scholarly journals Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

2021 ◽  
Vol 13 (20) ◽  
pp. 11184
Author(s):  
Björn Kjellgren ◽  
Tanja Richter
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Competence Development ◽  
Global Competence ◽  
Research Approach ◽  
Institutional Diversity ◽  
Development Education ◽  
Four Dimensions ◽  
Starting Point ◽  
Internationalisation Strategy

Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.

scholarly journals The Future Biology Teachers Training for the Implementation of Sustainable Development Ideas in Ecological Education

2021 ◽  
Vol 4 (4) ◽  
pp. 229-237
Author(s):  
Halyna Biletska ◽  
Nataliia Mironova ◽  
Olha Yefremova ◽  
Liubov Barna ◽  
Ihor Bloshchynskyi
Keyword(s):  
Experimental Study ◽  
Sustainable Development ◽  
Competence Development ◽  
Ecological Education ◽  
Dynamic Learning ◽  
Development Education ◽  
Biology Teachers ◽  
The Future ◽  
Scientific Substantiation ◽  
Teachers Training

The article presents the results of the experimental study targeted at the scientific substantiation and experimental verification of the methodology of the future biology teachers’ ecological competence development. It is grounded and proved that ecological education resulting in ecological competence is an integral part of education for sustainable development. In order to integrate sustainable development education into the future biology teachers’ training, the methodology for the ecological competence development has been suggested. The methodology involves the environmentalization of the educational content and the use of a modular object-oriented dynamic learning environment. A pedagogical experiment was conducted in order to determine the effectiveness of the methodology of future biology teachers training for the implementation of sustainable development ideas in ecological education. Four hundred and twenty-seven students participated in the experimental study. Control and experimental groups of students were allocated for conducting the experiment. In experimental groups the author’s methodology was implemented. The experimental data were processed using mathematical statistics. As a result of the generalization of the results of the study, it was found that in the experimental groups, the percentage of students with high and medium levels of ecological competence increased, and with low levels – decreased compared to the control groups. This testifies to the effectiveness of the future biology teachers’ ecological competence development.

PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN

2018 ◽  
Vol 10 (3) ◽  
pp. 304
Author(s):  
Familia Novita Simanjuntak
Keyword(s):  
Sustainable Development ◽  
Global Economy ◽  
Autonomous Motivation ◽  
Human Society ◽  
Environmental Attitude ◽  
Development Education ◽  
Environmental Behaviors ◽  
Sustainable Environment ◽  
Complex Dimensions ◽  
Earth Environment

ABSTRACTSustainable development urges to merge the three complex dimensions: global economy, global society and physically earth environment. Sachs (2015) states that sustainable development is the expert effort to comprehend the world and the method to solve the crowded earth issues by the global population growth that nine times increase than the first industry era. Education is one of fatal element for sustainable development phase especially for the human (society) development. Human development becomes the main core of invesment for economy development because it is prepared for the youngst as the next generation to develop economic improvement individually for their family and also for their community (include for the State’s development interest). Marshall, Hine and East (2017) studied about the education which develop the autonomous motivation to support individu execute the pro-environmental behaviors (PEBs). This autonomous motivation will establish the environmental attitude and personality in decision making and action of sustainable environment protection and preservation.Keywords: sustainable development, education, pro-environmental behaviors ABSTRAKPembangunan berkelanjutan berupaya untuk mengkaitkan tiga sistem yang rumit yaitu sistem ekonomi dunia, sistem sosial dunia dan lingkungan fisik bumi. Sachs (2015) menyatakan bahwa pembangunan berkelanjutan menjadi cara para pakar untuk memahami dunia dan sebuah metode untuk menyelesaikan permasalahan dunia yang berawal dari sesaknya bumi akibat pertumbuhan penduduk dunia yang sudah mencapai sembilan kali lebih banyak dari populasi manusia yang hidup pada jaman dimulainya revolusi industri. Pendidikan adalah salah satu komponen yang penting dalam proses pembangunan berkelanjutan terutama pembangunan yang terkait manusia (sosial). Pembangunan manusia menjadi bagian vital dari investasi yang dibutuhkan dalam pembangunan ekonomi karena merupakan jalur investasi yang disiapkan untuk anak-anak sebagai generasi penerus yang akan melanjutkan perbaikan ekonomi baik secara individu bagi keluarganya maupun secara berkelompok bagi komunitasnya (termasuk kepentingan pembangunan di Negaranya). Penelitian Marshall, Hine and East (2017) menyatakan bahwa pendidikan dapat membentuk dorongan dari dalam setiap individu untuk melakukan perilaku pro lingkungan hidup (pro-environmental behaviours). Dorongan dari dalam individu ini secara otonomi membentuk watak dan karakter yang ramah lingkungan untuk membuat keputusan dan bertindak yang melindungi dan menjaga keberlanjutan lingkungan hidup.Kata kunci: pembangunan berkelanjutan, pendidikan, pro-environmental beharviors

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

scholarly journals Advances on the Implementation of Circular Economy Techniques in Rural Areas in Colombia under a Sustainable Development Framework

2021 ◽  
Vol 13 (7) ◽  
pp. 3816
Author(s):  
Javier Rodrigo-Ilarri ◽  
Camilo-A. Vargas-Terranova ◽  
María-Elena Rodrigo-Clavero ◽  
Paula-A. Bustos-Castro
Keyword(s):  
Sustainable Development ◽  
Waste Management ◽  
Circular Economy ◽  
Rural Areas ◽  
Development Framework ◽  
Starting Point ◽  
Management Plans ◽  
Good Starting Point ◽  
Depressed Regions ◽  
First Time

For the first time in the scientific literature, this research shows an analysis of the implementation of circular economy techniques under sustainable development framework in six municipalities with a depressed economy in Colombia. The analysis is based on solid waste data production at a local scale, the valuation of the waste for subsequent recycling, and the identification and quantification of the variables associated with the treatment and final disposal of waste, in accordance with the Colombian regulatory framework. Waste generation data are obtained considering three different scenarios, in which a comparison between the simulated values and those established in the management plans are compared. Important differences have been identified between the waste management programs of each municipality, specifically regarding the components of waste collection, transportation and disposal, participation of environmental reclaimers, and potential use of materials. These differences are fundamentally associated with the different administrative processes considered for each individual municipality. This research is a good starting point for the development of waste management models based on circular economy techniques, through the subsequent implementation of an office tool in depressed regions such as those studied.

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 A journey to a new stable state—further development of the postoperative recovery concept from day surgical perspective: a qualitative study

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e037755
Author(s):  
Ulrica Nilsson ◽  
Maria Jaensson ◽  
Karin Hugelius ◽  
Erebouni Arakelian ◽  
Karuna Dahlberg
Keyword(s):  
Stable State ◽  
Recovery Process ◽  
Well Being ◽  
Day Surgery ◽  
Physical Symptoms ◽  
Postoperative Recovery ◽  
Four Dimensions ◽  
Adult Participants ◽  
Starting Point ◽  
Patients Experience

ObjectiveThis study aims to further develop the concept analysis by Allvin et al in 2007 and Lundmark et al in 2016 from the perspective of day-surgery patients. Also, to describe how patients experience postoperative recovery in relation to the identified dimensions and subdimensions and to interpret the findings in order to get a deeper understanding of the concept postoperative recovery.DesignDescriptive qualitative design with a theoretical thematic analysis.SettingSix day-surgery departments in Sweden.ParticipantsThirty-eight adult participants who had undergone day surgery in Sweden. Participants were purposively selected.ResultsFour dimensions—physical, psychological, social and habitual—were confirmed. A total of eight subdimensions were also confirmed, two from Allvin et al’s study and six from Lundmark et al’s study. Recovery included physical symptoms and challenges coping with and regaining control over symptoms and bodily functions. Both positive and negative emotions were present, and strategies on how to handle emotions and achieve well-being were established. Patients became dependent on others. They coped with and adapted to the recovery process and gradually stabilised, reaching a new stable state.ConclusionPostoperative recovery was described as a process with a clear starting point, and as a dynamic and individual process leading to an experience of a new stable state. The recovery process included physical symptoms, emotions and social and habitual consequences that challenges them. To follow-up and measure all four dimensions of postoperative recovery in order to support and understand the process of postoperative recovery is, therefore, recommended.

scholarly journals Toward Sociocultural Indicators of Sustainable Healthy Diets

2021 ◽  
Vol 13 (13) ◽  
pp. 7226
Author(s):  
Jill Nicholls ◽  
Adam Drewnowski
Keyword(s):  
Sustainable Development ◽  
Food Systems ◽  
Research Priorities ◽  
Social Dimension ◽  
The Sustainable Development ◽  
Four Dimensions ◽  
Sustainable Diets ◽  
The Social ◽  
Healthy Diets ◽  
Development Goals

Balancing the social, economic and environmental priorities for public health is at the core of the United Nations (UN) approaches to sustainable development, including the Sustainable Development Goals (SDGs). The four dimensions of sustainable diets are often presented as health, society, economics, and the environment. Although sustainable diet research has focused on health and the environment, the social and economic dimensions of sustainable diets and food systems should not be forgotten. Some research priorities and sociocultural indicators for sustainable healthy diets and food systems are outlined in this report. The present goal is to improve integration of the social dimension into research on food and nutrition security.

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