scholarly journals Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

2020 ◽  
Vol 12 (18) ◽  
pp. 7741
Author(s):  
Esther García-González ◽  
Rocío Jiménez-Fontana ◽  
Pilar Azcárate
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Sustainable Development Goals ◽  
Teaching Practice ◽  
Three Dimensions ◽  
Education For Sustainability ◽  
Training Process ◽  
The Sustainable Development ◽  
Teachers Perceptions ◽  
Development Goals

The purpose of this study is to explore the change in the perceptions of pre-service teachers after participating in a training process on Education for Sustainability. The research was conducted during academic year 2019–2020 in the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The changes related to Education for Sustainability, the knowledge of the Sustainable Development Goals, and methodological strategies to integrate both were analysed. An initial and a final questionnaire as well as the activities developed by the students during the course were used to gather information. An analysis was performed of three dimensions (Education for Sustainability, the Sustainable Development Goals, and methodological strategies) with the help of the NVivo 12 Plus software programme. The results show progress was made in all three dimensions. The most significant changes were detected with regard to the knowledge of the Sustainable Development Goals, and the majority of the student teachers indicated they knew them on completing the training process. Their perception of Education for Sustainability evolved towards more complex views, while the methodological strategies proposed at the end of the training process did not differ significantly from the initial ones. This shows it is imperative to insist on training processes that include methodological strategies. By doing so, future educational professionals will be able to incorporate Education for Sustainability into their teaching practice.

scholarly journals Providing an enabling environment to promote the Sustainable Development Goals: Coventry University’s experience

2020 ◽  
Vol 2 ◽  
pp. 58
Author(s):  
Jaliyyah Bello ◽  
Selina Fletcher ◽  
Mojtaba Ammari-Allahyari
Keyword(s):  
Sustainable Development ◽  
Staff Development ◽  
Sustainable Development Goals ◽  
Teaching Practice ◽  
Vital Role ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Enabling Environment ◽  
Development Goals ◽  
Development Agendas

Higher Education Institutions provide a vital role in providing education towards solving sustainability issues. Hence, the adoption of development agendas, such as the United Nations Sustainable Development Goals (SDGs) through the SDG Accord, into curriculum. As a signatory of the sector SDG Accord, Coventry University Group has the responsibility of providing an enabling environment to promote the achievement of the Goals. This article introduces a model for embedding the goals into curriculum; with creative teaching practice and enriching student experience at the centre to the approach taken. The approach considers three dimensions: Staff Development, the Goals within Teaching, and Students' Activities.

scholarly journals Agenda 2030's, “Leave no one behind”, in citizen science?

2021 ◽  
Vol 20 (06) ◽  
pp. A07
Author(s):  
Madeleine Montanari ◽  
Liesbet Jacobs ◽  
Mordechai Haklay ◽  
Felix Kwabena Donkor ◽  
Maria Rosa Mondardini
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Inclusive Practice ◽  
Five Factors ◽  
Development Goals

Citizen science (CS) is promoted as a useful practice for the achievement of the Sustainable Development Goals (SDGs). In this contribution we explore how CS aligns to the SDGs overarching pledge to ‘Leave no one behind’. We propose a framework to evaluate exclusionary processes in CS. We interlink three dimensions of CS inspired by existing CS typologies with five factors underpinning exclusionary processes. With this, we are able to situate existing literature on various exclusionary effects in CS within a structured framework. We hope this contribution sparks a discussion and inspires practitioners’ reflections on a more inclusive practice in CS.

scholarly journals Artificial Intelligence-Driven Digital Technologies to the Implementation of the Sustainable Development Goals: A Perspective from Brazil and Portugal

2021 ◽  
Vol 13 (24) ◽  
pp. 13669
Author(s):  
Angélica Pigola ◽  
Priscila Rezende da Costa ◽  
Luísa Cagica Carvalho ◽  
Luciano Ferreira da Silva ◽  
Cláudia Terezinha Kniess ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Digital Technologies ◽  
Three Dimensions ◽  
Test Analysis ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Levene Test

Innovativeness is a characteristic of digital technologies (DT), and they have been assuming an important role in economic, social, and environmental dimensions. Therefore, DT are relevant contributors for sustainable development goal (SDG) achievements. This study aims to compare the preference for artificial intelligence-driven digital technologies (AI-Driven DT) to achieve SDGs in Brazil and Portugal. An independent sample t-test analysis and Levene test are performed to identify potential artificial intelligence-driven digital technologies (AI-Driven DT) as favorable facilitators for SDG achievements in Brazil and Portugal. Based on the findings, a broader analysis is provided, to (i) indicate potential favorable SDGs, (ii) discuss differences between the countries in AI-Driven DT preferences in each SDG, and (iii) make recommendations for potential technologies that could receive more attention and investments in both regions to make emergent digital technologies succeed, with a particular emphasis on cleaner production. The analysis is organized into three dimensions: economic, social, and environment. At the end, a closing discussion is provided about the key guidelines and prospects that could be adopted to keep a strong and positive shift of AI-Driven DT developments and applications towards fully supporting the attainment of the SDG of United Nations Organization (ONU) Agenda 2030.

scholarly journals Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era

2020 ◽  
Vol 166 ◽  
pp. 10031
Author(s):  
Olena Lavrentieva ◽  
Victoria Pererva ◽  
Oleksandr Krupskуi ◽  
Igor Britchenko ◽  
Sardar Shabanov
Keyword(s):  
Sustainable Development ◽  
Vocational Training ◽  
Sustainable Development Goals ◽  
Training Process ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Scientific Terminology ◽  
Science Area ◽  
The Future ◽  
Development Goals

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era.

scholarly journals Assessing regional performance for the Sustainable Development Goals in Italy

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Idiano D’Adamo ◽  
Massimo Gastaldi ◽  
Cesare Imbriani ◽  
Piergiuseppe Morone
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Positive Performance ◽  
The Social ◽  
Northern Regions ◽  
Development Goals ◽  
National Perspective

AbstractThe monitoring report on progress towards the Sustainable Development Goals (SDGs) in a global context involves a large number of actors as it represents probably the biggest change that our society is implementing. Actions at all levels, from local, regional and national to the aggregation of multiple countries (e.g. EU 27) are needed to achieve a sustainable future. This work focuses on a national perspective (Italy) where multi-criteria decision analysis (MCDA) is used to measure current performance. A sustainability score for each region is calculated from a set of 175 indicators contained in all 17 SDGs. Additionally, sustainability scores are disaggregated along the three pillars – social (1–5, 10, 16, and 17), environmental (6, 13–15) and economic (7–9, 11, and 12). The results highlight the positive performance of northern regions and, in particular, of Trentino Alto Adige, which ranks first in the two considered scenarios. In addition, the relevance of territorial specificities emerges for which the analysis of individual SDGs shows different leading regions. It is noteworthy to highlight the performance of the environmental sub-group of SDGs in southern regions, in contrast to the social and economic sub-groups. Evidently, policy actions are needed to reduce the long-lasting North/South divide—yet the highlighted heterogeneous sustainability performance along the three dimensions calls for well targeted policy measures necessary to regain competitiveness at a European and global level, without compromising with environmental sustainability.

scholarly journals SUSTAINABLE DEVELOPMENT: THEORETICAL AND PRACTICAL BACKGROUND

2016 ◽  
pp. 90-113
Author(s):  
G. Bager ◽  
R. Paiman ◽  
C. Odorige
Keyword(s):  
Sustainable Development ◽  
Comparative Study ◽  
Millennium Development Goals ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
Policy Objective ◽  
The Sustainable Development ◽  
Development Goals ◽  
Social And Environmental Responsibilities

This is a comparative study of three countries, “Hungary, Nigeria and Iraq”. These countries belong to three different continents, Hungary-Central Europe, Nigeria-Africa, Iraq-the Middle East. Sustainable Development means different concerns to each of these countries. The paradigm of SD includes Economic, Social and Environmental responsibilities. Economic growth is the primary policy objective for most countries where environment and social paradox of the equation is relatively low. In this study, the researchers analyse the three country’s situation in relation to Global Sustainable Development Goals. The approach of each country in realising these goals will be highlighted and a comparative link designed to find out differences and similarities in their approaches. Overall objectives of the Sustainable Development is to focus on the three dimensions equally, “economics, social and Environmental (Figure 1). Unfortunately many developing countries are incapable or lack the political will to tackle all three at the same time. The second part of this study will focus on the role of the three governments in meeting the Millennium Development Goals (MDGs), and the challenges to growth and sustainability will be highlighted. The overall objective of this comparative study is to find out the role of governments and their efforts at reaching sustainable development goals.

Contributions of the social and solidarity economy to the implementation of the sustainable development goals and the construction of evaluation indicators: the case of a settlement in Araraquara, Brazil

2020 ◽  
Vol 31 (1) ◽  
pp. 70-92
Author(s):  
Leandro Pereira Morais ◽  
Miguel Juan Bacic
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
Development Economic ◽  
Territorial Development ◽  
Solidarity Economy ◽  
The Sustainable Development ◽  
Socioeconomic Vulnerability ◽  
The Social ◽  
Development Goals

In Brazil, and in many other countries, the Social and Solidarity Economy (SSE) has been an innovative alternative for job and income generation, and a solution to cope with social and labor inclusion, in the last two decades. It can also be considered a new, more humane and inclusive model of development. This fact contributes to improving the quality of life, both for people and their communities, especially those with social and economic disadvantages. This conclusion led the United Nations to recognize the SSE as one of the auxiliary contributions to fulfilling the Sustainable Development Goals (SDGs). This is because the SDGs integrate and merge the three dimensions of sustainable territorial development: economic, social and environmental. However, at present, we need conclusive quantitative and qualitative studies and methodologies to be able to “quantify” the effective contributions of the SSE to the SDGs. Thus, this article aims to use a real and innovative experience of municipal SSE, carried out in an area of high socioeconomic vulnerability (Monte Alegre Land Reform Settlement), in the Brazilian municipality of Araraquara (SP), to explain its effective contributions to achieving certain SDGs. With this study, which is still being carried out, we also intend to propose a set of indicators for SDGs 1, 2, 5, 11 and 12, which can be applied in the future, as well as to other SSE experiments. Keywords: social and solidarity economy; settlements; territorial development; ecosystem; indicators; 2030 Agenda, Brazil.

scholarly journals Opportunities and Challenges for the Sustainability of Lakes and Reservoirs in Relation to the Sustainable Development Goals (SDGs)

Water ◽  
2019 ◽  
Vol 11 (7) ◽  
pp. 1462 ◽  
Author(s):  
Long T. Ho ◽  
Peter L. M. Goethals
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Anthropogenic Activities ◽  
Three Dimensions ◽  
Physical Habitat ◽  
The Sustainable Development ◽  
Sustainable Future ◽  
Lakes And Reservoirs ◽  
Development Goals

Emerging global threats, such as biological invasions, climate change, land use intensification, and water depletion, endanger the sustainable future of lakes and reservoirs. To deal with these threats, a multidimensional view on the protection and exploitation of lakes and reservoirs is needed. The holistic approach needs to contain not just the development of economy and society but also take into account the negative impacts of this growth on the environment, from that, the balance between the three dimensions can be sustained to reach a sustainable future. As such, this paper provides a comprehensive review on future opportunities and challenges for the sustainable development of lakes and reservoirs via a critical analysis on their contribution to individual and subsets of the Sustainable Development Goals (SDGs). Currently, lakes and reservoirs are key freshwater resources. They play crucial roles in human societies for drinking water provision, food production (via fisheries, aquaculture, and the irrigation of agricultural lands), recreation, energy provision (via hydropower dams), wastewater treatment, and flood and drought control. Because of the (mostly) recent intensive exploitations, many lakes and reservoirs are severely deteriorated. In recent years, physical (habitat) degradation has become very important while eutrophication remains the main issue for many lakes and ponds worldwide. Besides constant threats from anthropogenic activities, such as urbanization, industry, aquaculture, and watercourse alterations, climate change and emerging contaminants, such as microplastics and antimicrobial resistance, can generate a global problem for the sustainability of lakes and reservoirs. In relation to the SDGs, the actions for achieving the sustainability of lakes and reservoirs have positive links with the SDGs related to environmental dimensions (Goals 6, 13, 14, and 15) as they are mutually reinforcing each other. On the other hand, these actions have direct potential conflicts with the SDGs related to social and economic dimensions (Goals 1, 2, 3 and 8). From these interlinkages, we propose 22 indicators that can be used by decision makers for monitoring and assessing the sustainable development of lakes and reservoirs.

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