Education for Sustainability—Some Bibliometric Insights

Sustainability, Journal Year: 2023, Volume and Issue: 15(20), P. 14916 - 14916

Published: Oct. 16, 2023

The opportunities and challenges related to sustainability impose not only a societal transformation but also personal one. Higher Education Institutions (HEIs) have great potential promote shape future generations’ skills, knowledge, thinking, actions. Addressing environmental, social, economic pillars, education for sustainable development (ESD), or (EfS), is catalyst quality towards future. This paper aims analyze the state of art prevailing trends in scientific literature pertaining ESD/EfS. In this regard, specific objectives were established identify following: (1) authors’ productivity over time; (2) countries’ contribution collaboration; (3) most relevant keywords; (4) prominent themes—in terms relevance degree development. To fulfill research objectives, quantitative employing bibliometric analysis was carried out April 2023. data sample collected from Web Science (WoS) database. By conducting search using combined topic (“education development” OR “education sustainability”), total 2827 documents English identified within timeframe 33 years (1989–2023). These served as foundation subsequent processing, visualization, Biblioshiny/Bibliometrix (version R-4.2.0), well Excel 2309) software. visualization focused on examining prolific authors countries, addition generating word clouds based keywords. Moreover, thematic map that delineated into four quadrants—Basic, Motor, Niche, Emerging Declining themes—provides an overview researched subject. ESD—embracing pillars—implies transformative learning, action-oriented pedagogies, professional As holistic framework, it requires interdisciplinarity, system critical experiential problem-based use 4IR technologies enhance teaching-learning process.

Language: Английский

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Increasing Collaboration Between Humans and Technology Within Organizations: The Need for Ergonomics and Soft Skills in Engineering Education 5.0

Sustainability, Journal Year: 2025, Volume and Issue: 17(5), P. 1989 - 1989

Published: Feb. 26, 2025

Education for sustainability is one of the big challenges that higher education institutions (HEIs) face in context Society 5.0, which promotes human-centered design solutions. Therefore, solutions collaboration between humans and technology organizations are needed, as Industry 5.0 suggests. However, concept Engineering engineers who able to solve global changes endowed with knowledge, skills, a mindset sustainability. This paper aims highlight transformative potential international multidisciplinary consortia HEIs, both teaching learning practices. Using methodology combines autoethnography narrative analysis based on qualitative feedback received from participants, presents lessons learned, good practices, pilot co-teaching experiences within two Erasmus+ cooperation partnerships. describes educational process during joint sessions art-based training, showing practices curricula development engineering education. The findings show cultivating teachers’ mindsets, pedagogical approaches can empower students become active agents fostering more sustainable society suggest ergonomics competencies soft skills (e.g., self-awareness, creativity, collaboration) crucial sustainability-oriented competencies, developed collaborative enjoyable environments experiences.

Language: Английский

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Sustainable development in Portuguese higher education institutions from the faculty perspective

Journal of Cleaner Production, Journal Year: 2023, Volume and Issue: 434, P. 139863 - 139863

Published: Nov. 23, 2023

Higher education institutions play a fundamental role and have great responsibility in promoting sustainability achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating since they are responsible for competences preparing citizens respond with solutions future challenges. The aim this research analyse held by teachers at Portuguese public higher institutions. A descriptive exploratory was conducted administering an online questionnaire. sample made up 444 from different (54.1% women 45.9% men). results show that while most believe promote integration their activities, only 16% consider holistically integrated institutions' activities. About 30% report largely or extensively integrate curricular units, but 20% them state provide regular systematic training SD. Teachers prefer increase students' through conferences, seminars, projects. Almost 90% concerned about climate change environment, 40% less engage development-related Four clusters also identified, representing teachers' promotion sustainability, participation issues concerns change. Although feel starting be institutions, not done holistically; moreover, differences found between polytechnics universities scientific areas.

Language: Английский

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Application of Crisp (Context-Responsive, Input, System, and Product Evaluation) Method to the Implementation of Differentiated Learning Models

Journal of Lifestyle and SDGs Review, Journal Year: 2025, Volume and Issue: 5(2), P. e04002 - e04002

Published: Jan. 17, 2025

Objective: The quality of Education is one the strategic issues and entry points in achieving SDGs. Evaluation learning model a vital study to assess success an education program developing countries. Theoretical Framework: Evaluative Analysis Success Implementing Differential Learning Model using basis CRISP (Context-Responsive, Input, System, Product Evaluation) theory with integrated assessment. Method: This observational uses evaluative descriptive approach examine effectiveness differentiated practices Junior High School Driving Schools East Manggarai. research was conducted from March October 2024, involving 416 respondents, including practitioners, supervisors, stakeholders sector. collection questionnaire methods structured interviews. Data analysis quantitative IBM SPSS software ver.25. Results Discussion: results on 4 phases include parameters 1) Context-Responsive; 2) Input; 3) System; 4) gets positive perception assessors field; several that need attention, sustainability, funding socioeconomic conditions, human resource capacity, development teaching methods, Research Implications: based can be role reach identify problems implementing educational programs are important agenda achieve Originality/Value: findings this contribute as assessing countries, especially differential-based

Language: Английский

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Sustainability in the United Arab Emirates Secondary Schools: A Policy Practice Analysis

Sustainability, Journal Year: 2025, Volume and Issue: 17(7), P. 3129 - 3129

Published: April 1, 2025

The integration of sustainability in education has gained global attention as a critical component achieving the United Nations Sustainable Development Goals (SDGs). Within Arab Emirates (UAE), significant efforts have been made to incorporate into national policies, reflecting country’s vision for sustainable economic, social and environmental development. context Education (ESD), this research aims investigate alignment between policies their practical implementation secondary schools, with focus on identifying barriers proposing actionable recommendations enhance education. This study employs qualitative case design content analysis data gathered from interviews groups collected total 21 teachers, school leaders, heads departments government officials, alongside review 14 relevant key policy documents. Key findings include gap implementation, lack unified framework, resource disparities, several strengths. concludes address these challenges, so that UAE can strengthen its position leader education, further aligning SDGs.

Language: Английский

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From Paper to Pixels: Evaluating the Impact of Digital Transformation on Sustainability in Nursing Education

Journal of Nursing Management, Journal Year: 2025, Volume and Issue: 2025(1)

Published: Jan. 1, 2025

Background: As the largest workforce in health, it is critically important that principles of planetary health are incorporated into nursing education to have a significant influence on reducing environmental impacts practices and address inequities. Despite adoption sustainability by higher sector, translation curriculum has been challenging. The increased integration digital technologies contributes towards both United Nations Sustainable Development Goals (SDG). Electronic records (EHRs) well documented reliance paper-based improve efficiency delivery, including accessibility where information sharing barriers reduced. incorporation training, specifically use simulated EHRs, will increase application graduate practice. Aims: This study explored if an EHR learning environment (SLE) Bachelor Nursing (BN) program can lead tangible reduction paper consumption. Methods: A nonexperimental, pre- postdesign was used audit consumption, manuals, within SLE postimplementation HealthiERSim®, house developed system. held across multiple campuses with different BN cohorts. Results: reported overall consumption 12.59% post-implementation HealthiERSim® pages per manual, (p < 0.001) difference between subjects. Conclusion: results this indicate effective implementation solution decrease paperconsumption SLE, contributing footprint educational institution. Where adopted content about sustainable practices, awareness practice SDGs.

Language: Английский

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Gaming for change - exploring systems thinking and sustainable practices through complexity-inspired game mechanics

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: May 16, 2025

Abstract This study examines how a serious game—Tipping Point—can improve systems thinking and sustainable decision-making. Building on earlier research in sustainability education, it addresses gaps linking theory with hands-on practice by testing whether game-based learning can shift players from short-term, individual goals to long-term, collective strategies. An inductive, phenomenological approach was used 70 participants three academic programs Belgium. Data were gathered via written reflections, focus group discussions, facilitator observations during multiple game sessions. In Tipping Point, made decisions resource management, house construction, renovation, waste removal, simulating real-world challenges. The sessions showed that initially pursued immediate, self-centered actions but gradually shifted toward cooperative, future-focused Repeated gameplay debriefings helped recognize the benefits of sharing adaptive planning, leading clearer understanding trade-offs between short-term gains outcomes. work demonstrates potential build essential skills results support inclusion games educational as way better prepare individuals for addressing complex social, economic, environmental challenges, while suggesting useful avenues further research.

Language: Английский

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‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

European Journal of Women s Studies, Journal Year: 2024, Volume and Issue: 31(4), P. 475 - 491

Published: Nov. 1, 2024

This study examines the perspectives of in-service teachers in Spain on integration women’s history formal education curriculum. The data were collected from a general invitation extended to primary and secondary teachers. However, respondents questionnaire 88 who self-identified as feminists. participants invited complete free word association exercise regarding possibility integrating their classes. lexical content narratives was analysed using Reinert method. results demonstrate that express criticism existing curriculum, citing absence about women textbooks advocating for inclusion recognized challenges acknowledging role different epochs need create female historical references break with traditional gender stereotypes. It can be concluded there is presence critical awareness favourable attitude towards introduction linked history, tend agree arguments presented scientific literature recent decades.

Language: Английский

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Sustainability consciousness of selected university students in South Africa

International Journal of Sustainability in Higher Education, Journal Year: 2024, Volume and Issue: 25(9), P. 505 - 521

Published: Dec. 5, 2024

Purpose Sustainable development as well sustainability is desired globally. However, the knowledge and consciousness of people on issues around remains questionable. Hence, purpose this study to explore (SC) university students in South Africa. Design/methodology/approach Quantitative research methodology was adopted for study. The sample comprised 1,591 randomly selected from four African universities. data collected through an online survey. Statistical Package Social Sciences used analysis. Findings findings showed that there need consider country-specific contextual when considering factors capable promoting SC students. Also, incorporation modules has potency increasing Originality/value This recommends, amongst others, revision curricula universities accommodate topical are subject. In addition, pedagogical approaches enhance action (like green pedagogies) required.

Language: Английский

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Common experiences and critical reflections: embedding education for sustainability in higher education curricula across disciplines

International Journal of Sustainability in Higher Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 17, 2024

Purpose Higher education institutions are embedding for sustainability in curricula, but there many challenges slowing the process down. Design/methodology/approach This paper uses reflections from stakeholders across eight disciplines to identify themes supporting EfS integration disciplines, using collaborative autoethnography. Findings The highlights unique and opportunities potential institutional pathways enable interdisciplinary approaches EfS. Originality/value role of support overcoming differing worldviews.

Language: Английский

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