scholarly journals Environmental education and education for sustainable development: general and special

2021 ◽  
pp. 110-115
Author(s):  
T. S. Korotkova ◽  
D. I. Zakirova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Social Institution ◽  
Education For Sustainable Development ◽  
New Paradigm ◽  
Development Education ◽  
Distinctive Features ◽  
Cultural Processes ◽  
The Relationship ◽  
Sustainable Development Education

The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

School Strike 4 Climate: the intersection of education for sustainable development, education for global citizenship and the Australian Curriculum

2021 ◽  
pp. 1-11
Author(s):  
Karena Menzie-Ballantyne ◽  
Miriam Ham
Keyword(s):  
Sustainable Development ◽  
Global Citizenship ◽  
Deep Understanding ◽  
Education For Sustainable Development ◽  
Development Education ◽  
Australian Curriculum ◽  
Curriculum Review ◽  
Core Concepts ◽  
Competing Priorities ◽  
Sustainable Development Education

Abstract In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and skills inherent in the pedagogies of education for global citizenship (EGC) and education for sustainable development (ESD). By contrast, the School Strike 4 Climate rallies exemplified students’ integration of knowledge, skills, values and attitudes from a variety of disciplines and broader learning experiences embedded within the AC with the cross-curriculum priorities, particularly sustainability, and the general capabilities. This article claims that the School Strike 4 Climate rallies highlight the interconnection between EGC and ESD and the AC. It will argue that the inquiry-based, pedagogical approaches of EGC and ESD are powerful integrators offering teachers the opportunity to take cross-disciplinary approaches to planning, connecting multiple learning areas from the AC with real-world projects and issues. It is suggested that, far from crowding the curriculum, such integration frees up space and offers opportunities for the deep conceptual understanding the curriculum review seeks.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals Etik i utbildning för hållbar utveckling – Att undervisa den etiska dimensionen av en kontroversiell fråga

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Lars Samuelsson
Keyword(s):  
Sustainable Development ◽  
Conceptual Analysis ◽  
Ethics Education ◽  
Practical Implication ◽  
Education For Sustainable Development ◽  
Controversial Issues ◽  
Ethical Dimension ◽  
Development Education ◽  
Research Material ◽  
Sustainable Development Education

Både i Sverige och internationellt är hållbar utveckling numera ett allmänt accepterat mål i utbildningssammanhang. De centrala komponenter som bygger upp hållbarhets­tanken kan emellertid ges olika tolkningar som genererar oförenliga hållbarhetsmål. Det är med andra ord en kontroversiell fråga vilket slags utveckling som ska räknas som hållbar. Det innebär i sin tur att utbildning för hållbar utveckling aldrig är neutral – tvärtom vilar den på etiska antaganden. En viktig komponent i en helhetlig utbildning för hållbar utveckling är därför att synliggöra och diskutera dessa antaganden. Artikelns syfte är dels att belysa den etiska dimensionen av hållbar utveckling förstådd som en kontroversiell fråga, dels att argumentera för ett lämpligt metodbaserat angreppssätt för att hantera denna dimension i ett utbildningssammanhang. Under­sökningen är huvudsakligen av filosofisk karaktär, vilket innebär att den metod som främst använts är det analytiska tillvägagångssätt som utmärker modern analytisk filosofi, med inslag av bland annat begreppsanalys och granskning av argument. Studie­materialet har utgjorts av styrdokument samt nationella och internationella rapporter. Bidragets huvudsakliga resultat är etablerandet av en specifik metodbaserad modell för etikundervisning som särskilt lämplig för att hantera den etiska dimensionen av utbildning för hållbar utveckling (och för kontroversiella frågor generellt). En viktig praktisk implikation är att lärare via denna modell får tillgång till en uppsättning verktyg för att behandla den etiska dimensionen av hållbarhet och andra kontroversiella frågor i sin undervisning. Vidare forskning krävs emellertid för att utröna vilka undervisnings­former som bäst lämpar sig för att arbeta med dessa verktyg i olika undervisnings­sammanhang. Nyckelord: hållbar utveckling, utbildning för hållbar utveckling, etikundervisning, kontroversiella frågor, SIL-metoderna, SIL-villkoren   Ethics in education for sustainable development – On teaching the ethical dimension of a controversial issue Abstract Sustainable development is nowadays a widely accepted goal in educational contexts, both in Sweden and internationally. However, the central components that constitute the idea of sustainability can be given different interpretations generating incompatible sustainability goals. It is thus a controversial question what kind of development we should count as sustainable. This means that education for sustainable development is never neutral – to the contrary, it rests on ethical assumptions. An important component in a comprehensive education for sustainable development is hence to reveal and discuss these assumptions. The aim of the paper is to elucidate the ethical dimension of sustainable develop­ment and argue for a suitable methods-based approach for dealing with this dimension in an educational context. The investigation is mainly philosophical in character, which means that the method used is primarily the analytic approach that is characteristic of modern analytic philosophy, with conceptual analysis and examination of arguments. The research material used is regulatory documents and relevant reports. The main contribution is the establishment of a specific methods-based model for ethics education as particularly appropriate for dealing with the ethical dimension of education for sustainable development (and for controversial issues generally). An practical implication is that teachers via this model get access to a set of tools for dealing with the ethical dimension of sustainability and other controversial issues. Further research is however needed to determine which teaching methods are most suitable for working with these tools in various educational contexts. Keywords: sustainable development, education for sustainable development, ethics education, controversial issues, the “SIL methods”, the “SIL requirements”

Education for Sustainable Development (ESD) in Asia

2017 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Socioeconomic Development ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Asian Countries ◽  
Development Education ◽  
The World

A new approach to education has been proposed, called Education for Sustainable Development (ESD), with the goal of developing education in order to foster individuals who will contribute to the realization of a socially, economically, and environmentally more sustainable society. From the beginning of the 21st century, this has given rise to discussions and practices on related themes all over the world, including in Asia. While the environment surrounding education is markedly changing in Asian societies, with educational reforms actively pursued in many Asian countries and regions, their situations greatly differ depending on the context in which they find themselves. Today, departing from the conventional modes of teaching and learning that focus on the acquisition of an already systematized body of knowledge and skills, the field of education the world over is now shifting its focus to what is called key competencies, adopting and experimenting with new teaching and learning styles to develop abilities referred to as 21st-century skills. Based on these theoretical and conceptual discussions, a number of initiatives have been adopted as policies, school curricula, and educational practices in order to promote ESD in Asian countries. It is possible to divide Asian countries into three groups based on the place of ESD in their countries, as well as their degree of socioeconomic development and the popularization of school education: (a) countries that have accumulated experience in the practice of environmental education or development education; (b) countries that have been witnessing growing environmental consciousness and its rapid institutionalization in recent years, with varying degrees of implementation of environmental education; and (c) countries in which the elimination of poverty and inequality remains the most pressing issue and ESD is promoted in connection with development issues. Although the introduction of ESD is greatly affected by each country’s socioeconomic situation, it is important for all countries in Asia to promote equitable and sustainable education in order to realize a sustainable society. Thus, Asian countries need to form a social consensus to promote ESD, which requires the participation and responsibility of the whole of society.

scholarly journals Construction of Language Teachers’ Professional Competence in Education for Sustainable Development in Higher Education for Post-pandemic Era

2021 ◽  
Vol 12 (2) ◽  
pp. 304
Author(s):  
Yan Liu ◽  
Wenjin Qi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Professional Competence ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Language Teachers ◽  
Development Education ◽  
Professional Attitude ◽  
Sustainable Value ◽  
Sustainable Development Education

Education for sustainable development is essentially a value education. It is an educational process that aims at the value recognition, perception, practice and sustainable value tendency of sustainable development. Language teachers’ competences for sustainable development education is a professional ability manifested in sustainable development education activities based on their recognition of relevant concepts and willingness to practice sustainable values in their personal lives and educational activities in higher education. The connotation, pedagogic goals and characteristics of sustainability education constitute the foundation of language teachers’ professional competences in education for sustainable development, which fall into three major categories of professional knowledge, professional skills and professional attitude.

RECOGNIZING ECOSYSTEM SERVICES THROUGH EDUCATION FOR SUSTAINABLE DEVELOPMENT THAT UTILIZES THE SEA IN THE REGION

2017 ◽  
Author(s):  
Ken Hirai ◽  
Ken Hirai
Keyword(s):  
Sustainable Development ◽  
Ecosystem Services ◽  
Education For Sustainable Development ◽  
The Relationship

The relationship between people and the sea is weakening every year. We have conducted education for sustainable development (ESD) of the sea, aimed at deepening their understanding of the relationship between humans and the sea. We get method and we think that it can be a model to be implemented in other areas. The content of the lessons introduced on this occasion, we think that children were able to learn broadly about the ecosystem services of the sea, and became interested in the sea from many angles. we conducted more lessons, the willingness to take action by themselves has been nurtured.

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