scholarly journals Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

2021 ◽  
Vol 13 (3) ◽  
pp. 1322
Author(s):  
Mirjam Braßler ◽  
Martin Schultze
Keyword(s):  
Sustainable Development ◽  
Idea Generation ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Interdisciplinary Learning ◽  
Innovation In Education ◽  
Student Teams ◽  
Support Students

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

scholarly journals Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development

2021 ◽  
Vol 13 (6) ◽  
pp. 3494
Author(s):  
Mirjam Braßler ◽  
Sandra Sprenger
Keyword(s):  
Sustainable Development ◽  
Interdisciplinary Communication ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Test Analysis ◽  
Interdisciplinary Learning ◽  
Post Test ◽  
High Level ◽  
Interdisciplinary Course ◽  
Support Students

Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

Developing Active Learners Based on Education for Sustainable Development

2020 ◽  
Author(s):  
Shuji Nakamura
Keyword(s):  
Sustainable Development ◽  
Student Attitudes ◽  
Social Issues ◽  
Sand Dunes ◽  
Smart Growth ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Sustainable Society ◽  
The Usa ◽  
Development Of Attitudes

<p>The subject of “Comprehensive Geography” aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by “considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society” from ESD’s (Education for Sustainable Development) perspective. I hope this report, developed in collaboration between teachers from Japan and the USA, showcases an example of how to incorporate the principles of ESD in a way that motivates students. Through PBL (Project Based Learning) experiences like this one, I hope to help students become leaders in creating a more sustainable society.</p><p> </p><p>Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through “integrated inquiry learning.” Specifically, my lesson plans often use the KCJ (the Knowledge Constructive Jigsaw Method) or PBL, and I have gradually tried to develop active learners by designing this framework with ESD’s viewpoint in mind.</p><p> </p><p>As a result, the development of attitudes has been linked as a factor to solve problems and inquiries about some global and regional issues. Therefore, it was recognized that ESD contributes to the development of active learners and the formation of emergent learning communities.</p><p> </p><p>In this assembly, I will show two concrete cases, one is the PBL on the Urban Design Project being applied to the Smart Growth Principles. This case study especially showed the importance of their own will to participate in and solve these social issues through presenting a self-made urban master plan.</p><p> </p><p>Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a “new” problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.</p>

Project-Based Learning in Education for Sustainable Development: A Case Study of Graduate Planning Students

2019 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Yael Teff-Seker ◽  
Michelle Eva Portman ◽  
Keren Kaplan-Mintz
Keyword(s):  
Sustainable Development ◽  
Environmental Planning ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Project Based Learning ◽  
Future Generations ◽  
Control Group ◽  
Attitudes And Behaviors ◽  
Environmental Considerations

Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students’ experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.

scholarly journals Utilization of mine water of Kryvbas as an imperative for sustainable development of Dnipropetrovsk region

2020 ◽  
Vol 166 ◽  
pp. 01009
Author(s):  
Oleksandr Amosha ◽  
Hanna Shevtsova ◽  
Ziya Memedlyaev
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Mine Water ◽  
Mining Industry ◽  
Interdisciplinary Approach ◽  
Pilot Project ◽  
Complex Interactions ◽  
Multidimensional Concept ◽  
Human Burden

Sustainable development is a wide area of scientific discourse based on the interdisciplinary approach that integrates research in the natural, technical and social sciences. It is a multidimensional concept that reveals complex interactions between society, economy and environment. This work highlights problems of sustainable development of old industrial regions with the dominance of the mining industry. The latter creates a high human burden on the environment and leads to ecological and social problems. One of the most important tasks of ensuring the long-term environmental sustainability of the Dnipropetrovsk region in Ukraine is utilization of highly mineralized mine water of Kryvbas. From the standpoint of sustainable development, mine water should be considered as a hydro-mineral resource of many valuable components including bromine. In this work we justify the creation of bromine production from mine water of Kryvbas. Potential profitability of the production is largely based on innovative technical and technological solutions. We examine the market and many aspects of the pilot project, including its technological, investment and economic specifics. We highlight the relevance of this project and suggest a possibility for its implementation within the regional strategy framework.

scholarly journals Implementation trajectories of environmental education for sustainable development in formal, non-formal and informal education based on eduScrum project management methodology

2020 ◽  
Vol 169 ◽  
pp. 05002
Author(s):  
Natalya Ryazanova ◽  
Vladimir Naumov ◽  
Natalia Kamennykh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Informal Education ◽  
Formal Education ◽  
Interdisciplinary Approach ◽  
Analytical Form ◽  
Education For Sustainable Development ◽  
Team Members ◽  
Development Of Competencies

The aim of the study is to study approaches to localization of the topic of SDG in higher education in Russia and some tracks for implementation of environmental education for sustainable development (EESD). The objectives were: to formulate a goal setting for each of the approaches; to develop a methodology for the introduction of the SDG ideology into EESD; to implement the personal and collective role of research team members in working on the project; to create effective collaborations and introduce an interdisciplinary approach; to be able to present the results obtained in a visual and analytical form; to expand the professional outlook of environmentalists, to form a worldview based on the development of competencies for sustainable development. The research methodology in formal education was based on the hypothesis that modern environmental education should be based on the triad of SDG clusters, and all didactic units of university programs should be filled with this ideology. The information approach was implemented through the introduction of project laboratory technologies, case studies and youth models. Strategically, the higher education institutions participating in the experiment developed a methodology for tracking higher education for sustainable development and introduced methods for working with the subjects of SDG.

scholarly journals What have we done and where will we go? - Brief Review and Outlook of Education for Sustainable Development in China

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Xianjuan Wang
Keyword(s):  
Sustainable Development ◽  
Education Reform ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Ministry Of Education ◽  
National Program ◽  
Positive Role ◽  
New Era ◽  
Strategic Direction

Since the beginning of the United Nations Decade of Education for Sustainable Development (DESD) (2005-2014) in 2005, Education for Sustainable Development (ESD) has been started a new era of educational innvation progress in China. Up to now, China has created a new histroy of ESD for 21 years, and ESD, the abstract conception from international academia has been became a leading thought of teaching and learning innvation for more and more teachers in China, and in 2010, ESD was been writen in the Outline of the National Program for Medium and Long-term Education Reform and Development (2010-2020) by Chinese Ministry of Education as a strategic direction of education deveopment for the coming ten years. Exactly, ESD has readlly played a positive role in educational reform and innovation.

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