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 Monitoring Development Sustainability through Sustainable Community Indicators

Proceedings ◽  
2018 ◽  
Vol 2 (22) ◽  
pp. 1396
Author(s):  
Somchai Jitsuchon
Keyword(s):  
Sustainable Development ◽  
The Sustainable Development ◽  
Outcome Indicators ◽  
Attitudes And Behaviors ◽  
Personal Attitudes ◽  
Development Goals ◽  
And Behaviors ◽  
Using Data ◽  
Development Outcomes ◽  
Sufficiency Economy Philosophy

The Sustainable Development Goals (SDGs) is both a continuation to the Millennium Development Goals (MDGs) and an improvement on the addition of ‘means of implementation’ to achieve the goals. The SDGs recognize that countries should have their own ways to achieve development goals. In this regard, Thailand, through its ‘sufficiency economy philosophy’ (SEP) invented by the late King Bhumibol Adulyadej, has created a unique path to attain sustainable development. The SEP path involves (a) shaping personal attitudes and behaviors towards sufficiency and (b) setting procedures or protocols for development projects and programmes. In this paper, we developed a system of indicators that capture the first component—personal attitudes and behaviors—of the sufficiency economy philosophy practiced by Thai people, as well as a set of ultimate development outcome indicators, using data from nation-wide household and community surveys. We then analyze how practicing the sufficiency economy philosophy is associated with development outcomes, where we find positive correlation between the two groups of indicators.

scholarly journals Education for Sustainable Development as Diffusion of Innovation of Secondary School Students

2020 ◽  
Vol 22 (1) ◽  
pp. 84-97
Author(s):  
Bulan Prabawani ◽  
Sudharto P. Hadi ◽  
Irina Safitri Zen ◽  
Teuku Afrizal ◽  
Dinalestari Purbawati
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Environmental Changes ◽  
Junior High ◽  
Education For Sustainable Development ◽  
Partial Least Square ◽  
School Students ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
And Behavior

AbstractEducation for sustainable development (ESD) is essential to study in order to understand environmental changes from the perspective of student character building. This concept is the main foundation that refers to individual personality as a medium to build excellent capacity from an early age. At adolescent age, children experience a period with high emotional growth that encourages changes in attitudes and behavior patterns towards the surrounding environment. This exploratory study aimed at describing the relationship between environmental knowledge and studentsí attitudes and behaviors, along with challenging factors as the moderating variable, involving 320 participants from two junior high schools in two cities in Central Java, Indonesia. The data were analyzed using partial least square Smartpls v3.0. This study found that junior high school students had low environmental and social knowledge, but there was a good attitude and behavior tendency concerning the environment. The studentsí knowledge significantly influenced environmentally-friendly attitudes and behaviors, especially the social environment that the obstacles also became a significant moderating variable. Thus, schools and related parties should develop programs to increase the studentsí study orientation towards the environment and to have a collective awareness of the environment, specifically the ability to analyze and synthesize the surroundings.

The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students

2018 ◽  
Vol 19 (3) ◽  
pp. 566-588 ◽  
Author(s):  
Ali Khalfan Al-Naqbi ◽  
Qasim Alshannag
Keyword(s):  
Sustainable Development ◽  
United Arab Emirates ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Attitudes And Behaviors ◽  
Academic Level ◽  
Education Levels ◽  
The Status ◽  
And Behaviors ◽  
And Behavior

Purpose This study aims to investigate United Arab Emirates University (UAEU) students’ knowledge, attitudes and behaviors toward education for sustainable development (ESD) and the environment. Several independent variables (i.e. students’ gender, nationality, college, academic level and grade point average [GPA]) were also considered. Design/methodology/approach This study was descriptive in nature, and the data were obtained using a cross-sectional survey. A total of 823 participants responded to an e-education for sustainable development survey. Several data analysis procedures were used, including descriptive analyses, analyses of variance and t-tests. Findings The study revealed that the UAEU students showed a high level of understanding, very strong positive attitudes and moderate positive behavior toward ESD and the environment. Findings associated with students’ gender, nationality, college, academic level and GPA were also reported and discussed. Research limitations/implications First, the participating students came from one public university. Although this university is a major university in the nation, further studies should include samples from other public and private institutions. Second, this study did not examine the correlation among the three main components: knowledge, attitude and behavior. Thus, similar to other previous studies, the correlations among these three components should be investigated. Third, this study used previous research findings in the areas of ESD, SD and environmental education (EE) because they all relate to each other and ESD is currently the active trend in the field. Originality value No previous ESD studies have been conducted in the United Arab Emirates (UAE), although the country is working hard to support ESD and SD. Therefore, this study explored the current education levels with regard to SD and sustainability knowledge, attitudes and behavior of tertiary students in the UAE. In addition, previous studies have clearly recommended investigating the status of EE and ESD in younger generations, especially those with higher education levels, because they are the agents of change, and they will be affected by the environmental problems that are being created by present human activities.

scholarly journals Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy

2021 ◽  
Vol 13 (6) ◽  
pp. 3115
Author(s):  
Claudia Vásquez ◽  
Israel García-Alonso ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Sustainability Education ◽  
Education For Sustainable Development ◽  
Educational Approach ◽  
The Sustainable Development ◽  
Progressive Development ◽  
Statistics And Probability ◽  
Development Goals ◽  
Clear Predominance

Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.

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 Barriers for the Sustainable Development of Entertainment Tourism in Macau

2019 ◽  
Vol 11 (7) ◽  
pp. 2145 ◽  
Author(s):  
Jian Ming Luo ◽  
Chi Fung Lam ◽  
Ben Haobin Ye
Keyword(s):  
Qualitative Research ◽  
Sustainable Development ◽  
Tourism Industry ◽  
Marketing Management ◽  
Research Approach ◽  
The Sustainable Development

Entertainment tourism is attracting attention from the industry and the academics. This study aimed to discover the barriers for the development of entertainment tourism in Macau from the industry’s perspective. A qualitative research approach was used to collect data from the entertainment tourism industry. Results show that policies and regulations, economy, marketing, management, government attitude, expertise and manpower, facilities and attractions as well as infrastructure problems are the main barriers for the development of entertainment tourism. Implications and suggestions for entertainment tourism practitioners are provided.

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 Soft Skills for Sustainable Development in Tourism: The Bulgarian Experience

2019 ◽  
Vol 8 (2) ◽  
pp. 57 ◽  
Author(s):  
Teodora Kiryakova-Dineva ◽  
Vyara Kyurova ◽  
Yana Chankova
Keyword(s):  
Sustainable Development ◽  
Quantitative Research ◽  
Soft Skills ◽  
Education For Sustainable Development ◽  
Tourism Industry ◽  
Research Approach ◽  
Skills Acquisition ◽  
Hospitality Education ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality

The aim of this paper is to discuss the soft skills acquisition in the tourism industry as a means of education for sustainable development. A quantitative research approach has been applied in order to investigate the soft skills needed for tourism. The analysis is based on interviews carried out with representatives of the Bulgarian regional Chamber of Commerce and representatives of the Bulgarian hotel and restaurant industry. Additionally, a case study involving three groups of respondents, i.e. Learners, Educators and Representatives of business and Employers in the tourism and hospitality industry in Bulgaria was conducted based on a combined list of soft skills. Whereas some hard skills are traditionally taught at the educational institutions, soft skills, here identified as Core soft skills, Specific soft skills and Managerial soft skills, often remain beyond the educators’ aims. Thus, the study provides some useful insights into the contemporary practice of tourism and hospitality education, on the one hand, and into the paradigm of education for sustainable development, on the other. Keywords: Soft Skills, Tourism, Business, Hospitality, Education, Sustainability, Bulgaria

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

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