Scandinavian Journal of Educational Research,
Journal Year:
2023,
Volume and Issue:
68(5), P. 996 - 1010
Published: April 5, 2023
This
study
aims
to
contribute
knowledge
about
teachers'
reflections
on
their
own
practice
in
Folkbildning
activities
for
older
adults
and
is
based
Nordic-German
Didaktik
theory
the
three
main
questions:
why?,
what?
how?.
Semi-structured,
qualitative
interviews
were
conducted
with
teachers
from
different
adult
education
associations.
The
identified
that
following
purposes
reflected
by
are
connected
why
question:
enjoyment,
critical
inquiry
resocialisation.
Three
principles
of
what
question
participants'
interests,
standards
plurality.
Four
relating
how
students'
active
participation,
distinct
guidance,
individualisation
a
permissive
environment.
results
further
indicate
expressed
two
approaches
teaching
practice.
first
approach
emphasises
elements
Bildung,
which
involves
thinking
questioning
certain
notions
world,
while
second
focuses
socialisation
basic
needed
society.
Sustainability,
Journal Year:
2021,
Volume and Issue:
13(12), P. 6518 - 6518
Published: June 8, 2021
Project-based
learning
is
suggested
for
independent
and
collaborative
that
could
positively
impact
students’
learning.
This
study
aimed
to
identify
the
role
of
project-based
language
in
developing
life
skills
students
through
studying
a
case
class
included
80
two
grade
6
classes
private
school.
The
attempted
answer
following
question:
What
an
Arabic
class?
To
this
question,
we
adopted
theoretical
framework
categories
skills:
personal
skills,
self-orientation
collective
responsibility.
three
data
collecting
tools
were
used
during
study:
observation,
semi-structured
interviews,
teacher
documents.
Data
collection
lasted
months
from
late
September
2019
December
2019.
analysis
followed
thematic
analyses
framework,
by
categorizing
into
themes.
research
results
indicated
helps
improve
cooperative
their
communication
between
themselves
or
with
teacher.
In
addition,
developed
mutual
respect,
confidence,
self-regulation
language.
Sport Education and Society,
Journal Year:
2022,
Volume and Issue:
28(6), P. 684 - 696
Published: April 22, 2022
Agenda
2030
and
the
Sustainable
Development
Goals
are
based
on
a
vision
of
how
we
can
manage
sustainable
development
issues
in
our
society
environment.
The
purpose
this
paper
is
to
shed
light
what
it
might
mean
adopt
educative
aspects
field
physical
education
thus
by
that
calling
into
question
existing
cultures
practices.
Here
give
an
overview
organizational
expectations
for
development.
We
use
approach
critically
reflect
focus
both
challenge
enable
rethinking
reorientation
teacher
Three
steps
suggested
opening
process
deepen
conversations
strengthen
actions
relation
development:
curricula
revisions,
learning
perspectives,
perspectives
health
well-being.
Journal of Medical Education and Curricular Development,
Journal Year:
2024,
Volume and Issue:
11
Published: Jan. 1, 2024
OBJECTIVE
Several
calls
to
action
for
the
implementation
of
education
sustainable
development
in
health
profession
have
been
put
forth
during
last
few
years.
The
aim
was
therefore
explore
and
describe
sustainability-focused
intended
learning
outcomes
(SD-ILOs)
curricula
undergraduate
physiotherapy
Sweden.
METHODS
Using
a
deductive,
descriptive,
qualitative
approach,
SD-ILOs
programs
(
n
=
8)
course
syllabuses
143)
from
eight
higher
institutions
providing
Sweden
were
analyzed.
described
based
on
subject
content
or
condition,
level
cognitive
processes,
sustainability
dimensions,
key
competencies.
RESULTS
Six
provided
with
SD-ILOs.
However,
only
3%
36)
all
ILOs
sustainability-focused.
A
larger
part
SD-ILOs,
78%
28)
within
dimension
learning,
80%
27)
linked
either
process
‘understanding’
‘analyzing’.
most
frequently
identified
competency
‘systems-thinking’
10
(28%),
30%
11)
lacked
competency.
CONCLUSION
There
is
an
urgent
need
rapid
initiatives
enhance
Swedish
education.
Pedagogical
approaches
that
cover
not
dimensions
but
also
socio-emotional
behavioral
as
well
more
complex
processes
must
be
developed.
current
lack
competencies
further
emphasizes
necessity
enrich
action-oriented
develop
powerful
future
agency
healthcare
public
arena.
Australian Journal of Environmental Education,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 13
Published: April 10, 2025
Abstract
This
paper
begins
with
crises;
environmental,
social
and
democratic.
And
then
it
posits
that
in
the
midst
of
these
crises
there
might
be
an
opportunity.
One
involves
not
so
much
“saving”
democracy
sustaining
current
ways
life
but
shifting
attentions
towards
potentially
creating
(re-creating)
something
different.
Something
we
are
calling
eco-democracy.
There
have
long
been
voices,
for
a
more
environmentally
thoughtful
form
democracy.
After
tracing
short
discussion
this
history
including
some
critiques
turn
to
exploration
eco-democracy
environmental
education.
Our
argument
is
forms
education
already
thinking
eco-democratic
without
necessarily
naming
project
as
such.
In
order
do
this,
focus
on
five
‘seedlings’
exist
These
seedlings
allow
us
two
things.
First,
draw
connections
Wild
Pedagogies
second
out
four
key
considerations
educators
if
they
interested
having
practices:
voice,
consent,
self-determination
kindness.
The
ends
speculative
what
happen
pedagogically
were
assume
orientation
through
honouring
self-determination,
Language Teaching Research,
Journal Year:
2023,
Volume and Issue:
unknown
Published: May 13, 2023
In
both
the
school
environment
and
teacher
education,
sustainable
development
is
usually
linked
to
natural
social
sciences
rarely
incorporated
into
language
education
or
encouraged
as
part
of
education.
As
more
research
needed
on
practical
implementation
in
teaching
this
study
elucidates
Finnish
pre-service
teachers’
perceptions
sustainability
dimensions
(i.e.
ecological,
economic,
social,
cultural)
their
role
teaching.
We
used
a
questionnaire
comprising
open-ended
Likert-scale
questions
examine
attitudes
towards
themes
under
all
dimensions,
feeling
about
ability
integrate
them
Pre-service
teachers
(
n
=
26)
recognized
importance
cultural
felt
capable
addressing
personal
environmental
actions
than
global
problems
classroom.
Some
produced
concrete
practices
linking
issues
with
teaching,
but
they
were
mostly
teacher-centred.
The
did
not
link
equality
tightly
aspects
lives.
These
findings
help
developing
programmes
toward
educational
goals.
Moreover,
can
be
analyse
consideration
