Education for Sustainable Development in Japanese Primary Social Studies

2020 ◽  
Vol 27 (4) ◽  
pp. 15-27
Author(s):  
Jung Hi Lee
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Education For Sustainable Development

scholarly journals The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

2017 ◽  
Vol 49 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Zorica Veinovic
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Value Systems ◽  
School Subjects ◽  
Educational Concept ◽  
Teaching Curriculum ◽  
The Republic ◽  
Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

scholarly journals The Internet and Quality Social Studies Education for Sustainable Development in Post-Covid-19: a Review

2021 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Sunday Obro
Keyword(s):  
Sustainable Development ◽  
Qualitative Study ◽  
Social Studies ◽  
21St Century ◽  
Social Studies Education ◽  
Education For Sustainable Development ◽  
Internet Usage ◽  
Social Studies Teachers ◽  
The Internet ◽  
Study Approach

The Internet has its fundamental prerequisite needed by all to outlive the challenges of the 21st century. Quality Social Studies Education for sustainable development is significantly necessary for today’s Nigeria in post-covid-19. The paper pointed out that the Internet can be used for quality Social Studies Education for sustainable development in Nigeria. Suggestions on how to use the Internet for quality Social Studies Education for sustainable development were made. The paper employed a qualitative study approach. It discussed the Internet and quality Social Studies Education for sustainable development. It further discusses Social Studies Education and the concept of the Internet. It also looked at various scholars’ views on sustainable development. It went further to x-rayed the interaction with the Internet and the Internet for quality Social Studies Education for sustainable development. These include, among others, exposure of Social Studies teachers to internet usage for quality Social Studies Education for sustainable development and making school Net, Nigeria Dig Net a reality in Nigeria.

scholarly journals 17. Science Education and Education for Citizenship and Sustainable Development

2011 ◽  
Vol 4 ◽  
pp. 107 ◽  
Author(s):  
Ronald Johnston
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Science Teaching ◽  
Scientific Literacy ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
The United Kingdom ◽  
The Social ◽  
Decision Making Processes

In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.

scholarly journals Analyzing Primary Social Studies Curriculum of Turkey in Terms of UNESCO Educational for Sustainable Development Theme

2013 ◽  
Vol 2 (4) ◽  
pp. 215
Author(s):  
Elvan YALÇINKAYA
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
United Nations ◽  
Education For Sustainable Development ◽  
Social Studies Curriculum ◽  
Living Things ◽  
Implementation Scheme ◽  
The United Nations ◽  
Economic Perspectives

These three terms have been used at website of UNESCO: Sustainable development(SD), education for sustainable development (ESD) and the United Nations Decade ofEducation for Sustainable Development (DESD). In this website, it is mentioned that thethree terms have the same goal; creating abetter world for this generation and futuregenerations of all living things on planet Earth. The aim of this study is to analyzePrimary Social Studies Curriculum of Turkeyin terms of UNESCO ESD Theme. Datawas obtained from Social Studies Curriculum. Inthis study, Social Studies Curriculum ofTurkey was discussed in terms of three perspectives which are stated in UNESCO’sFramework for the United Nations Decadeof Education for Sustainable DevelopmentInternational Implementation Scheme (DESD). These three perspectives are; socio-cultural, environmental and economic perspectives. As a result, in this study, it isconcluded that Social StudiesCurriculum should be improvedin terms of ESD. It issuggested that authorities, academics, program developers, teachers should consider themultidisciplinary feature of both Social Studies Curriculum, and education for sustainabledevelopment

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