scholarly journals The Future Biology Teachers Training for the Implementation of Sustainable Development Ideas in Ecological Education

2021 ◽  
Vol 4 (4) ◽  
pp. 229-237
Author(s):  
Halyna Biletska ◽  
Nataliia Mironova ◽  
Olha Yefremova ◽  
Liubov Barna ◽  
Ihor Bloshchynskyi
Keyword(s):  
Experimental Study ◽  
Sustainable Development ◽  
Competence Development ◽  
Ecological Education ◽  
Dynamic Learning ◽  
Development Education ◽  
Biology Teachers ◽  
The Future ◽  
Scientific Substantiation ◽  
Teachers Training

The article presents the results of the experimental study targeted at the scientific substantiation and experimental verification of the methodology of the future biology teachers’ ecological competence development. It is grounded and proved that ecological education resulting in ecological competence is an integral part of education for sustainable development. In order to integrate sustainable development education into the future biology teachers’ training, the methodology for the ecological competence development has been suggested. The methodology involves the environmentalization of the educational content and the use of a modular object-oriented dynamic learning environment. A pedagogical experiment was conducted in order to determine the effectiveness of the methodology of future biology teachers training for the implementation of sustainable development ideas in ecological education. Four hundred and twenty-seven students participated in the experimental study. Control and experimental groups of students were allocated for conducting the experiment. In experimental groups the author’s methodology was implemented. The experimental data were processed using mathematical statistics. As a result of the generalization of the results of the study, it was found that in the experimental groups, the percentage of students with high and medium levels of ecological competence increased, and with low levels – decreased compared to the control groups. This testifies to the effectiveness of the future biology teachers’ ecological competence development.

scholarly journals Preparation of Teachers for Ecological Education of Preschoolers Taking Into Account the Natural and Sociocultural Environment of the Kindergarten

2021 ◽  
Vol 16 (4) ◽  
pp. 122-131
Author(s):  
Lavrentyeva Nina G. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Professional Training ◽  
Theory And Practice ◽  
Ecological Education ◽  
Sociocultural Environment ◽  
Ecological Responsibility ◽  
Social Ecological ◽  
The Future

A teacher is a key figure in ecological education of preschoolers for their safe and happy future life. Intensiveness of preschooler’s development, dependence of his life from grown-ups, direction of development to future life requires to raise social ecological responsibility of teachers before the future generation. The purpose of the article is to show the specific character of teachers’ training as the organizational and pedagogical condition of ecological education of preschoolers in the conditions of natural and sociocultural environment of a kindergarten. Analysis of theoretical sources and teaching practice allows you to identify the most valuable content lines and technological mechanisms of professional training of preschool students and practicing teachers for environmental education of children. The research methods are the analysis of the theory and practice of environmental education of preschoolers, professional training of teachers, generalization, and correlation of the analysis results with the goals of sustainable development, comparison, systematization, questioning of teachers of preschool educational organizations. Achieving the goals of sustainable development of society makes it necessary to focus the content and technologies of organizing environmental education for children on the knowledge of the consistency of the structure and functioning of the natural and sociocultural world, the allocation of ecosystems of different levels in it. In this case, the semantic needs of the future will be reflected in the pedagogical design of the present. Determination of the system-forming role of environmental education will optimize professional training and comprehend the unity of natural science and humanitarian knowledge. Strengthening the personal orientation of education by taking into account the level of training, individual interests, preferred styles of information processing, increases cognitive activity and creative self-realization of each student. The use of project activities and interactive forms and methods of designing environmental education for children create conditions for improving the professional qualities of teachers, increase the value of training. Thus, the directed specificity of the content of vocational education of kindergarten teachers from the perspective of the future increases their social and environmental responsibility to future generations and the effectiveness of the results of environmental education of preschoolers in the process of professional implementation. Keywords: professional training, ecological education of preschoolers, natural and sociocultural environment, system-forming role of ecological education, social ecological responsibility

Scientific interpretation of the paradigm sustainable development of Ukraine

2021 ◽  
pp. 47-59
Author(s):  
Leonid Shmorgun ◽  
Valery Borzunov
Keyword(s):  
Sustainable Development ◽  
World Order ◽  
Buffer Zone ◽  
External Control ◽  
Developed Country ◽  
Development Models ◽  
The Future ◽  
The Status ◽  
Systemic Crisis ◽  
Scientific Substantiation

Purpose of the article – study of the main directions of sustainable development of Ukraine in order to ensure the country’s competitiveness in the context of the formation of new technological structures («Industry 4.0, 5.0») and a new world order («Globalization 1.0, 2.0»). The relevance of the topic lies in the need to find ways to get Ukraine out of the systemic crisis and to shape the image of the future in the context of globalization and technological revolution. The scientific novelty article consists in studying the principles of sustainable development for compliance with the general laws of the universe and the laws of dialectics and scientific substantiation of compliance with the principles of building a society of the future recognized by the world community, in determining models for sustainable development of Ukraine and the principles of designing the economy of the future. Conclusion. For all years of independence, Ukraine has turned from an industrially developed country into a backward and poorest country in Europe with an economy of lagging growth, with the status of a «buffer zone» of geopolitical conflict on its territory and external control. To maintain sovereignty, ensure the country’s competitiveness in the transition and new technological structures and the quality of life of the population, at least at the level of the average for the EU countries, Ukraine needs to change course, develop and implement the Strategy of man-centered, multi-spiral, sustainable development. Key words: analysis, sustainable development, multiple spiral development, sustainable development models, growth points, strategizing.

scholarly journals Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era

2020 ◽  
Vol 166 ◽  
pp. 10031
Author(s):  
Olena Lavrentieva ◽  
Victoria Pererva ◽  
Oleksandr Krupskуi ◽  
Igor Britchenko ◽  
Sardar Shabanov
Keyword(s):  
Sustainable Development ◽  
Vocational Training ◽  
Sustainable Development Goals ◽  
Training Process ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Scientific Terminology ◽  
Science Area ◽  
The Future ◽  
Development Goals

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era.

scholarly journals Continuous social and environmental education of the future teacher in the interests of sustainable development of society

2021 ◽  
Vol 52 (4) ◽  
pp. 147-159
Author(s):  
Amina A. Niyazova ◽  
◽  
Anvar N. Khuziakhmetov ◽  
Keyword(s):  
Sustainable Development ◽  
Professional Training ◽  
Future Teacher ◽  
Ecological Education ◽  
Mathematical Methods ◽  
Systematic Analysis ◽  
Empirical Survey ◽  
Leading Role ◽  
The Future ◽  
The Individual

Introduction. The concept of sustainable development defines the socio-ecological direction as the leading one in the system of interaction between society and nature, which emphasizes the importance of continuous socio-ecological education of the individual. Continuous socio-ecological education in the interests of sustainable development provides not only the solution of socio-ecological problems, the co-evolution of society and nature, but also the upbringing of an ecologically cultural and educated person, where the leading role is assigned to the teacher. Modern higher pedagogical education is a mechanism for the development of the socio-ecological education of a future teacher, which determines the readiness of the last to implement continuous socio-ecological education of students. Materials and methods. The experimental study involved 285 students enrolled in the educational program "Pedagogical education". The study was based on the Tobolsk D.I. Mendeleev Pedagogical Institute (branch of Tyumen State University), BI HE KhMAO-Ugra "Surgut State Pedagogical University". The study was based on theoretical, empirical, survey-diagnostic and mathematical methods (Fisher φ-criterion). Research results. A theoretical systematic analysis of the literature made it possible to reveal the content of the concepts of “socio-ecological education for sustainable development”, “socio-ecological education of a teacher”, to develop and present the structure and process of development of socio-ecological education of a teacher, which fills and enriches the theory of pedagogical science with new knowledge. The statistical analysis of the results obtained showed the reliability of differences in the level of development of the socio-ecological education of the future teacher in motivational-value (φemp = 5.78; p≤0.01), cognitive (φemp = 6.80; p≤0.01), activity (φemp = 4.89; p≤0.01) and reflexive-regulatory components (φemp = 7.28; p≤0.01), which indicates the positive dynamics of the level of development of socio-ecological education of the future teacher. Conclusions. The conducted experimental work showed the effectiveness of the implemented organizational and pedagogical conditions in the process of professional training of a future teacher for continuous socio-ecological education in the interests of sustainable development of society and the positive dynamics of the development of socio-ecological education of a future teacher, the reliability of which was statistically confirmed using the Fisher t-criterion.

scholarly journals Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

2021 ◽  
Vol 13 (20) ◽  
pp. 11184
Author(s):  
Björn Kjellgren ◽  
Tanja Richter
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Competence Development ◽  
Global Competence ◽  
Research Approach ◽  
Institutional Diversity ◽  
Development Education ◽  
Four Dimensions ◽  
Starting Point ◽  
Internationalisation Strategy

Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.

scholarly journals ENVIRONMENTAL EDUCATION IN RURAL AREAS - A REAL SUPPORT FOR SUSTAINABLE DEVELOPMENT

2016 ◽  
Author(s):  
Florin Constantin MIHAI
Keyword(s):  
Sustainable Development ◽  
Environmental Policy ◽  
Environmental Education ◽  
Rural Areas ◽  
Environmental Problems ◽  
Ecological Education ◽  
Low Level ◽  
Viable Solution ◽  
The Future ◽  
Institutional Dimension

Sustainable development represents the future for Romanian rural areas anda viable solution to solve the environmental problems. This concept can beput into practice through the interaction between economic, sociocultural,environmental and political-institutional dimension. In this interaction,an important role has the ecological education of citizens from rural areasand their involvement in environmental policy decisions. So, a low level ofecological education in rural areas leads to a permanent degradation ofenvironmental factors. In this research, we showed some negativeenvironmental practices related to the inhabitants of rural areas.Citizen’s education in environmental spirit should promote the principlesof prevention, conservationand recycling.

scholarly journals School Clubs Combined with Ecology

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Fang Sun
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Ecological Education ◽  
Ecological Civilization ◽  
Development Education ◽  
Normative Development ◽  
New Energy ◽  
Teachers And Students ◽  
Core Teachers ◽  
Sustainable Development Education

The ecological civilization education will be introduced into primary school courses in the future, aiming to enhance people’s environmental awareness. As the model school of Beijing green ecology and sustainable development education, Beijing experimental primary school attached to Capital Normal University, focus on new energy and sustainable development education, has been practicing and exploring effectively on ecological education. Detailed works   are as follows: Making sure the educating purpose of ecological technology educational development; Improving the normative development of ecological education; Training and taking good advantages of core teachers; Constructing ecological special course system; Combining the school clubs with social programs with wonderful works created by both teachers and students.

scholarly journals Pedagogical System of Continuous Socio-Ecological Education of the Future University Professor

2021 ◽  
Vol 291 ◽  
pp. 05028
Author(s):  
Amina Niyazova ◽  
Anvar Khuziakhmetov ◽  
Rafis Shaimardanov ◽  
Olga Balina ◽  
Aram Vartanian
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Professional Training ◽  
Cognitive Activity ◽  
Professional Competencies ◽  
Federal State ◽  
Ecological Knowledge ◽  
Ecological Education ◽  
The Future ◽  
The Creation

Education is the leading springboard for the formation of an environmentally cultured and educated person who can live and work in today’s rapidly changing society. The environmental crisis and the focus on sustainable development determine the relevance of socio-ecological education in the interests of the Concept of Sustainable Development (1994). The process of professional training of the future professor is based on the Federal State Educational Standard of Pedagogical Education and the professional standard, which defines the universal, general professional, and professional competencies and labor actions of the professor. The lack of special competencies indicates the formation of knowledge, abilities, skills, and experience in the field of socio-ecological education within the framework of general professional and professional competencies. The result of the future professor’s readiness for continuous socio-ecological education of students is determined by the socio-ecological knowledge. The development of socio-ecological knowledge in the conditions of professional training at the university requires the creation of a specific pedagogical system, including forms, methods, technologies, and pedagogical conditions for its development. These conditions include the creation of a socio-eco-oriented educational environment, the integration of formal, non-formal, and informal education, the use of modern digital, information and communication, and educational technologies. The selected components of socio-ecological knowledge: motivational-value, cognitive, activity, and reflexive formed the basis of the experimental study.

PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN

2018 ◽  
Vol 10 (3) ◽  
pp. 304
Author(s):  
Familia Novita Simanjuntak
Keyword(s):  
Sustainable Development ◽  
Global Economy ◽  
Autonomous Motivation ◽  
Human Society ◽  
Environmental Attitude ◽  
Development Education ◽  
Environmental Behaviors ◽  
Sustainable Environment ◽  
Complex Dimensions ◽  
Earth Environment

ABSTRACTSustainable development urges to merge the three complex dimensions: global economy, global society and physically earth environment. Sachs (2015) states that sustainable development is the expert effort to comprehend the world and the method to solve the crowded earth issues by the global population growth that nine times increase than the first industry era. Education is one of fatal element for sustainable development phase especially for the human (society) development. Human development becomes the main core of invesment for economy development because it is prepared for the youngst as the next generation to develop economic improvement individually for their family and also for their community (include for the State’s development interest). Marshall, Hine and East (2017) studied about the education which develop the autonomous motivation to support individu execute the pro-environmental behaviors (PEBs). This autonomous motivation will establish the environmental attitude and personality in decision making and action of sustainable environment protection and preservation.Keywords: sustainable development, education, pro-environmental behaviors ABSTRAKPembangunan berkelanjutan berupaya untuk mengkaitkan tiga sistem yang rumit yaitu sistem ekonomi dunia, sistem sosial dunia dan lingkungan fisik bumi. Sachs (2015) menyatakan bahwa pembangunan berkelanjutan menjadi cara para pakar untuk memahami dunia dan sebuah metode untuk menyelesaikan permasalahan dunia yang berawal dari sesaknya bumi akibat pertumbuhan penduduk dunia yang sudah mencapai sembilan kali lebih banyak dari populasi manusia yang hidup pada jaman dimulainya revolusi industri. Pendidikan adalah salah satu komponen yang penting dalam proses pembangunan berkelanjutan terutama pembangunan yang terkait manusia (sosial). Pembangunan manusia menjadi bagian vital dari investasi yang dibutuhkan dalam pembangunan ekonomi karena merupakan jalur investasi yang disiapkan untuk anak-anak sebagai generasi penerus yang akan melanjutkan perbaikan ekonomi baik secara individu bagi keluarganya maupun secara berkelompok bagi komunitasnya (termasuk kepentingan pembangunan di Negaranya). Penelitian Marshall, Hine and East (2017) menyatakan bahwa pendidikan dapat membentuk dorongan dari dalam setiap individu untuk melakukan perilaku pro lingkungan hidup (pro-environmental behaviours). Dorongan dari dalam individu ini secara otonomi membentuk watak dan karakter yang ramah lingkungan untuk membuat keputusan dan bertindak yang melindungi dan menjaga keberlanjutan lingkungan hidup.Kata kunci: pembangunan berkelanjutan, pendidikan, pro-environmental beharviors

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