Research on build exercises that integrate knowledge to solve practical problems in teaching high school students

Based on one of the viewpoints of building the Biology curriculum, which is integrated education and sustainable development education, helps students strengthen and develop the competency to mobilize and apply integrated knowledge, skills in many different fields to effectively solve problems in study and their’ life. Practical problems in teaching Biology are very diverse, associated with daily life and related to other subjects such as environmental protection, health care, response to the Covid-19 epidemic. ..... The article proposes the process of designing and using integrated practice exercises in teaching Biology in high school in order to develop students' competency to solve practical problems

School Strike 4 Climate: the intersection of education for sustainable development, education for global citizenship and the Australian Curriculum

In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and skills inherent in the pedagogies of education for global citizenship (EGC) and education for sustainable development (ESD). By contrast, the School Strike 4 Climate rallies exemplified students’ integration of knowledge, skills, values and attitudes from a variety of disciplines and broader learning experiences embedded within the AC with the cross-curriculum priorities, particularly sustainability, and the general capabilities. This article claims that the School Strike 4 Climate rallies highlight the interconnection between EGC and ESD and the AC. It will argue that the inquiry-based, pedagogical approaches of EGC and ESD are powerful integrators offering teachers the opportunity to take cross-disciplinary approaches to planning, connecting multiple learning areas from the AC with real-world projects and issues. It is suggested that, far from crowding the curriculum, such integration frees up space and offers opportunities for the deep conceptual understanding the curriculum review seeks.

Environmental education and education for sustainable development: general and special

The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.

Construction of Language Teachers’ Professional Competence in Education for Sustainable Development in Higher Education for Post-pandemic Era

Education for sustainable development is essentially a value education. It is an educational process that aims at the value recognition, perception, practice and sustainable value tendency of sustainable development. Language teachers’ competences for sustainable development education is a professional ability manifested in sustainable development education activities based on their recognition of relevant concepts and willingness to practice sustainable values in their personal lives and educational activities in higher education. The connotation, pedagogic goals and characteristics of sustainability education constitute the foundation of language teachers’ professional competences in education for sustainable development, which fall into three major categories of professional knowledge, professional skills and professional attitude.

School Clubs Combined with Ecology

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.

Ecology and sustainable development issues in RF and the US libraries: On comparative analysis of subject digital resources

The UN Sustainable Development Goals (SDGs) are reviewed from the point of view of libraries. Both Russian and American professional publications cover the issues within their ecological education (EE) and sustainable development education activities which enables to compare them in many aspects. Key groups of relevant sources are determined: publications in professional periodicals, analytical materials on the web-sites of libraries and associations, resources on libraries’ websites, social media, and blogs. Each group of resources is analyzed. The conclusion is made that relevant information sources reflecting similar segments of library activities can be necessarily and possibly determined for further studies.