scholarly journals Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan

2016 ◽  
Vol 12 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Eva Ärlemalm-Hagsér ◽  
Bodil Sundberg

This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues. 

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios

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.


2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough

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).


Author(s):  
София Горбунова ◽  
Sofia Gorbunova

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>


2005 ◽  
Vol 3 (3) ◽  
pp. 296-308 ◽  
Author(s):  
José Gutiérrez Pérez ◽  
Mª Teresa Pozo Llorente

The main idea this article develops is the conceptual chaos, methodological tensions and epistemological conflicts that are being experienced in the field of environmental education as a result of the uncertainty generated by some institutions and international organisms. The authors’ perspective starts from the idea that too many expectations have been invested in the celebration of the Decade of Education for Sustainable Development. The celebration will contribute to making the tensions and fractures grow between the different collectives and professional cultures that inhabit this educational field. While some will find their channels of expression waning and their work models delegitimated, others will increase their popularity and extend their hegemonic power over the dominant models of intervention and the securing of financial resources through the programs and grant competitions they enter. The reason for these tensions lies in the underlying focus promoted by the model of celebration that has been advocated by the institutions leading the process.


Author(s):  
Ediola Pashollari

Education is an important informative tool used to maintain the prevailing values of a society. It is the best thing anyone can acquire; it is an asset, an act of attaining knowledge, developing sense of analyzing and perception in preparing oneself. Quality education is one of the 17 Global Goals that make up the 2030 Agenda for Sustainable Development. There are three types of education, namely formal, non-formal, and informal education. Vulnerable young people are often excluded from educational systems. Inclusive polices are needed to ensure access to education for poorest youth in cities and remote areas, youth affected with HIV, refugee youth, and migrant youth. This chapter explores education and sustainable development.


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