ESD to ESF (Education for Sustainable Development to Education for a Sustainable Future)

Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.

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Effects of Contextual Factors on ESD in Teacher Education

Discourse and Communication for Sustainable Education ◽

10.1515/dcse-2017-0017 ◽

2017 ◽

Vol 8 (2) ◽

pp. 77-93 ◽

Cited By ~ 2

Author(s):

Çağla Atmaca

Keyword(s):

Teacher Education ◽

Sustainable Development ◽

Contextual Factors ◽

Education For Sustainable Development ◽

Thinking Style ◽

Professional Skills ◽

Related Factors ◽

School Settings ◽

Sustainable Future ◽

And Training

AbstractEducation for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on pre-service and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 in-service teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and in-service teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

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Towards a Sustainable Future? The EU Policies Concerning Plastics and Their Didactical Potential for Primary and Secondary Teaching

Discourse and Communication for Sustainable Education ◽

10.2478/dcse-2019-0005 ◽

2019 ◽

Vol 10 (1) ◽

pp. 47-62

Author(s):

Ulrich Kerscher

Keyword(s):

Sustainable Development ◽

Circular Economy ◽

Sustainable Consumption ◽

Education For Sustainable Development ◽

Transformation Process ◽

Plastic Waste ◽

Point Of View ◽

Marine Litter ◽

Sustainable Future ◽

The Eu

Abstract Plastic, plastic waste and marine litter indisputably is one of the key environmental issues of the 21st century. The already existing amount of accumulated marine litter, the high quantity of plastic waste escaping from waste management streams every year in combination with the low recycling rates for plastic and the missing awareness of the consumer for sustainable consumption pose a permanent threat to the ecosystem, biodiversity and human health. What is more, as economic and ecological interests strongly deviate from each other, the transformation of this status quo towards a more sustainable future will take place very slowly. Against this background, this paper will shortly outline the multitude of problems connected to plastic products throughout a productís lifecycle and introduce the idea of a circular economy. On this basis, the paper will critically analyze the strategy papers and the ongoing legislation of the EU introduced to solve these problems and to realize the transformation process of the EU-economy towards a circular economy from a sustainable development point of view. On the one hand, awareness raising is one main strategy of the EU to achieve this transformation, on the other hand, educational institutions are not specifically mentioned by the EU. In order to address this shortcoming, the paper will constitute the teaching principle global development politics / education for sustainable development as one measure to increase consumersí awareness and sustainable consumption. In general, this paper will proof that the topical area plastics can fruitfully be implemented at German schools for primary and secondary education in order to strengthen the education for sustainable development.

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Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

Journal of Teacher Education for Sustainability ◽

10.2478/jtes-2019-0016 ◽

2019 ◽

Vol 21 (2) ◽

pp. 38-55

Author(s):

Manisha Jetly ◽

Nandita Singh

Keyword(s):

Teacher Education ◽

Sustainable Development ◽

Teaching And Learning ◽

Teacher Educators ◽

Education For Sustainable Development ◽

Asia Pacific ◽

Teacher Education Programs ◽

Education Programs ◽

Sustainable Future ◽

Depth Analysis

Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

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Could Education for Sustainable Development Benefit from a Systems Thinking Approach?

Systems ◽

10.3390/systems6040043 ◽

2018 ◽

Vol 6 (4) ◽

pp. 43 ◽

Cited By ~ 3

Author(s):

Maria Hofman-Bergholm

Keyword(s):

Sustainable Development ◽

Literature Review ◽

Systems Thinking ◽

Education For Sustainable Development ◽

Educational Work ◽

Sustainable Future ◽

Novel Concept ◽

Systems Thinking Approach ◽

The Way

Sustainable development is not a novel concept. However, we continue with our unsustainable way of living. It is as though we cannot see our own part in the unsustainable system. Values, ethics and morals are connected to education and therefor education is in a key position to change the way we think and act for a sustainable future. Both education for sustainable development (ESD) and systems thinking are concepts connected to changes toward a sustainable future. However, they have proven to be conceptually problematic and are characterized by their complexity, making implementation more difficult. The purpose of this study is to discover whether it could be possible to interlace ESD and systems education to a strong and solid entirety in order to overcome the obstacles preventing the implementation of sustainability in education. This is done through a literature review in the fields of systems thinking and ESD. The literature review identifies two joint approaches that could be worth exploring more in order to develop an excellent instrument in the educational work toward sustainability.

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Education for Wonder

Education Sciences ◽

10.3390/educsci8030125 ◽

2018 ◽

Vol 8 (3) ◽

pp. 125 ◽

Cited By ~ 9

Author(s):

Haydn Washington

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

Intrinsic Value ◽

Education For Sustainable Development ◽

Natural Area ◽

Sustainable Future ◽

Value Of Nature ◽

Sense Of Wonder

This article argues that rejuvenating a sense of wonder towards nature is essential to ecocentric education and to finding a sustainable future. It examines the barriers that block education for wonder and looks at the issues around education for wonder in the home, at school, at university, and in the community in general. It considers the scale of a natural area in terms of wonder education, and ways of teaching wonder in school that increase wonder rather than isolate the student from nature. It also considers the issue of an “education for sustainable development” influenced by anthropocentrism, in contrast to an environmental education where some scholars accept the intrinsic value of nature. It discusses the need to balance “facts” in education with ethics. The article concludes by summarizing the steps needed to re-educate for wonder.

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The Influence of Formal and Informal Education on Students’ Sustainable Development Skills, a Study in Iran

Zagreb International Review of Economics and Business ◽

10.2478/zireb-2021-0009 ◽

2021 ◽

Vol 24 (2) ◽

pp. 25-35

Author(s):

Mahtab Pouratashi

Keyword(s):

Sustainable Development ◽

Informal Education ◽

Creative Thinking ◽

Public Universities ◽

Education For Sustainable Development ◽

Education Students ◽

Good Level ◽

Sustainable Future

Abstract This study aimed to understand the influence of formal and informal education on students’ sustainable development skills. A sample of 567 students studying Humanities, Agriculture, or Engineering at public universities of Iran participated in this study. A survey was used to investigate students’ skills for sustainable development according to different forms of education. Students’ sustainable development skills were assessed including: empathy, participatory skill, systemsthinking, creative thinking, and anticipatory thinking. The results indicated that students had a good level of skills for sustainable development. Differences and similarities were found on students’ skills by different forms of education and learning. The findings confirmed that education is useful to improve individuals’ skills for sustainable development and confirmed the key role of education for sustainable development in addressing sustainable future.

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