scholarly journals Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

2020 ◽  
Vol 12 (10) ◽  
pp. 4306 ◽  
Author(s):  
Jorrit Holst ◽  
Antje Brock ◽  
Mandy Singer-Brodowski ◽  
Gerhard de Haan
Keyword(s):  
Sustainable Development ◽  
Education System ◽  
Large Scale ◽  
Education For Sustainable Development ◽  
Vocational Education And Training ◽  
Federal States ◽  
National Monitoring ◽  
German Education ◽  
The Status ◽  
Global Action

Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are required for a comprehensive structural implementation of ESD in Germany. Although the results of the study focus on the status and progress of ESD within the German education system, the methodological framework may also serve as groundwork for other independent, comprehensive, and supportive monitoring programs.

scholarly journals Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany

2018 ◽  
Vol 10 (7) ◽  
pp. 2508 ◽  
Author(s):  
Eva-Maria Waltner ◽  
Werner Rieß ◽  
Antje Brock
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Qualitative Content Analysis ◽  
National Level ◽  
Evaluation Study ◽  
Education For Sustainable Development ◽  
Core Element ◽  
Federal States ◽  
National Monitoring ◽  
Global Action

Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.

scholarly journals One Transformation Path Does Not Fit All—Insights into the Diffusion Processes of Education for Sustainable Development in Different Educational Areas in Germany

2019 ◽  
Vol 11 (1) ◽  
pp. 269 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Nadine Etzkorn ◽  
Janne Von Seggern
Keyword(s):  
Sustainable Development ◽  
Diffusion Process ◽  
Diffusion Processes ◽  
Qualitative Content Analysis ◽  
Innovation System ◽  
Education For Sustainable Development ◽  
Vocational Education And Training ◽  
Transformation Path ◽  
National Monitoring ◽  
Expert Interview

While Education for Sustainable Development (ESD) is increasingly being implemented in educational systems, monitoring projects which capture the status and diffusion processes of ESD are also gaining relevance. The article presents part of the national monitoring of ESD in Germany—a qualitative expert interview study—which aims to analyze the diffusion process of ESD in different educational areas (early childhood education, school education, vocational education and training, higher education, non-formal learning organizations, and local authorities). Its goal is to gain a systematic understanding of the diffusion process of ESD in the different areas of the German educational system. For the analysis of the 66 expert interviews, a qualitative content analysis was used. The overarching result of the study is that there is no single transformation path of ESD diffusion that fits all educational areas. Instead, characteristics of ESD as well as prevailing structural conditions, systemic goals, and the understanding of education within the respective educational area have an impact on the diffusion of ESD. The diffusion process of ESD evolves within this circular interplay of innovation and innovation system. A deeper understanding of it therefore has great potential for practitioners’ (self-) reflections and for further research projects.

scholarly journals Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

2020 ◽  
Vol 12 (7) ◽  
pp. 2838 ◽  
Author(s):  
Julius Grund ◽  
Antje Brock
Keyword(s):  
Sustainable Development ◽  
Regression Model ◽  
Multiple Regression ◽  
Large Scale ◽  
Education For Sustainable Development ◽  
Multiple Regression Model ◽  
Key Factor ◽  
The Status ◽  
Transformative Action ◽  
Sustainable Behavior

Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.

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 Textbooks as Resources for Education for Sustainable Development: A Content Analysis

2019 ◽  
Vol 21 (1) ◽  
pp. 103-114
Author(s):  
Zhila Mohammadnia ◽  
Farzane Deliery Moghadam
Keyword(s):  
Sustainable Development ◽  
Language Learning ◽  
English Language ◽  
Education For Sustainable Development ◽  
Action Program ◽  
Textbook Series ◽  
Global Action ◽  
English Textbooks ◽  
Earth Charter

Abstract If we intend to successfully integrate Education for Sustainable Development (ESD) in the general educational programs, it is important to utilize available methods and resources. This paper argues that English Language Learning textbooks in Iran have the potential to be useful resources and a viable springboard for the implementation of ESD. For this purpose, the present study explores the content of English textbook series developed by Iranian authors through the lenses of ESD. The framework for analysis was based on UNESCO’s Earth Charter and the Roadmap for Implementing the Global Action Program on ESD. The findings reveal that the themes of sustainability are present in these English textbooks to a good extent. However, the results suggest that there must be a more even distribution of such themes throughout the series. Also, the role of the teacher as a facilitator in developing discussions around such themes is highlighted.

scholarly journals Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project

2019 ◽  
Vol 13 (2) ◽  
pp. 6
Author(s):  
Majken Korsager ◽  
Eldri Scheie
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Large Scale ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Social Dimension ◽  
Economic Dimension ◽  
Explicit Teaching ◽  
The Impact

AbstractThis article presents a qualitative case study exploring how students’ partici-pation in a project about sustainable development (SD) influences their sustainability consciousness. Sustainability consciousness is a concept that integrates the environmental, economic and social dimensions of SD with knowledge, skills and attitudes. This study follows up the results from a recent quantitative large-scale study conducted in Sweden, investigating the impact of education for sustainable education (ESD) on students’ sustainability consciousness. Results from our study show that the students’ sustainability consciousness is dominated by a mono-dimensional approach from the environmental perspective. However, their motivation to act (Attitudes) was highest within the economic dimension. The skills they expressed they had attained, were mainly practical and mostly within the environmental dimension and to some extent the social dimension. Analysis of the project showed both a lack of collaboration between the teachers and a lack of explicit teaching, which could explain why the holistic approach to SD was under-communicated to the students. The students’ sustainability consciousness seemed improved after a re-design of the ESD project, where the main changes were more explicit teaching and learning goals, and adding Norwegian as a subject. The results are discussed in relation to what should be emphasized in ESD projects in order to empower pupils and students for action competence for SD.Keywords: education for sustainable development, students’ sustainability consciousnessElever og utdanning for bærekraftig utvikling – hva er viktig? En case-studie om elevers bærekraftbevissthet etter deltakelse i et prosjekt om bærekraftig utviklingSammendragDenne artikkelen presenterer en kvalitativ case-studie som utforsker hvordan elevers deltakelse i et prosjekt om bærekraftig utvikling påvirker deres bærekraftbevissthet. Bærekraftbevissthet er et konsept som integrerer den miljømessige, økonomiske og sosiale dimensjonen av bærekraftig utvikling med kunnskap, ferdigheter og holdninger. Denne studien følger opp resultatene fra en nylig kvantitativ storskalaundersøkelse gjennomført i Sverige, der effekten av utdanning for bærekraftig utvikling (UBU) på elevers bærekraftbevissthet er undersøkt. Resultatene fra denne studien viser at elevenes bærekraftbevissthet domineres av en mono-dimensjonal tilnærming fra miljøperspektivet. Men deres motivasjon til å handle (Holdninger) var høyest innenfor den økonomiske dimensjonen. De ferdighetene de uttrykte de hadde oppnådd, var hovedsakelig praktiske og for det meste innenfor miljødimensjonen og noen innen den sosiale dimensjonen. Analyse av prosjektet viste at det var både mangel på samarbeid mellom lærerne og mangel på eksplisitt undervisning, noe som kunne forklare hvorfor den holistiske tilnærmingen til bærekraftig utvikling ble underkommunisert til elevene. Elevenes bærekraftbevissthet ble forbedret noe etter re-design av prosjektet, hvor hovedendringene var mer eksplisitt undervisning og læringsmål samt å inkludere norsk som emne. Resultatene diskuteres med sikte på hva som bør vektlegges i prosjekter i bærekraftig utvikling for å gi elever og studenter handlingskompetanse i bærekraftig utvikling.Nøkkelord: utdanning for bærekraftig utvikling, elevers bærekraftbevissthet

scholarly journals Zpráva o výsledcích Světové konference ke vzdělání pro udržitelný rozvoj uzavírající Dekádu UNESCO pro vzdělávání pro UR

Envigogika ◽  
2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Jana Dlouhá
Keyword(s):  
Sustainable Development ◽  
Czech Republic ◽  
Education For Sustainable Development ◽  
Final Report ◽  
World Conference ◽  
The Czech Republic ◽  
Global Action ◽  
Action Programme

The article presents the results of the UNESCO World Conference on Education for Sustainable Development held in Nagoya, Japan, on 10-12 November 2014. The aim of the Conference was primarily to review the results of the Decade – the final report of the Decade, Shaping the Future We Want, was introduced in which the role of education as a tool for the overall transition towards sustainability was stressed. The Global Action Programme as a follow-up to the Decade was also introduced; commitment to implement it was accepted in the Aichi-Nagoya Declaration. The options for the Czech Republic to become involved in these international activities are briefly reviewed.

Students’ attitudes towards sustainable development in Serbia

2020 ◽  
Vol 21 (4) ◽  
pp. 733-755
Author(s):  
Vesna Nikolic ◽  
Tamara Vukic ◽  
Tatjana Maletaski ◽  
Milica Andevski
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Protection ◽  
Education System ◽  
Education For Sustainable Development ◽  
The Other ◽  
Content Type ◽  
Higher Education System ◽  
Other Hand ◽  
Students Attitudes

Purpose The purpose of this paper is to examine university students’ attitudes towards the concept of sustainable development and towards the need for the implementation of education for sustainable development into the higher education system. To that end, the paper explores in a process-oriented focus which drivers and barriers are experienced as being the most important ones and how they relate to one another. Design/methodology/approach The study is based on the questionnaire for the evaluation of attitudes towards the concept of sustainable development. This instrument consists of 9 batteries with 83 items presented in the form of the five-point Likert scale. The questionnaire evaluated different aspects of respondents’ attitudes towards the concept of sustainable development, but students’ attitudes in relation to the items from the following subscales will be presented for this paper: understanding the concept of sustainable development, position of sustainable development in the system of higher education, sources of information about sustainable development and entities responsible for sustainable development. The study sample consisted of students from the University of Novi Sad, specifically from the faculties with accredited programs in the field of humanities and technological sciences. Findings In general, students recognized the main determinants of sustainable development and they support an integral approach to sustainability, i.e. the need to include the knowledge, values and skills for sustainable development in the higher education programs. In addition, they identified a number of obstacles and the uncertainties of overcoming them. In this regard, the students did not recognize the responsibility of the higher education institutions as the key responsibility or their own responsibility in relation to sustainable development, which can be related to their feeling of marginalization and the doubt that their behaviour and decisions can influence the development of the local society, as well as the development of the society as a whole. On the other hand, the respondents acknowledged the role, the importance and the responsibility of the mass media in the process of developing the attitudes towards and opinions about the problems related to environmental protection and sustainable development. Practical implications The results of the study indicate the students’ attitudes towards sustainable development, thus making the directions for higher education reform clearer and in line with the present needs for sustainable development in Serbia. The obtained results can serve as a recommendation to the governing structures, i.e. to the relevant ministries of education and environmental protection, as well as to the universities in terms of which direction their process of planning and creating paths of sustainability should take. This is particularly important in the case of the Republic of Serbia, which is currently in the process of joining the European Union and responding to the requirements set by the process of negotiation for Chapter 27 in terms of improving the strategic framework and plans for the education for sustainable development and building the capacities in response to climate change. On the other hand, linking the results of this research with the results of similar studies around the world contributes to the further enrichment of the scientific knowledge base in this field and confirms the need for stronger and united efforts on the path to a sustainable future. It is a fact that, regardless of the national, economic, socio-political and cultural context, there is a global lack of success in shaping a humane and sustainable relationship between man and nature. Therefore, the results of this research should be considered as an invitation for new research initiatives regarding the ways to support the positive attitudes of students towards the concept of sustainable development and to facilitate their further development in the educational process, as well as in other academic domains. Originality/value This research is inspired by the fact that, in the Balkan countries, education for sustainable development has not been extensively discussed within the scientific discourse on higher education for sustainable development. This is one of the first papers to provide data about students’ attitudes towards the concept of sustainable development and the need for its implementation in the higher education system in Serbia. The value of the paper lies in its potential to help understand the role that different drivers and barriers play in higher education for sustainable development.

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