SYNERGETICS OF ECOLOGICAL INNOVATIONS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT

2021 ◽  
Author(s):  
S Turaeva ◽  
Sh Sharifxodjaev
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Traditional Education ◽  
International Experience ◽  
Educational Process ◽  
Systemic Approach ◽  
The Republic ◽  
Different Levels

This article discusses an integrated approach to environmentaleducation at different levels of the continuous educational process. The effectivenessof the transition from traditional education in environmental education to innovativein the form of synergy at different levels of development of society in Uzbekistan isstudied. Using the international experience of some countries, a systematic analysisof the introduction of new pedagogical technologies into various educationalstructures of the Republic of Uzbekistan has been carried out. A model is proposed that provides for a new systemic approach in environmental education forsustainable development.

Academic Contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship

2021 ◽  
Author(s):  
SDAG Lab
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Developing Country ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Ministry Of Education ◽  
United Nations Educational ◽  
Cultural Organization

International initiatives on orientating education toward sustainable development can be traced back to a proposal by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1995. According to this framework, UNESCO suggested reorienting environmental education and reshaping the educational process so as to build a more sustainable relationship between humans and the environment. Twenty-five years have passed, and much of this pursuit is still ongoing, with many unanswered challenges. In recognition of the importance of education and sustainable development, this book brings into focus some valuable insights from the perspective of a developing country, Vietnam. It is a collected volume of academic contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship, organized on July 2–3, 2019, by UNESCO in conjunction with the Ministry of Education Training (MOET) of Vietnam.

scholarly journals Conceptual and Legal Framework for Promotion of Education for Sustainable Development: Case Study for Ukraine

2020 ◽  
Vol 9 (2) ◽  
pp. 42-54 ◽  
Author(s):  
Hudima Tetiana ◽  
Vesta Malolitneva
Keyword(s):  
Sustainable Development ◽  
Circular Economy ◽  
Basic Education ◽  
Integrated Approach ◽  
Legal Framework ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
University Education ◽  
Transfer Of Knowledge ◽  
Economic Law

Promoting the sustainable development is currently a key global issue posing a challenge to all of us on personal, professional and political levels. The education plays a major role in this path, in particular the education for sustainable development (ESD). The traditional one-way transfer of knowledge is no longer sufficient to inspire the students to behave as responsible citizens. This article suggests a number of competencies, which must serve as a basis for ESD, as well as application of the multiple intelligence theory as a mechanism for implementing the competencies derived by students from ESD at the basic education level. It is proved that security competencies in the broadest sense (covering all levels, from personal to the global space) should also be included in the modern educational process. As for the university education, it is required to explain the concept of "sustainability" to all specialties without exception, including the political scientists, engineers and others. This is particularly important for training of experts dealing with the economic law issues. A lack of economic analysis in modern legal studies and development of regulations results in writing and adoption of idle laws hazardous for the country. To upgrade the education system in Ukraine, it is appropriate to develop the National Strategy on Education for Sustainable Development and its implementation plan based on the global Sustainable Development Goals. It is required to switch from traditional education to the model focused on sustainable development with the underlying extensive interdisciplinary knowledge based on an integrated approach to the development of society, economy, and environment. Implementation of this strategy should consider the adaptive nature of the regional education component, in particular the economic features of a relevant region. It is important to focus on the learning processes underlying the circular economy. Keywords: sustainable development, society, economy, environment, circular economy, education for sustainable development, sustainability, economic law.

Education for Sustainable Development and Conceptions of Environmental Education in Brazil: Possible Approaches

2018 ◽  
Vol 12 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Christiano Nogueira
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Social Relations ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Human Needs ◽  
Basic Human Needs ◽  
Political Dimensions ◽  
Critical Process ◽  
Education In Brazil

This article presents an approach between education for sustainable development (ESD) based on the concept of sustainable development (SD) and the main concepts of environmental education (EE) in Brazil. In these approaches, the theoretical fundamentals of these conceptions of EE were analysed with a view to the possibility of promoting ESD through an educational process considered as a result of social relations that con- template the historical, social, economic and political dimensions of the subjects. It was verified that some conceptions of EE may be approaches to ESD and others incompatible due to the critical process of analysis of the relations between society and nature. The possibility of an ESD with aspects that enable the understanding of the contradictions of capitalism in order to promote changes and obtain a society focused on the basic human needs that allow an environmental balance was also considered.

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.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals E-Learning Financing Models in Russia for Sustainable Development

2020 ◽  
Vol 12 (11) ◽  
pp. 4412 ◽  
Author(s):  
Dayong Nie ◽  
Elena Panfilova ◽  
Vadim Samusenkov ◽  
Alexey Mikhaylov
Keyword(s):  
Sustainable Development ◽  
Traditional Education ◽  
Educational Process ◽  
Global Politics ◽  
Clear Understanding ◽  
Public And Private ◽  
Proposed Model ◽  
E Learning ◽  
New Vision ◽  
Russian Education

E-learning brings new dimensions to traditional education. This especially affects countries that, due to many factors, have historically been considered the “talent pool” for the world community. In this study, a model for financing e-education has been developed that is applicable to Russian realities. The model was built around the balance between demand (global politics, economics, and principles of sustainable development) and supply (sources of direct financing). As a result, a key challenge of improving the e-learning financing methodology and models, specifically the efficiency of government spending and private investing, demands the use of new approaches and mechanisms. To improve e-learning financing, a clear understanding of the applied purpose of public and private means is required. Responsibilities for the e-learning outcome of institutions that receive financing are linked to their status. An unclear understanding of these issues is more likely associated with the issue of transparency of financing than with inefficiency. The proposed model allows transforming the “standards” of financing both in the field of e-education and Russian education in general and presents a new vision of participants’ interaction in the educational process, taking into account a set of restrictions and market features.

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