scholarly journals Education for sustainable development: new map topics in school atlas on economic and social geography of the world

2020 ◽  
Vol 26 (1) ◽  
pp. 158-166
Author(s):  
Tatiana Nokelaynen
Keyword(s):  
Sustainable Development ◽  
Social Geography ◽  
Integrated Approach ◽  
Water Shortage ◽  
Education For Sustainable Development ◽  
School Education ◽  
Design Work ◽  
Teaching Aids ◽  
Wide Range ◽  
The World

Sustainable development of territories is one of the most fundamental topics of modern natural and social sciences. The 2030 Agenda for Sustainable Development, adopted by the UN General Assembly (2015), contains 17 Sustainable Development Goals (SDGs) on a wide range of human, socio-economic and environmental issues. The national education systems of all countries have been given the task of integrating the SDGs into the content of their school education. Education for Sustainable Development (ESD) is multidisciplinary. An exceptional role in the implementation of ESD ideas is played by geography, which comprehensively studies the system “nature – population – economy”. School maps and atlases have a special place in the arsenal of teaching aids. Maps are not only a source of geographic information, but also a tool for research and design work, the basis for discussion in the classroom. The inclusion of new subjects and themes in the content of school atlases is one of the most optimal and promising approaches to integrating the ideas of sustainable development into school education. The main result of this research are new cartographic plots reflecting the goals of sustainable development, which were developed and included in the content of the school atlas “Economic and social geography of the world. Natural resources. Population. Economics”. A list of the SDGs and atlas maps corresponding to their topics is provided. An integrated approach and consistency are the distinctive conditions for studying the problems of sustainable development. World maps of the school atlas are grouped into three thematic blocks: “Global resource problems”, “Global socio-demographic problems”, “Global environmental problems” and supplemented by charts, graphs and explanatory texts. The topic of sustainable development is also covered in other sections of the school atlas. As an example, we provide a list of atlas maps that can be used when studying the topic “The Problem of Water Shortage and Deterioration of Water Quality”. The world maps in the atlas are presented at scales of 1 : 80 000 000, 1 : 120 000 000, 1 : 160 000 000 and 1 : 250 000 000.

Educational Cluster as a Tool for Implementation Education for Sustainable Development

2018 ◽  
Vol 89 (1) ◽  
pp. 110-119
Author(s):  
V. Mykhailenko ◽  
M. Blyzniuk
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Education Reform ◽  
Cluster Model ◽  
Education For Sustainable Development ◽  
Economic Education ◽  
Complex Nature ◽  
Wide Range ◽  
The World

The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combines social, economic and environmental dimensions of human activity, authors propose a scientific and educational cluster as an innovative form of implementation of cross-cutting education for sustainable development (ESD) in Ukraine. The role of the core formation of an educational cluster is best suited for universities that are open to innovation and new educational technologies. The new educational model is illustrated by ad hoc activity of Carpathian School held in Kosiv, Ivano-Frankivsk region. Target audience represented Master students of natural sciences, secondary school students, biologists and geography teachers together with civil society activists. The school organizers were "Centre for Civic Initiatives", Kosiv and Faculty of Geography of Taras Shevchenko National University of Kyiv supported by two National Natural Parks “Hutsulshchyna” and “Vyzhnytsky”. The lecturers’ team included university professors, experts of The Regional Environmental Centre for CEE countries (REC), Hungary, the National Ecological Centre of Ukraine (NECU), leading experts of the Ministry of Natural Resources of Ukraine, employees of local museums and cultural institutions. The main goal of the School is to consider the role of civil society, local activists, entrepreneurs and authorities in building sustainable communities, to achieve the UN Sustainable Development Goals. The cluster model was tested for obtaining a professional orientation of the lyceum graduates with a strong TOT component in view of education reform "New Ukrainian School". The students were acquainted with educational materials and methodical guides of the REC multimedia toolkits "Green Package" and "Step by Step", adapted to Ukrainian needs by local experts. These materials are easily perceived by young people, Master students and senior pupils. Interactive games and dilemmas were suitable for the formation of ecologically oriented thinking and social competence of youth. The guides were also highly praised by elderly participants and recommended for training and retraining of school teachers. Interviews with the school attendees and lecturers, interviews and publications in the local mass-media showed the benefits of cluster model in comparison with traditional forms of education. The school also identified the opportunities for professional guidance, training and retraining of teachers' staff.

Engaging Youth in Education for Sustainable Development: Strategies and Interventions

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Change ◽  
Young Women ◽  
Local Level ◽  
Education For Sustainable Development ◽  
Development Strategies ◽  
Children And Youth ◽  
Opportunities To Learn ◽  
The World

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

scholarly journals Designing an Education System for Sustainable Development

2021 ◽  
Vol 295 ◽  
pp. 05022
Author(s):  
Tatiana Matekina ◽  
Marina Soroka ◽  
Valentina Stolyarova
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Technologies ◽  
Integrated System ◽  
Theory And Practice ◽  
Advanced Education ◽  
The World ◽  
Education Model ◽  
Pedagogical Research ◽  
Technological Model

This article is aimed at theoretical comprehension of foreign and domestic experience in designing and implementing education for sustainable development and creating a technological model of advanced education in a technical university in the interests of sustainable development. Constructing a technological model that includes an integrated system of pedagogical technologies aimed at the formation of personal achievements and opportunities. Each student constructs and reconstructs their own capabilities based on reflection, which can act as a universal goal of using the models of anticipatory learning technologies, being also the result of anticipatory education. The analysis shows that the transition to sustainable development starts with forming a strategy implemented in education for sustainable development. The study considers the basics of the modern vision of sustainable development: the environmental component and education model. Moreover, the education model is considered from the perspective of the future as a forwardlooking education. The paper uses methods of analysis of philosophical, psychological, and pedagogical research and synthesis of theoretical ideas on the problem of conceptualization, design, and modeling, which allowed highlighting the main trends of scientific search in the world and domestic theory and practice of advanced education in terms of its sustainable development. The concept of sustainable development is considered from different positions of domestic and foreign researchers. Experience of education for sustainable development implementation both in Russia and other countries of the world shows that so far, sustainable development in education is represented in the environmental sense; therefore modeling of system concept of education for sustainable development and optimal ways of its implementation is actualized.

scholarly journals Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School

2021 ◽  
Vol 3 (1) ◽  
pp. 112-119
Author(s):  
Enikő Gál
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Hidden Curriculum ◽  
Music History ◽  
Theoretical Background ◽  
School Education ◽  
Female Education ◽  
Teaching Aids ◽  
The World ◽  
Underrepresentation Of Women

Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.

Harnessing Knowledge for Sustainable Development

2017 ◽  
pp. 234-251
Author(s):  
Abdelkader Djeflat
Keyword(s):  
Sustainable Development ◽  
Knowledge Economy ◽  
Mineral Resources ◽  
Integrated Approach ◽  
Knowledge Bases ◽  
Arab Countries ◽  
Point Of View ◽  
The World ◽  
Physical Resources ◽  
World Development

Arab countries face two major challenges resulting from increasing competition from the rest of the world and persistent reliance on mineral resources for their growth. At the same time, sustainable development is increasingly becoming a major concern for world development. In this respect, and from a sustainability point of view, knowledge economy opens up new and more accessible opportunities through the ‘substitution' of physical resources by immaterial resources. This situation raises two fundamental questions: the first one relates to the opportunity of ensuring sustainable development while the knowledge base remains rather weak and policies often short-sighted. The second one is how an integrated approach based on knowledge can strengthen existing knowledge bases and create new ones to further sustainable development. Looking at a sample of advanced countries and Arab countries, this chapter argues that sustainability of growth rests fundamentally on the capability of properly harnessing knowledge.

Intelligent Cities

2021 ◽  
pp. 216-250
Author(s):  
Kwesi Atta Sakyi
Keyword(s):  
Sustainable Development ◽  
Monitoring And Evaluation ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Environmental Friendliness ◽  
The World ◽  
Development Goals ◽  
Crime Detection ◽  
Intelligent Cities ◽  
Medicine Education

This chapter focuses on a systematic and integrated approach to managing cities using multidisciplinary and technology-based approach and drawing on integrated knowledge from different fields. The chapter aims to discuss and analyse issues in an organic and holistic approach. It explores theory and combines praxis, applications, and futuristic conjectures. Emphasis is placed on issues of ethics, human rights, environmental friendliness, sustainability, and compliance with the 17 UN Sustainable Development Goals (SDGs). While the chapter has considerable input from existing scholarship, it adopts a narrative that is innovative and creative and engages with novel ideas and propositions for future progress. It also charts the breakthrough in transportation, commerce, medicine, education, the world of work, and contemporary health, with particular emphasis on issues relating to safety, confidentiality, privacy, facial recognition, city policing, crime detection, monitoring and evaluation, forecasting, and future of AI.

The Role of Evolutionary Studies in Education for Sustainable Development

2019 ◽  
pp. 249-272 ◽  
Author(s):  
Dustin Eirdosh ◽  
Susan Hanisch
Keyword(s):  
Sustainable Development ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Ecological Systems ◽  
Social Ecological Systems ◽  
Social Ecological ◽  
Evolutionary Studies ◽  
Complex Adaptive

Evolutionary Studies (EvoS) examines the emergence and persistence of complex adaptive systems, including human social-ecological systems. Education for Sustainable Development (ESD) aims to empower students with the skills to develop and sustain human social-ecological systems that reflect the shared values of our species. The aims of EvoS and ESD have clear overlaps, and yet these two fields remain as distant islands of thought with few academic bridges between them. This chapter explores the connections between EvoS and ESD from historical, theoretical, and applied perspectives and presents the value of an integrated approach. The authors argue the strengths of this approach include its cumulative evidence base from wide-ranging disciplines, its explanatory power, and its overall simplicity.

scholarly journals Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy

2019 ◽  
Vol 11 (3) ◽  
pp. 767 ◽  
Author(s):  
M. Fuertes-Camacho ◽  
Mariona Graell-Martín ◽  
Mariana Fuentes-Loss ◽  
M. Balaguer-Fàbregas
Keyword(s):  
Sustainable Development ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Integrated Approach ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Sustainable Food ◽  
Project Method ◽  
Quasi Experimental

Higher levels of material well-being lead almost inevitably to giving priority to individualism and personal advancement, often at the expense of civic conscience. A proposal for integrating sustainability into the curriculum is presented in the third year of the degree in Early Childhood Education at the Universitat Internacional de Catalunya (UIC). Projects on sustainable food are planned and elaborated to this aim. This study seeks to apply a global and systemic approach to solving socio-environmental problems and to check whether education for sustainable development (ESD) helps to develop and encourage actions that promote sustainable development. Quantitative research was conducted using a pre-test/post-test quasi experimental design separated by a period of didactic training in the project method. The results presented in this article show the students’ sustainability competencies (SC) improve after working on didactic proposals in a global manner. It is concluded that elaborating competencies in education for sustainable development enables an integrated approach of knowledge, procedures, attitudes and values in teaching through promoting the project method in multidisciplinary and transdisciplinary teams, which enhances future teachers’ sustainability competencies.

scholarly journals Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education

2015 ◽  
Vol 6 (1) ◽  
pp. 30-49 ◽  
Author(s):  
Andreas Brunold
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Educational Policy ◽  
Civic Education ◽  
Development Policy ◽  
Education For Sustainable Development ◽  
Global Learning ◽  
Global Development ◽  
The World ◽  
The United Nations

Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an increased awareness that globalisation processes must be shaped in accordance with the objectives of sustainable development, both nationally and internationally. By encouraging the idea of sustainability to take root in all areas of education systems, the World Decade of Education for Sustainable Development from 2005 to 2014 intended to take significant steps towards greater educational sustainability. The curricula for civic education for sustainable development and global learning in Germany are, therefore of course, very closely linked to global development and globalisation processes, and because of that, they are to be seen within the mandate of the United Nations educational policy. The paper shows, that the learning area of global development objectives is structured in an inter-disciplinary and cross-disciplinary manner. It carries the essential features of a domain: a delimited object area, a specific approach to the world, and the reference to a basic teaching concept in the educational policy traditions of one-world or development-policy education and global learning. Therefore the aim is clear, that these curricula should contribute to the sustainable development goals of the United Nations, towards inclusive and equitable quality education and promote lifelong learning opportunities for all, as it is mentioned in goal number 4 (United Nations, 2014).

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