scholarly journals Sustainability Awareness through STEAM+

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Saba Mylvaganam ◽  
Josef Timmerberg ◽  
Hans-Petter Halvorsen ◽  
Håkon Viumdal
Keyword(s):  
Reflective Practice ◽  
Sustainable Development Goals ◽  
Female Students ◽  
Learning Objectives ◽  
Learning Activities ◽  
Innovative Technology ◽  
Community Needs ◽  
Ocean Renewable Energy ◽  
Development Goals ◽  
Responsible Member

Innovative technology enterprises have been working closely with OECD countries to address issues related to sustainability. There are many acronyms associated with STEM, e.g.  STEM+, incorporating the humanities, community needs, and global concerns indicated by the seventeen Sustainable Development Goals (SDG) of the UN.  UN Department of Economic and Social Affairs (UNDESA) supports capacity-building for the SDGs and their related thematic issues, including water, energy, climate, oceans, urbanization, transport, science and technology. We prefer to use STEAM+ based on our earlier work, indicating the inclusion of Arts in the curricula to attract female students and interdisciplinarity. Following Briggs’ constructive alignment paradigm with focus on learning objectives, activities, and assessments (LO-A-A) in a STEAM+ curricula, sustainability can be included with critical reflective thinking addressing  air pollution, microplastics in the ocean, renewable energy, food wastage, circular economy, poverty etc. The paradigm “Student in Centre and Front (CSF)” discussed in our earlier study promotes the idea of the student as a responsible member in the society giving due attention to pressing socioeconomic issues such as the SDGs. In this paper, means of extending the responsibility of the students in developing awareness of issues related to SDGs through curricula and projects are presented. The focus of this paper is on addressing STEAM+ tuned for awakening interest in SDGs, with some examples from courses held in our universities. Examples are taken from learning activities involving group of students as part of selected courses and projects/problem-based learning (PPBL) with reflective practice.

scholarly journals Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms

2020 ◽  
Vol 12 (7) ◽  
pp. 2706
Author(s):  
Francisco Del Cerro Velázquez ◽  
Fernando Lozano Rivas
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Objectives ◽  
Learning Approach ◽  
Technical Drawing ◽  
Development Goals ◽  
Key Competences ◽  
The United Nations

Five years after proclamation of the Sustainable Development Goals promoted by the United Nations, Spain joined this process of transforming the world socially, economically, and environmentally. This research covers the route taken and results obtained during subsequent years in Spain and proposes, as a general objective, to observe whether it is feasible to work in the technical drawing classroom on an eco-urban project, following the learning approach and method proposed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2017 Education for Sustainable Development Goals: Learning objectives, in order to reinforce cognitive, socio-emotional, and behavioral objectives, as well as the key competences established in Sustainable Development Goal 11. The phases of the project were related to the learning objectives and key competences, the results of which were complemented by a questionnaire that provided information on the sustainable consciousness of the students after completing the project, and could serve as a starting point for future educational projects. We agree with other authors, and in particular with UNESCO, that implementation of this type of project in the classroom is a key learning method for SDG.

scholarly journals My committment to veganism as responsible consumption in reference to SDG 12

Envigogika ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Jade Starr
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Objectives ◽  
Lead Author ◽  
Lifestyle Choice ◽  
Responsible Consumption ◽  
Development Goals

This article examines the author’s committment to veganism in the context of SDG 12 “Responsible Consumption and Production”. Refering to the framework of education for sustainable development learning objectives outlined in the 2017 UNESCO publication, Education for Sustainable Development Goals: Learning Objectives (lead author Marco Rieckmann) the author relates her lifestyle choice to the three domains of learning objectives: cognitive, socio-emotional and behavioural.

scholarly journals Is There a Place for Women in the Polish Mines?—Selected Issues in the Context of Sustainable Development

2019 ◽  
Vol 11 (9) ◽  
pp. 2511 ◽  
Author(s):  
Katarzyna Pactwa
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Mining Industry ◽  
Female Students ◽  
Development Goals

This article demonstrates the situation of women in the Polish mining industry through the prism of the implementation of sustainable development goals. The conducted analysis allowed us to verify the thesis that the actions that have been taken with the aim of gender equality are not enough, and mining is therefore not sustainable. Despite the fact that regulations have changed over the years, and women are now allowed to undertake jobs in mining plants, the sector is still highly masculinized. This phenomenon was found to be particularly disadvantageous after conducting an analysis of data referring to the number of female students graduating each year in mining and geology majors. It can be concluded, based on information concerning the share of women employed in the mining industry in general, as well as information on several other factors, that the majority of women who have pursued higher education in the field of mining will not find a job in this profession. This phenomenon clearly indicates the necessity of changes in the scope of education, and the need for companies to broaden internship and apprenticeship offers.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Sign in / Sign up

Export Citation Format

Share Document