which innovations or changes are sustained over time, what characteristics or factors support their sustainability. The article introduces a model of six characteristics of sustainable changes in schools and changes concerning sustainable development in Estonian schools have been analyzed using qualitative research methods. The model consists of the following characteristics: depth, endurance, justice, diversity, conservation, and capital. According to the model, the positive changes in Estonian schools have been about the national curriculum, internal evaluation system as the basis for autonomy and self-management. The areas requiring greater change are justice or interdependence, diversity - respect for other people and the connections between formal and non-formal education as well as between schools and teacher training institutions.

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