scholarly journals CIVES - Citizens Towards Sustainability. Emblematic results of a research

2021 ◽  
Vol 21 (2) ◽  
pp. 141-150
Author(s):  
Sara Bornatici ◽  
Orietta Vacchelli
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Educational Interventions ◽  
Contextual Data ◽  
Training Course ◽  
School Year ◽  
Legislative Proposal

L. n. 92/2019 introduced the transversal teaching of civic education in schools of all levels from the 2020-2021 school year. This contribution, without any claim to being exhaustive, proposes an interpretative reflection starting from some data that emerged in the context of the CIVES research (CIttadini VErso la Sostenibilità) which started from the training course on sustainable development aimed at the referring teachers of civic education of 51 Brescia institutes. The observations collected in the group debates highlighted fundamental contextual data for setting educational interventions, in an overall situation that appears very heterogeneous. Culture of sustainability and solidarity citizenship constitute two possible interpretations of the legislative proposal, taken for the training of teachers.   CIVES - CIttadini VErso la Sostenibilità. Esiti emblematici di una ricerca La L. n. 92/2019 ha introdotto dall’anno scolastico 2020-2021 l’insegnamento trasversale dell’educazione civica nelle scuole di ogni ordine e grado. Il presente contributo, senza alcuna pretesa di esaustività, prospetta una riflessione interpretativa a partire da alcuni dati emersi nell’ambito della ricerca CIVES (CIttadini VErso la Sostenibilità) che ha preso le mosse dal corso di formazione in tema di sviluppo sostenibile rivolto ai docenti referenti di educazione civica di 51 istituti bresciani. Le osservazioni raccolte nei dibattiti di gruppo hanno evidenziato dati contestuali fondamentali per impostare interventi educativi, in una situazione complessiva che appare assai eterogenea. Cultura della sostenibilità e cittadinanza solidale configurano due possibili chiavi di lettura della proposta legislativa, assunte per la formazione dei docenti.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

scholarly journals Acciones en el cuidado del medio ambiente en la escuela de bachilleres “salvador allende” plantel San Juan Del Río, U.A.Q

2021 ◽  
Vol 3 (5) ◽  
pp. 3288-3301
Author(s):  
Cypatly Rojas Miranda ◽  
Yolanda Cortés Alvarez ◽  
Rafael Estrella Velázquez
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Global Climate ◽  
Collaborative Work ◽  
Biodiversity Loss ◽  
Training Course ◽  
Calidad De Vida ◽  
Toma De Decisiones ◽  
Baccalaureate Curriculum ◽  
Del Rio

Se ha escrito mucho en relación al tema ambiental y hemos escuchado innumerables discursos políticos en los que se dice demasiado y poco se lleva a la práctica. En nuestro país, la legislación ambiental se transgrede, la gente permanece indiferente ante la destrucción de su entorno, contribuyendo  a empeorar la situación; por ello, urge un cambio de actitud a través de la educación, brindando la oportunidad de informar y desarrollar acciones ambientales concretas en donde la participación sea de manera inmediata, activa y asertiva. El Plan de Estudios del Bachillerato de la Universidad Autónoma de Querétaro incluye la asignatura de Formación Ambiental impartida en el sexto semestre, cuyo  contenido programático permite desarrollar habilidades, actitudes y valores que contribuyen al desarrollo sustentable de manera crítica, con acciones responsables en la identificación y análisis de los problemas reales del entorno, con el enfoque de formar  profesionistas capacitados en la solución de problemas ambientales. Actualmente se confronta la amenaza ambiental más crítica de la historia: deterioro del suelo, del agua y de los recursos marinos, esenciales para la producción alimentaria, contaminación atmosférica, pérdida de biodiversidad, daño a la capa de ozono y al cambio climático global. La  sustentabilidad ambiental se refiere a la administración racional de los recursos naturales, de manera que sea posible mejorar el bienestar de la población actual sin comprometer la calidad de vida  de las generaciones futuras[1]; permitiendo que desde el interior del plantel educativo se generen acciones  a través del  trabajo colaborativo  para lograr un ambiente integral, limpio, sano y armónico.   En los últimos tres años el abordaje de los contenidos de la asignatura de Formación Ambiental se realiza conformando brigadas de trabajo que permiten ejecutar acciones inmediatas, en colaboración del personal administrativo, alumnos, maestros y padres de familia, en el cuidado de las áreas verdes, recolección de PET, ahorro de energía eléctrica y agua, contaminación visual y auditiva, reciclaje de papel, elaboración de composta, cultivo hidropónico, divulgación ecológica y supresión del tabaquismo; con el objetivo de formar individuos competentes en la toma  de decisiones  a problemas urgentes como es el Desarrollo Sustentable.   [1] Méndez, J., (2008) Problemas Económicos de México,Mc. Graw Hill, Ed. 6ª. México.  p. 48    Much has been written in relation to environmental issues and has heard countless political speeches in which he says too little is put into practice. In our country, environmental regulations are violated and people are indifferent to the destruction of their environment and contribute to worsening the situation. Faced with this problem it is necessary to achieve a change in attitudes through education, to give our students the opportunity to develop specific environmental actions in which they participate in immediate, active and assertive, with this, in the Baccalaureate curriculum at the Universidad Autónoma de Querétaro includes Environmental Training course that is taught in the sixth semester, containing program that allows the development of skills, attitudes and values ​​that contribute to sustainable development in a critical way, with responsible actions enabling the identification and analysis of the real problems of environment, so as to obtain the foundation for a future that integrates the student as a professional in solving many environmental problems. Currently facing the most critical environmental threat in history, ground deterioration , water and marine resources essential to food production rising, air pollution, biodiversity loss, but not less important damage to the ozone layer and global climate change. Talk of environmental sustainability refers to the efficient and rational management of natural resources, so it is possible to improve the welfare of the people today without compromising the quality of life of future generations, allowing it from inside the campus generate strategies through the collaborative work environment that may lead to a comprehensive, clean, healthy and harmonious. In our institution we have done in the past three years' experience in dealing with the contents of the Environmental Training course, forming work teams that can implement immediate actions with the participation of administrative staff, students, teachers and parents, in the care of green areas, collection of PET, saving electricity and water pollution, visual and auditory, paper recycling, composting, hydroponics, organic outreach, collection of batteries and elimination of smoking, with the aim of contribute to the formation of competent individuals in making decisions to urgent problems such as Sustainable Development.

scholarly journals The Environmental Education Dimensions for Sustainable Development

2015 ◽  
Vol 16 (30) ◽  
pp. 18-30
Author(s):  
Martian Iovan
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Environmental Education ◽  
Personality Traits ◽  
Moral Education ◽  
Empirical Research ◽  
Civic Education ◽  
Environmental Ethics ◽  
Human Right ◽  
Civil Values

Abstract Based both on a historical approach regarding the evolution of the environmental education between 1960 and present days, and on empirical research as well, the author proves that the efficiency of the environmental education could be much higher if included within the broader sphere of moral and civic education and if it is driven by a more extensive ideal sprung from the fundamental human right to a clean and well preserved environment, by the contemporary moral and civil values. The author pleads and motivates for an increased capitalization of the humanities and social sciences, of art, of environmental ethics and aesthetics in shaping “the ecological personality” of the tomorrow people. When shaping these personality traits through environmental education activities, one must emphasize the importance of practice and applied actions aimed to protect the environment, and in general, the practice of civic-moral education methods.

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).

scholarly journals Building Socio-Moral Behaviour in Romanian Middle-School Education

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Lupu Costică
Keyword(s):  
Middle School ◽  
Civic Education ◽  
Formative Evaluation ◽  
Middle School Education ◽  
Character Traits ◽  
Civic Culture ◽  
Moral Norms ◽  
School Year ◽  
Moral Behaviour ◽  
Positive Character

Moral and civic education is complex and achieved in time. Students are active subjects of society involved in community life by means of their families, groups of friends but also specific relationships they have with various institutions. Moral development theories are elements that support the illustration and translation of the educational space into the form of skills, moral habits, positive character traits expressed at the level of the school population. Our research demonstrates the importance of using moral and civic education strategies consistent with the curriculum objectives and content, to contribute to the formation of character traits and socio-moral behaviour of students.  The theme was researched during the 2015-2016 school year at “G. M. Cancicov” Middle School Bacău and involved the support of 4 headmasters of 6th-grade classes, together with 2 teachers of Civic Culture and Religion teaching at these classes. The research group consisted of 90 students, aged 12-13, of whom 45 are girls and 45 boys. There were applied initial evaluation, formative evaluation and final evaluation tests. Comparing the results from the initial and final evaluations it was found that the students’ situation has improved, most students have translated into practice the theoretical elements accumulated,  they built a sense of will and character, as well as moral feelings (friendship, comradeship, respect, etc). From the observations made in various situations it was found that all students have acquired certain moral norms, theoretical aspects were put into practice to a higher degree, students showed more respect towards older, vulnerable people and others, became more polite, with attitudes of openness towards others, regarding punctuality, sincerity and other features as compulsory character traits.

Education for Sustainable Development in Structural Change Processes Using the Example of the Coal Phase-out in Lusatia

2021 ◽  
pp. 097340822110050
Author(s):  
David Löw Beer ◽  
Verena Holz
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Civic Education ◽  
Local Population ◽  
Education For Sustainable Development ◽  
Transformation Process ◽  
Economic Transformation ◽  
Educational Approach ◽  
German Region ◽  
Transformation Processes

Within socio-economic transformation processes, the task of education is often reduced to short-term economic factors, that is, a suitable qualification profile of the local population. Transformative education should, however, be based on the broader claim that education contributes to successful transformation processes in the sense of facilitating a high and sustainable quality of life within a democratic society. In this article, we look at the transformation process in the German region of Lusatia. Coal, the region’s predominant industry, will be phased out by 2038. We examine what types of programme content might enable learners to participate in the transformation process, and discuss how different educational concepts (education for sustainable development and related approaches including transformative learning, socio-economic and civic education) could be used to develop an educational approach towards the transformation process. We derive competences that students should possess in two areas and provide recommendations for educational processes and policy.

scholarly journals Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Shaimaa Abdul Salam Abdul Salam Selim
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
Third Grade ◽  
Second Grade ◽  
Chemistry Curriculum ◽  
The Sustainable Development ◽  
The Third ◽  
School Year ◽  
Secondary Stage

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

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