Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System

Sustainability, Journal Year: 2020, Volume and Issue: 12(10), P. 4306 - 4306

Published: May 25, 2020

Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required co-create sustainable future all. The independent project National Monitoring on ESD in Germany traces the status and progress formal implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school higher vocational training, this study shows that process gained momentum period Global Action Programme (2015–2019). At same time, large discrepancies remain between areas different types documents, federal states, with regard depth quality contextualization related concepts. While considerable developments are identifiable within all four strong additional efforts comprehensive structural Germany. Although results focus German system, methodological framework may also serve as groundwork other independent, comprehensive, supportive monitoring programs.

Language: Английский

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Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning

Sustainability, Journal Year: 2021, Volume and Issue: 13(21), P. 11581 - 11581

Published: Oct. 20, 2021

For about two years, the climate youth activism initiative Fridays for Future has addressed emergency, receiving considerable attention because of their consistent protests every week in many different locations worldwide. Based on empirical studies Austria and Portugal, this paper investigates motivations students to participate movement solutions proposed by young activists fight against emergency. Moreover, we discuss integration change into ESD (education sustainable development) transformative learning processes, how enables environmental citizenship. The results reveal that emotions feelings solidarity collective aims are motives strikes. sometimes propose innovative radical Both demonstrations exhibitions as forms bottom-up initiatives contribute engagement political dialogue scientific knowledge transfer. They can be seen “triggers change” learning.

Language: Английский

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A Didactic Model of Sustainability Commitment

Sustainability, Journal Year: 2021, Volume and Issue: 13(6), P. 3083 - 3083

Published: March 11, 2021

This article proposes a model that describes and frames sustainability commitment. The is based on didactic theory pragmatic philosophy informed by several empirical studies environmental education (ESE) practice. intention for the to serve as critical perspective ESE practices in secondary upper schools, offer framework development of future practice with emphasis teachers’ choices content teaching methods. suggests sound commitment situated intersection intellectual, emotional, practical aspects sustainability. It argued that: intellectual aspect essential giving scientific rigor stance; emotions are vital students become dedicated; skills carry out appropriate actions change necessary playing an active role providing sustainable transformation society.

Language: Английский

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Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption

Sustainability, Journal Year: 2019, Volume and Issue: 11(9), P. 2550 - 2550

Published: May 2, 2019

Despite growing educational efforts in various areas of society and albeit expanding knowledge on the background consequences consumption, little has changed about individual consumer behavior its detrimental impact. Against this backdrop, some scholars called for a stronger focus personal competencies, especially affective–motivational ones to foster more sustainable consumption. Such however, are rarely addressed within context education Responding gap, we suggest two new learning formats that allow students systematically acquire competencies: self-inquiry-based (SIBL) self-experience-based (SEBL). We developed these approaches at Leuphana University Lüneburg, Germany, since 2016, applied them framework seminars Personal Approaches Sustainable Consumption. Conducting scholarship teaching learning, investigated potential SIBL SEBL cultivating competencies development general consumption particular. Our results indicate promising purpose.

Language: Английский

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Sensitivity analysis of trends in environmental education in schools and its implications in the built environment

Environmental Development, Journal Year: 2022, Volume and Issue: 45, P. 100795 - 100795

Published: Dec. 14, 2022

Language: Английский

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A theoretical framework to address education for sustainability for an earlier transition to a just, low carbon and circular economy

Environmental Education Research, Journal Year: 2022, Volume and Issue: 28(5), P. 735 - 766

Published: March 25, 2022

The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or Sustainability (ES). Therefore, this study identified numerous elements Environmental that are relevant effectively encourage implementation Consumption Production (SCP). identification these was based on available literature in fields have stemmed from 'Environmental (EE)' 'Sustainable (SD)' movements. Finally, their synthesis proposed 'Theoretical Framework an ES Transformative (ESCP) complex, critical constructivist perspective'. This framework is intended basis reflection current practices inspire realisation full potential formal, non-formal informal settings, early childhood old age learning. Especially, given Agenda 2030 climate emergency, it serve improve Adult Learning Education, Vocational Training Organisational (e.g., courses energy water saving, Green Public Procurement, Product Design), public private organisations.

Language: Английский

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The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: July 3, 2023

Introduction One of the major challenges for higher education institutions in last decade has been (and will continue to be) integration sustainability into their curricula and development competences students. Education Sustainability (ES) can help prepare students meet making societies more sustainable. However, as a first step toward this goal, teachers need incorporate ES teaching. In regard, research aimed analyze if members teaching staff have started and, so, which sustainability-related topics introduced skills do they consider contribute future graduates. Methods A questionnaire was administered at University Basque Country 2022. total 403 completed questionnaire, expressing perceptions through open-ended questions. Results general terms (71.22%). mainly within framework two themes: “Environmental awareness energy” – most used by experimental sciences engineering “Social commitment,” social those who are familiar with UN 2030 Agenda Sustainable Development. Regarding key that provides graduates, frequently mentioned were “training professionals committed society” “critical thinking ethics.” These particularly notable discourse aware use active methodologies classrooms. Finally, opinion little (28.78%) notably expressed less Agenda. Discussion Thus, it be concluded that, aside from knowledge Agenda, factors such policy institution, area expertise, all play significant role determining whether sustainable integrated

Language: Английский

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Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy

Environmental Education Research, Journal Year: 2020, Volume and Issue: 26(8), P. 1112 - 1136

Published: June 12, 2020

Research suggests that innovative and engaging professional development is instrumental in supporting teachers developing their competence confidence teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) model transferable across three different contexts (Ireland, Germany Mexico). This paper reports on the adaptation of this within Irish context, through an programme primary teachers. Through mixed-methods approach which gathered data via pre- post-programme surveys, teachers’ reflective journals group interviews, explores school experiences of, attitudes towards, sustainability science education after participation programme. The findings suggest programme, structured around existing evidence effective ESD, positively influences self-efficacy, supports critical engagement with competencies promotes transformative pedagogies Inquiry-Based Science Education.

Language: Английский

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Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions

Sustainable Development, Journal Year: 2021, Volume and Issue: 30(4), P. 620 - 635

Published: Oct. 20, 2021

Abstract Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on competences, pedagogical approaches, how to connect them, generally a single HEI. The process of integrating based curricula assessment explained using adoption innovations; the potential explain developing competences through approaches. aim this paper is investigate at academic discipline level. An online survey was developed teaching in 13 HEIs, from which 678 responses educators were obtained. approaches ranked, then connections between per analysed correlations‐based framework, three disciplines groups created. categorised diffusion innovations theory, indicated that some are more innovative than others adopting competence‐based teaching. results used propose two frameworks better understand teaching: (a) D‐RAPID framework; (b) Disciplinary Multi‐dimensional Sustainability Influence Change for Academia (D‐MuSICA) memework. competence‐base must expand HEI perspective disciplinary collaborative one spanning many should learn each other's insights mistakes provide students with transdisciplinary skillsets make societies sustainable.

Language: Английский

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Educators’ Competence Frameworks in Education for Sustainable Development

Sustainable development goals series, Journal Year: 2022, Volume and Issue: unknown, P. 19 - 26

Published: Jan. 1, 2022

Language: Английский

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