Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions

Journal of Cleaner Production, Journal Year: 2024, Volume and Issue: 437, P. 140527 - 140527

Published: Jan. 1, 2024

The emergence of Industry 4.0 marks a transformative era for businesses and industries, characterized by advanced technologies like automation, Internet Things (IoT), artificial intelligence (AI), smart factories, cyber-physical systems. This revolution promises significant advantages, including enhanced productivity, sustainable progress, heightened resilience. However, the integration is challenged need skilled workforce with expertise in areas such as information technology data analytics. Higher education institutions (HEIs) play vital role equipping future professionals these skills, necessitating curriculum updates infrastructure enhancements. Simultaneously, importance development (ESD) has been underscored global initiatives Sustainable Development Goals (SDGs). ESD instills sense responsibility economic, ecological, equitable well-being. As digital blur lines between faces challenge adapting to evolving demands. AI tools emerged catalyst reshaping learning experiences, fostering innovation, preparing individuals age. chatbots ChatGPT have garnered widespread attention possess potential revolutionize various aspects education. their raises ethical concerns, necessitates redesign, requires strategies continuous learning, demands alignment industry standards. While promising, there notable gap existing literature when it comes exploring implications, influence on ESD, impact structure Blooms Taxonomy, collaboration academia industry, effective personalized learning. paper aims critically examine tools, specific emphasis ChatGPT, within context ESD. It delves into potential, considerations, imperatives partnerships. By providing insights strategies, this contributes ongoing discussion about nature technologically driven world, academic navigate complexities opportunities associated more effectively.

Language: Английский

---

Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD)

Journal of Cleaner Production, Journal Year: 2019, Volume and Issue: 250, P. 119537 - 119537

Published: Dec. 3, 2019

Language: Английский

---

Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned

Sustainability, Journal Year: 2019, Volume and Issue: 11(7), P. 1890 - 1890

Published: March 29, 2019

Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives promote for sustainable development (ESD) have hampered by a lack of clarity on how implement this form education. To address concern, Rounder Sense Purpose (RSP) began as three-year EU-funded project that set out develop practical accreditation model educators working ESD. Expert and user opinion was sought through several rounds structured consultation over 500 people, chiefly using Delphi approach, validate the model. The resulting framework comprises 12 competences, each three learning outcomes underpinning components. This is supported range activities largely reflecting constructivist pedagogy. A assessment techniques also piloted within although remains an area further enquiry. Ultimately, it decided not design single qualification template because defining award such level detail would make more difficult apply across multiple jurisdictions. Partners felt approach atomize in way runs counter holistic principles sustainability. RSP provided rich experience those involved already demonstrated its potential extend impact well beyond original participants.

Language: Английский

---

Green competencies: Construct development and measurement validation

Journal of Cleaner Production, Journal Year: 2019, Volume and Issue: 235, P. 887 - 900

Published: July 4, 2019

Language: Английский

---

Becoming a competent teacher in education for sustainable development

International Journal of Sustainability in Higher Education, Journal Year: 2019, Volume and Issue: 20(4), P. 630 - 653

Published: May 7, 2019

Purpose This paper aims to provide a holistic approach assessing student teachers’ competence development in education for sustainable (ESD). is evidence on which teaching and learning formats help foster aspects of ESD-specific professional action teachers. The studied competencies consist content knowledge (CK), pedagogical (PCK) the willingness actively support implement ESD. Design/methodology/approach A multiple case study design was used two sequential modules university’s teacher program. mixed-methods applied that combined surveys, videotaped PhotoVoice-supported focus groups, as well pre- post-assessment tools. Qualitative data analysis based coding paradigm qualitative analysis, whereas quantitative were interpreted by means descriptive statistics paired sample t -tests. Findings results from this clearly indicate courses contributed shift students’ non-cognitive dispositions. also provides demonstrates how different settings dimensions terms Originality/value triangulation enabled not only mere assessment but deeper insights into processes, drivers barriers development. Furthermore, introduces an innovative PCK.

Language: Английский

---

Making education for sustainable development happen in elementary schools: the role of teachers

Environmental Education Research, Journal Year: 2020, Volume and Issue: 27(1), P. 50 - 66

Published: Sept. 1, 2020

This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise academic discourse. Our original contributions threefold: (1) We find justification aspects of pedagogical content knowledge (PCK) (CK), which share common understanding relevance competencies teaching, importance acting institutional level. (2) illustrate these via example from ESD Germany. (3) contribute by adding (a) view teachers, (b) drivers behind barriers as reported investigated themselves, (c) ascertainment structural terms awareness structures hierarchies communication patterns used therein. interviewed 12 involved at German elementary schools identified two types teachers. Both aim social change activities; however, display different sets when it comes integrating into teaching.

Language: Английский

---

Teachers’ perspectives on sustainable development: the implications for education for sustainable development

Environmental Education Research, Journal Year: 2021, Volume and Issue: unknown, P. 1 - 17

Published: May 6, 2021

The pursuit of sustainable development for individuals, societies, and nations is important the global community given its emphasis on pursuing a harmonious balance between societal, economic, environmental imperatives. With respect to formal education, teachers are critical agents in delivering content, facilitating skills action competencies achieve such goals. Consequently, understanding teachers’ perspectives necessary. This research utilised survey design gather views from 296 12 high schools rural urban areas Jamaica. data revealed most exhibited systems thinking perspectives. Additionally, found that, lesser extent, associated citizen participation with development. These findings hold importance reorientation teacher education as part Education Sustainable Development ensure that issues surrounding development, participation, emphasised.

Language: Английский

---

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Sustainability, Journal Year: 2019, Volume and Issue: 12(1), P. 166 - 166

Published: Dec. 24, 2019

While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes best support teacher education to address sustainable development challenges. This study aimed develop a teaching readiness model with focus for development. Therefore, the research investigated pre-service teachers’ fostering by applying its principles activities. Pre-service in science, technology, engineering, mathematics responded survey regarding their perception of designing, conducting, assessing, engaging experiences underpinning The results suggest professional knowledge practice, engagement, self-management could be considered central dimensions job readiness, each them encompassing set components or vectors. Moreover, has strong positive influence practice engagement. In regard knowledge, ability conduct didactic transposition most influential component. significant vectors dimension were found design effective evaluation tools interpret outcomes. also revealed weak areas training: manage students’ disruptive behaviors, customize self-regulate emotions.

Language: Английский

---

Educator Competences in Sustainability Education: A Systematic Review of Frameworks

Sustainability, Journal Year: 2020, Volume and Issue: 12(23), P. 9858 - 9858

Published: Nov. 25, 2020

The design and use of competence frameworks models for educators in Sustainability 3iEducation is a growing field study that seeks to guide their professional development while identifying, examining, assessing the competences they need. In this article we conduct systematic review sustainability addressed teachers other shed light on (a) backgrounds analyzed frameworks, (b) conceptual pedagogical approaches towards behind them, (c) different types educators’ included particularly those promote transformational perspectives, (d) strategies applied develop them. We 14 papers out an initial sample 437. Findings show all are developed Europe. Most them rely United Nations Economic Commission Europe (UNECE) framework its guiding approach Education Sustainable Development. A few others critically recognize contradictions even though subscribe within broad approach. most common Critical Thinking, Participation Community, Connections, which have been identified as need face current challenges from critical transformative perspective. However, significantly associated with education such Emotions Management, Futures Achieving Transformation less receive attention terms needed discuss how ways understanding operationalizing these can shape capacities Education. Further research should address provide practical suitable tools education.

Language: Английский

---

A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability

Journal of Cleaner Production, Journal Year: 2020, Volume and Issue: 279, P. 123749 - 123749

Published: Aug. 22, 2020

Teacher education for sustainability (TEfS) aims to prepare future educators their role as societal change agents by developing in them specific competencies. Whereas previous literature has dealt extensively with concepts and empirical work connected learning objectives TEfS, this paper links these outcomes, or what student teachers learn individual course offerings, the process—how they learn. In way, we reveal factors of common teaching formats TEfS that may either foster hinder it. At Arizona State University (ASU), Sustainability Science Teachers (SSfT) is a mandatory component all elementary-education (K–8) programs. As similar requirements appear more teacher-education programs, it important understand how offerings like SSfT should be designed order best support achievement intended outcomes. More than 100 pre-service four instructors, taking at ASU, participated single explanatory case study, which adopted mixed-methods approach. To richly portray students' processes, well outcomes course, study involved non-participatory observations, pre/post-course survey, end-of-semester focus groups, semi-structured interviews. Its findings suggest forms connection (the 4 Cs) namely personal, professional, social, structural, are particularly impactful on course. Finally, insights accompanied set recommendations consider when planning designing offerings. Future research K–12 students trained (EfS) extent can use new skills knowledge empower motivate persistently engage real-world projects contribute systemic change.

Language: Английский

---