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

<p>The subject of “Comprehensive Geography” aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by “considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society” from ESD’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) experiences like this one, I hope to help students become leaders in creating a more sustainable society.</p><p> </p><p>Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through “integrated inquiry learning.” 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’s viewpoint in mind.</p><p> </p><p>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.</p><p> </p><p>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.</p><p> </p><p>Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a “new” problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.</p>

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

scholarly journals Implementasi Assessment Sikap Berpikir Kritis Berbasis Education for Sustainable Development (ESD) di Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 309
Author(s):  
Suci Nurlailah ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Learning Attitudes ◽  
Analysis Technique

Penelitian ini dilatar belakangi masih kurang pahamnya guru di sekolah dasar mengenai penilaian sikap berbasis Education for Sustainable Development (ESD) dengan kompetensi berpikir kritis. Dalam pembelajaran penilaian sikap sangat penting untuk membentuk sikap peserta didik yang baik untuk membentuk sikap berpikir kritis secara berkelanjutan. Tujuan dari adanya penelitian ini untuk mengetahui penerapan penilaian sikap yang digunakan oleh guru sekolah dasar terutama di kelas tinggi. Subjek penelitian ini adalah guru kelas di Sekolah Dasar. Teknik analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Penggunaan instrumen assessment sikap masih minim digunakan. 2) belum terdapat instrumen assessment sikap berupa rubrik terutama menyangkut dengan ESD. 3) Instrumen assessment sikap yang perlu dikembangkan yaitu terkait dengan sikap berpikir kritis dengan basis ESD.   The background of this research is that teachers in elementary schools still understand the Education for Sustainable Development (ESD) based assessment with critical thinking competence. In learning attitudes, it is very important to form good student attitudes to form critical thinking attitudes on an ongoing basis. The purpose of this study was to determine the attitude assessment used by elementary school teachers, especially in high grades. The subjects of this study were classroom teachers in elementary schools. The analysis technique used is descriptive qualitative analysis. The results of the study show that 1) The use of attitude assessment instruments is still minimally used. 2) there is no attitude assessment instrument in the form of a rubric, especially regarding ESD. 3) Attitude assessment instruments that need to be developed related to critical thinking attitudes based on ESD.

Views on education for sustainable development (ESD) among lecturers in UK MSc taught courses

2019 ◽  
Vol 20 (1) ◽  
pp. 115-138 ◽  
Author(s):  
Gavin Melles
Keyword(s):  
Sustainable Development ◽  
Discourse Analysis ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Influential Factors ◽  
Content Type ◽  
The Uk ◽  
Interview Studies ◽  
Sustainability Principles ◽  
Personal Ethics

PurposeIn the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.Design/methodology/approachThis active interview study enrolled a cohort of academics (n= 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.FindingsIn addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.Practical implicationsFaculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.Originality/valueThematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

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.

Project-Based Learning in Education for Sustainable Development: A Case Study of Graduate Planning Students

2019 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Yael Teff-Seker ◽  
Michelle Eva Portman ◽  
Keren Kaplan-Mintz
Keyword(s):  
Sustainable Development ◽  
Environmental Planning ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Project Based Learning ◽  
Future Generations ◽  
Control Group ◽  
Attitudes And Behaviors ◽  
Environmental Considerations

Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students’ experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

2008 ◽  
Vol 10 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Helen Gerretson ◽  
Elaine Howes ◽  
Scott Campbell ◽  
Denisse Thompson
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Science Curriculum ◽  
Education For Sustainable Development ◽  
Management Tool ◽  
The Usa ◽  
Mathematics And Science Education ◽  
Curricular Materials ◽  
Mathematics And Science

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.

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 Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

2019 ◽  
Vol 8 (2) ◽  
pp. 379 ◽  
Author(s):  
Jamil Hammoud ◽  
Mohamed Tarabay
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Ad Hoc ◽  
Developing World ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Sustainable Society

Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems.  Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012).  We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon.  The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model.  The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD

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