scholarly journals Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

2021 ◽  
Vol 13 (11) ◽  
pp. 6002
Author(s):  
Fatma Fourati-Jamoussi ◽  
Michel J. F. Dubois ◽  
Marie Chedru ◽  
Geoffroy Belhenniche
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
Training Process ◽  
School Students ◽  
International Program ◽  
Before And After ◽  
The One ◽  
Academic Year ◽  
Over Time

This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.

scholarly journals (Un)expected Learning Outcomes of Virtual School Garden Exchanges in the Field of Education for Sustainable Development

2021 ◽  
Vol 13 (10) ◽  
pp. 5758
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Digital Media ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
School Garden ◽  
Structured Interviews ◽  
School Students ◽  
The One

Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.

Higher education for sustainable development: stakeholders benefits

2020 ◽  
pp. 121-136 ◽  
Author(s):  
O.V. Kotomina ◽  
A.I. Sazhina
Keyword(s):  
Sustainable Development ◽  
Active Agent ◽  
Education For Sustainable Development ◽  
Special Role ◽  
Stakeholder Approach ◽  
Research Activities ◽  
Academic Activities ◽  
Key Stakeholders ◽  
The One ◽  
Significant Factors

Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the concept of SD by introducing it into its own academic activities. The article considers stakeholder approach as one of the approaches to the implementation of the concept of education for sustainable development (ESD). Therefore based on this approach, the article explores the benefits of the key stakeholders of the sustainable university. Low awareness among key stakeholders is one of the significant factors that hindering the implementation of the SD concept. Due to the lack of a sufficient research focused on studying the interests of the main stakeholders in the framework of ESD, this article is an attempt to narrow this gap.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

Decoding Mass Media Techniques and Education for Sustainable Development

2017 ◽  
Vol 11 (2) ◽  
pp. 102-122 ◽  
Author(s):  
Ioannis P. Kotsalas ◽  
Anna Antoniou ◽  
Michael Scoullos
Keyword(s):  
Sustainable Development ◽  
Mass Media ◽  
Secondary School ◽  
Educational Intervention ◽  
Secondary School Students ◽  
Environmental Science ◽  
Education For Sustainable Development ◽  
School Students ◽  
Environmental Friendly ◽  
Fundamental Objective

A fundamental objective of environmental education (EE) and education for sustainable development (ESD) is the promotion of critical thinking, through which learners could resist messages (e.g., from TV), leading to unsustainable lifestyles and practices. The analysis of messages from media was used for: identifying influencing techniques; presenting these techniques to secondary school students allowing them to identify the techniques in messages from advertisements and assess their impact. After a very brief educational intervention, 84 per cent of the students were able to identify and decode techniques and make useful reflections. Furthermore, some techniques were tested as potentially useful for enhancing learning and/or environmental-friendly attitudes. The use of advertisement methods in teaching did not facilitate the assimilation of knowledge related to environmental science (chemistry); however, it improved the attitudes towards environmental-friendly and sustainable approaches.

scholarly journals An Evaluation of the Implementation of a UK School-Based Running Program

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 151
Author(s):  
Anna E. Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
The Uk ◽  
High Level ◽  
Academic Year ◽  
Over Time

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

scholarly journals Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

2008 ◽  
Vol 10 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Jacqueline Vanhear ◽  
Paul Pace
Keyword(s):  
Sustainable Development ◽  
Concept Mapping ◽  
Concept Maps ◽  
Education For Sustainable Development ◽  
Pedagogical Tools ◽  
Learning Patterns ◽  
Long Run ◽  
Incoming Information ◽  
Before And After ◽  
Research In Education

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable DevelopmentAlthough children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.

Sustainability in higher education: Implications for the disciplines

2008 ◽  
Vol 6 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Jennifer Everett
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Practical Action ◽  
The One ◽  
Traditional Norms ◽  
Pedagogical Goal

Academic disciplines have a critical role to play in higher education's response to the planetary challenges of the 21st century. Many academics have embraced the call for a fundamental reorientation of higher education around the goal of education for sustainable development. Individual faculty members who prioritize such a pedagogical goal, however, may find themselves caught between claims of social responsibility on the one hand and traditional norms of their disciplines on the other. This predicament, I suggest, does not require resolution of theoretical debates over interdisciplinarity, but does require concrete practical action on the part of academics for institutional change in the disciplines. I highlight strategies currently being adopted by academic disciplinary associations to advance the mission of the UN Decade on Education for Sustainable Development.

scholarly journals Formation of sustainable development competencies in primary school children

2021 ◽  
Vol 12 (2) ◽  
pp. 341-360
Author(s):  
Iryna Levchyk ◽  
Hanna Chaikovska ◽  
Oleksandra Yankovych ◽  
Iryna Kuzma ◽  
Tetiana Rozhko-Pavlyshyn
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Experimental Methodology ◽  
Primary School Children ◽  
Diagnostic Tools ◽  
Primary School Students ◽  
School Students ◽  
Main Research

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

scholarly journals Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program

2020 ◽  
Author(s):  
Aleksandra Jerkunkova ◽  
◽  
Irena Katane ◽  
Regina Baltusite ◽  
◽  
...  
Keyword(s):  
Education Program ◽  
Engineering Students ◽  
Career Education ◽  
Career Goals ◽  
Dropping Out ◽  
Self Evaluation ◽  
Study Results ◽  
Significant Difference ◽  
Before And After ◽  
Academic Year

One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.

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