scholarly journals Educación para el Desarrollo Sostenible en asignaturas de Dirección de Operaciones. El caso del Banco de Alimentos de La Rioja. (Education for Sustainable Development in Operations Management subjects. The case of the Food Bank of the Rioja)

2015 ◽  
Vol 6 (1) ◽  
pp. 22
Author(s):  
Dolores Queiruga ◽  
Javier González Benito ◽  
Luz Amira Rocha Valencia ◽  
Gustavo Lannelongue Nieto
Keyword(s):  
Sustainable Development ◽  
Operations Management ◽  
Social Issues ◽  
Peer Assessment ◽  
Education For Sustainable Development ◽  
Food Bank ◽  
Personal Involvement ◽  
The Subject ◽  
Guided Tour ◽  
La Rioja

<div data-canvas-width="252.26493658536586">La Educación para el Desarrollo Sostenible a nivel universitario implica alcanzar ciertas competencias como responsabilidad o involucración personal en temas sociales. En este trabajo presentamos una práctica en la asignatura de Organización de la Producción de dos titulaciones: Grado en Ingeniería y Grado en Re</div><div data-canvas-width="152.74203071961296">laciones Laborales y Recursos Humanos, de La Universidad de La Rioja. Para ello, utilizamos cuatro actividades docentes, aplicadas al caso del Banco de Alimentos. Estas son: visita guiada al almacén, ejercicio en el aula de informática con aprendizaje coop</div><div data-canvas-width="190.85576456359604">erativo, exposición oral (con coevaluación mediante una rúbrica) y participación voluntaria en una campaña de recogida de alimentos.</div><p><em>Education for Sustainable Development at university level involves achieving certain skills as liability or personal involvement in social issues. We present a practice in the subject of Operations Management two degrees: Engineering and Labor Relations and Human Resources, at University of La Rioja. To do this, we use four teaching activities, applied to the case of the Food Bank. These are: guided tour of the storehouse, practical lesson in the computer room with cooperative learning, oral presentation (with peer assessment using a rubric) and voluntary participation in a campaign to collect food.</em></p>

scholarly journals A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

2020 ◽  
Vol 12 (3) ◽  
pp. 1123 ◽  
Author(s):  
Ulf Fredriksson ◽  
Kanako N. Kusanagi ◽  
Petros Gougoulakis ◽  
Yaka Matsuda ◽  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Work ◽  
School Activities ◽  
Successful Work ◽  
Upper Secondary ◽  
Important Approach ◽  
Local Engagement ◽  
The Subject ◽  
Upper Secondary Schools

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

Developing Active Learners Based on Education for Sustainable Development

2020 ◽  
Author(s):  
Shuji Nakamura
Keyword(s):  
Sustainable Development ◽  
Student Attitudes ◽  
Social Issues ◽  
Sand Dunes ◽  
Smart Growth ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Sustainable Society ◽  
The Usa ◽  
Development Of Attitudes

&lt;p&gt;The subject of&amp;#160;&amp;#8220;Comprehensive Geography&amp;#8221;&amp;#160;aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by&amp;#160;&amp;#8220;considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society&amp;#8221;&amp;#160;from ESD&amp;#8217;s (Education for Sustainable Development) perspective. I hope this report, developed in collaboration between teachers from Japan and the USA, showcases an example of how to incorporate the principles of ESD in a way that motivates students. Through PBL (Project Based Learning)&amp;#160;experiences like this one, I hope to help students become leaders in creating a more sustainable society.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;&lt;p&gt;Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through &amp;#8220;integrated inquiry learning.&amp;#8221; Specifically, my lesson plans often use the KCJ (the Knowledge Constructive Jigsaw Method) or PBL, and I have gradually tried to develop active learners by designing this framework with ESD&amp;#8217;s viewpoint in mind.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;&lt;p&gt;As a result, the development of attitudes has been linked as a factor to solve problems and inquiries about some global and regional issues. Therefore, it was recognized that ESD contributes to the development of active learners and the formation of emergent learning communities.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;&lt;p&gt;In this assembly, I will show two concrete cases, one is the PBL on the Urban Design Project being applied to the Smart Growth Principles. This case study especially showed the importance of their own will to participate in and solve these social issues through presenting a self-made urban master plan.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;&lt;p&gt;Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a &amp;#8220;new&amp;#8221; problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.&lt;/p&gt;

scholarly journals Education for Sustainable Development: Glocal Implications for Universities

2021 ◽  
pp. 4-13
Author(s):  
Lilia Raitskaya ◽  
Elena Tikhonova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Subject Field ◽  
Development Goal ◽  
University Systems ◽  
The Subject

The editorial overviews the key research aspects of embedding sustainable development into university systems worldwide. The JLE editors dwell upon the pivotal role of higher education in transferring knowledge, skills, and underlying values in promoting Sustainable Development Goal No.4 (Quality Education for Sustainable Development). The editorial analysis is underpinned by the most cited Scopus-indexed articles (Top-50 as of March 2021) on sustainable development in higher education. JLE potential authors will find some recommendations on the subject field gaps and key directions to be published in the journal upcoming issues.

scholarly journals Twenty Years of China's Education for Sustainable Development(ESD) Program: Review and Prospect

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Qiaoling Wang
Keyword(s):  
Sustainable Development ◽  
International Cooperation ◽  
Education For Sustainable Development ◽  
Program Review ◽  
Whole School ◽  
Education Theory ◽  
The Subject ◽  
New Interpretation ◽  
Basic Characteristics ◽  
Definition Of

The basic characteristics of China ESD program is: The dual attribute of the definition of ESD; A new interpretation of the subject-oriented education theory from the perspective of sustainable development; ESD is an Important Content of strengthening morality education;The "whole-school " model has become the norm; An international cooperation and exchange platform has been actively built.

scholarly journals Social PR campaign in promoting sustainable education within urban environment

2021 ◽  
Vol 98 ◽  
pp. 05033
Author(s):  
Polina Sergienko ◽  
Alla Minyar-Beloroucheva ◽  
Olga Vishnyakova ◽  
Elizaveta Vishnyakova
Keyword(s):  
Sustainable Development ◽  
Urban Environment ◽  
Urban Area ◽  
Natural Environment ◽  
Social Issues ◽  
Education For Sustainable Development ◽  
Protection Measures ◽  
Raising Awareness ◽  
First Time ◽  
The City

The article reveals social PR campaign particularities aimed at raising awareness of the citizens in the urban environment. For the first time PR campaigns dealing with the urban environment decoration devoted to commemorative events, environmental protection measures, and social issues are investigated from the position of education for sustainable development. The urban area implies the encouragement of refashioned, renovated, changed, restructured and reconstructed environments necessary for edutainment of the citizens. It means that the analysis of the urban area focuses on the study of themes dealing with history, art, urgent domestic social issues and the problems of the natural environment. Education for Sustainable Development (ESD) is a perfect opportunity to give knowledge in the ‘soft’ way to the citizens, in addition to traditional ‘hard’ education within the urban environment. The methods used during the work on the article are comprehensive. They include observation, analysis, synthesis, description and interview. As a result of the study of the stated issues, the following conclusion was made. Urban area is an ideal platform to arouse the interest of its citizens by means of the thematic adornment of the city that expands their knowledge, makes them more persuasive and thus fosters the improvement of their behaviour. Information perceived laterally is better remembered and stored longer in memory. The citizens become more susceptible to any information offered to them by the officials of the city.

scholarly journals Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

2019 ◽  
Author(s):  
IWONA WENDREŃSKA
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
The Other ◽  
Special School ◽  
Special Schools ◽  
Severe Intellectual Disability ◽  
Multiple Disability ◽  
Different Types ◽  
The Subject ◽  
The One

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

scholarly journals DISCIPLINARY AND THEORETICAL APPROACH TO THE PRO-ENVIRONMENTAL ORIENTATION OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT

2020 ◽  
pp. 171
Author(s):  
Ljiljana Mitic ◽  
Danijela Zdravković ◽  
Srboljub Dimitrijević
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Informal Education ◽  
Social Issues ◽  
Environmental Values ◽  
Education For Sustainable Development ◽  
University Education ◽  
Educational Goals ◽  
Environmental Orientation ◽  
Theoretical Approaches

This paper examines the relationship and scope of the convergence of environmentally oriented disciplines (sociology and pedagogy), sub disciplines theoretical approaches (socio-environmental theory and ecological systems theory) which focus on the integration of contemporary society, individual and nature, all with the goal of sustainable development and common prosperity. In the process of globalization, man is largely forced to be flexible and to adapt to the mechanisms of the market economy and to adopt the principles of any type of diversity. The connection between environmental values, knowledge and experiences is the central idea of education for sustainable development. The main paradigm of environmental orientation requires the redefinition of the educational goals, in order to balance the changes to the “identitary” culture and value matrices of general social importance during the sustainable development process. It is clear that by defining the desirable environmental values and action competences that are pro-environmental, it would result in the optimum model of sustainable development within the education system, which ensures local and global development and progress. For these reasons, in addition to formal and university education, the education for sustainable development is achieved by self-education, non-formal and informal education. We conclude that the development and transfer of value matrices in the implicit curriculum which are based on the interactive encouragement of environmental sensitivity and social experiences in immediate communication in the classroom and school, can affect the adoption of ethical and environmental sustainability standards, as well as action competencies to address many important social issues. 

scholarly journals In-service Home Economics Teachers’ Attitudes to the Integration of Sustainable Topics in the Home Economics Subject

2020 ◽  
Author(s):  
Martina Erjavšek ◽  
Francka Lovšin Kozina ◽  
Stojan Kostanjevec
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Home Economics ◽  
Living Environment ◽  
Future Generations ◽  
Sustainable Living ◽  
Research Results ◽  
The Subject ◽  
Teachers Attitudes

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.

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