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.

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 ESD for Public Administration: An Essential Challenge for Inventing the Future of Our Society

2019 ◽  
Vol 11 (3) ◽  
pp. 880 ◽  
Author(s):  
Vasile-Daniel Păvăloaia ◽  
Mircea Georgescu ◽  
Daniela Popescul ◽  
Laura-Diana Radu
Keyword(s):  
Sustainable Development ◽  
Public Administration ◽  
Education For Sustainable Development ◽  
Emotional States ◽  
Complex Information ◽  
Public Sector Employees ◽  
Development Processes ◽  
Long Life ◽  
The One

The role of local and central public administrations in promoting sustainable development and building up a better future for society is essential. In order to fulfill this mission, employees in public administration sector must engage in long life learning processes, for the purpose of developing skills such as: anticipation, interdisciplinarity, diversity of perspectives, working with incomplete or complex information, participation in sustainable development processes, cooperation, individual decision-making capacities, empathy, solidarity, and self-motivation. The Education for Sustainable Development as a component of lifelong learning is, in this light, of utmost importance. In this spirit, this paper investigates what is the Romanian public sector employees’ perception of long life learning as an essential premise of Education for Sustainable Development, by analysing on the one hand the degree of digital maturity of public institutions in Romania, and on the other hand the interest of employees in such institutions to engage in Education for Sustainable Development function of the following disjunct behavioural/emotional states: Disappointment, Conflicts, Satisfaction/Contentment, Doubt, Exhaustion, Attachment.

scholarly journals Sustainable Universities as an Essential Element of Education for Sustainable Development

2020 ◽  
Vol 208 ◽  
pp. 09030
Author(s):  
Elena Tretyakova ◽  
Olga Kotomina
Keyword(s):  
Sustainable Development ◽  
Social Life ◽  
Essential Element ◽  
Education For Sustainable Development ◽  
Practical Implementation ◽  
Special Role ◽  
Business Practices ◽  
Ethical Business ◽  
Responsible Consumption ◽  
Sustainable Universities

The concept of sustainable development (SD) is aimed at preserving life on Earth and ensuring a decent level of life for the present and future generations. It is based on the values of conservation of natural resources, responsible consumption and ethical business practices, and confronts modern global challenges. The transition to SD implies a revision of existing values in the economics, ecology and social life of society. In this regard, education plays the most important role because it is responsible for the formation of the attitudes of the younger generation, and progress in the transformation of formal and informal institutional frameworks.In order to realize these processes, The UN has developed the global program “Education for Sustainable Development (ESD)” and formulated one of the specialized goals in the system of seventeen sustainable development goals approved by the UN for 2016-2030. Higher education plays a special role there, since it not only creates and disseminates knowledge about SD, but also influences the process of making future decisions by managers of various levels. In this context, the concept of “sustainable university” is becoming highly relevant and the experience of its practical implementation is gaining special importance.The purpose of this work is to overview the research papers of Russian and foreign authors to identify the specific features of a sustainable university as a necessary element of ESD.

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.

scholarly journals Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

2019 ◽  
Author(s):  
IWONA WENDREŃSKA
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
The Other ◽  
Special School ◽  
Special Schools ◽  
Severe Intellectual Disability ◽  
Multiple Disability ◽  
Different Types ◽  
The Subject ◽  
The One

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

scholarly journals Assessment of the Impact of Harmony (Disharmony) of Interests with Key Stakeholders on the Main Indicators of the Functioning of the Enterprise

Vestnik NSUEM ◽  
2019 ◽  
pp. 175-193
Author(s):  
M. P. Kalinichenko
Keyword(s):  
Sustainable Development ◽  
Integrated Assessment ◽  
Marketing Management ◽  
Metallurgical Enterprise ◽  
The Sustainable Development ◽  
Key Stakeholders ◽  
The Subject ◽  
The One ◽  
The Impact ◽  
The Relationship

A distinctive feature of the practice of market-oriented management (marketing management) and management of the sustainable development of modern enterprises is a significant lag behind basic scientific research. The level of harmony of interests between the subject of marketing management (the top management of P.J.S.C. «TAGMET») and its key stakeholders has been established. An integrated assessment of the sustainable development of a metallurgical enterprise was carried out on the basis of an improved methodology. The high closeness of the relationship between the level of harmony of interests of the subject of marketing management and its stakeholders, on the one hand, and the actual level of sustainability of P.J.S.C. «TAGMET», on the other, is established.

scholarly journals Penerapan Flipped Classroom dalam Konteks ESD untuk Meningkatkan Kemampuan Kognitif dan Membangun Sustainability Awareness Siswa

2020 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Gabriela Clarisa ◽  
Agus Danawan ◽  
Muslim Muslim ◽  
Agus Fany Chandra Wijaya
Keyword(s):  
Sustainable Development ◽  
Active Learning ◽  
Flipped Classroom ◽  
Education For Sustainable Development ◽  
The One

Flipped Classroom merupakan model pembelajaran abad 21 yang memfasilitasi siswa mempelajari konten (belajar) di luar kelas atau di rumah secara mandiri, kemudian melakukan diskusi atau active learning di kelas. Education for Sustainable Development (ESD) merupakan suatu konteks atau isu-isu yang akan dijadikan masalah terkait model pembelajaran yang digunakan dan berkaitan dengan ESD yang dapat membangun Sustainability Awareness siswa. Penerapan Flipped Classroom dalam konteks ESD pada penelitian ini bertujuan untuk meningkatkan kemampuan kognitif dan membangun Sustainability Awareness siswa. Penelitian ini menggunakan desain The one group pretest-posttest design. Instrumen yang digunakan adalah tes kemampuan kognitif dalam bentuk soal pilihan ganda, angket Sustainability Awareness, dan lembar observasi keterlaksanaan Flipped Classroom dalam konteks ESD. Instrumen diberikan kepada 29 siswa di salah satu SMP Negeri di Kota Bandung. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom dalam konteks ESD dapat meningkatkan kemampuan kognitif siswa dan membangun Sustainability Awareness setelah kegiatan pembelajaran.

scholarly journals Pädagogische Ansatzpunkte in der Umweltbildung für Zuwanderer/-innen

2021 ◽  
Vol 2021 (2) ◽  
pp. 17-26
Author(s):  
Barbara Pusch
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Target Group ◽  
Intercultural Education ◽  
Political Education ◽  
Anglo Saxon ◽  
Sustainable Practices ◽  
Environmental Initiatives ◽  
The One

Regarding Education for Sustainable Development (ESD) in general and Environmental Education in particular, immigrant adults are still insufficiently involved and not identified as a relevant target group. However, in recent years, there have been and continue to be few initiatives that are dedicated to promoting sustainable practices of migrants. The article starts at this point and examines, with recourse to various concepts of intercultural education on the one hand and the distinction between politischer Bildung und Erziehung, both referred to as political education in the Anglo-Saxon context, three environmental initiatives in Germany, thus linking ESD and intercultural education.

scholarly journals Stakeholder Approach to Identify the Directions of a Comapany Innovative Development

2018 ◽  
Vol 5 (4) ◽  
pp. 46-55
Author(s):  
Ch. V. Kerimova
Keyword(s):  
Sustainable Development ◽  
Information Support ◽  
Innovative Development ◽  
Investment Activity ◽  
Stakeholder Approach ◽  
Economic Entity ◽  
Key Stakeholders ◽  
Business Analysis

The paper describes the basic principles of information support for innovative and investment activity of economic entities using stakeholder approach. This approach is based on the business analysis concept which involves taking into consideration the changes in internal and external environment and their impact on interests and requirements of key stakeholders of an entity. To ensure the balance of the interests of innovative and investment activity stakeholders the author justifies the necessity to systemize and structure both accounting and not accounting information. The paper provides the classification of the main users of information about innovative and investment processes and identifies the basic requirements to the information necessary for these groups of stakeholders. It also substantiates the needs and expectations of different groups interested in innovative activity (institutional units of public administration sector, social and public organizations, suppliers, customers, investors, competitors, founders and staff). Applying the concept of sustainable development the author formulates the principles of organizing the effective analytical toolkit for innovative and investment activity which contributes to the achievement of the goals of long-term sustainable development of an economic entity. This allows the business to respond flexibly and timely to the requirements of internal and external stakeholders in accordance with the stated goals and the chosen strategy of innovative development. The author offers a mechanism for cooperation between key stakeholders of innovative and investments processes which is based on singling out the interests and requirements of stakeholders belonging to the first and second circles. This mechanism would make it possible to ensure more reasonable cooperation between key business stakeholders and in future could result in creating value for stakeholders in a form of different benefits and advantages which would be impossible without joining efforts and harmonizing goals.

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