Search results

1

Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

100%

WENDREŃSKA I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 27

PL

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

2

Towards Challenge-driven Sustainability Education

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Gontar Z. H.

Studia Periegetica

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2018

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vol. 23(3)

21-39

EN

The paper is part of the author’s research on developing a final project for the “Baltic University Programme (BUP) Teachers Course on Education for Sustainable Development (ESD) in Higher Education,” which took place from September 17 to February 18. The purpose of this paper is to discuss the following course-related concerns: What is challenge-driven education and why should it be considered as a strategy for education for sustainable development (ESD)? What are the practical considerations and barriers to expanding challenge-driven education? The paper refers to strategic management in education. It describes challenge-driven education as an option for universities considering various sustainability strategies. The paper focuses on the proposed idea of BUP cloud academia for sustainable development, and analyzes the results of surveys on pros and cons of the shift to cloud computing.

3

Wskaźniki lingwistyczne zrównoważonego rozwoju w Podstawie programowej

93%

Marjampolska M., Rybska E.

Edukacja Biologiczna i Środowiskowa

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2013

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issue 3

EN

The aim of this article is to discover if or how sustain able development (SD) is present in the current National Curriculum in Poland. We present the qualitative and quantitative analysis of core curriculum, taking into account the presence of issues connected with SD on different education levels (early childhood education, primary school, middle school and high school) and on various subjects. The list of linguistic indicators was constructed in order to analyze mentioned document in terms of the occurrence of SD and its components. The indicators were created on the basis of UNECE Strategy of Education for Sustainable Development, literature and authors’ personal knowledge. The conclusions of this study may serve further consideration on how important sustainable development is and how it is represented not only in Core Curriculum but also in school reality.

PL

Celem niniejszego artykułu jest przedstawienie, czy i w jaki sposób zrównoważony rozwój (ZR) jest uwzględniony w obowiązującej w Polsce podstawie programowej. W pracy dokonano analizy jakościowej i ilościowej omawianego dokumentu, biorąc pod uwagę obecność zagadnień związanych ze ZR na różnych etapach edukacji (edukacja wczesnoszkolna, szkoła podstawowa, gimnazjum i szkoła ponadgimnazjalna) i na różnych przedmiotach nauczanych w szkole. Lista wskaźników lingwistycznych została skonstruowana tak, aby przeanalizować dokument pod względem występowania wskaźników bezpośrednich i pośrednich ZR. Wskaźniki te zostały opracowane na podstawie Strategii Edukacji na rzecz Zrównoważonego Rozwoju Europejskiej Komisji Gospodarczej ONZ i doświadczeń różnych autorów. Wnioski z tego badania mogą posłużyć dalszym rozważaniom na temat uwzględniania zagadnień związanych ze ZR w pełnym jego wymiarze nie tylko w dokumentach regulujących polską oświatę, ale – co ważniejsze – w rzeczywistości szkolnej.

4

The Role of Local Authorities in Education for Sustainable Development in Poland

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Bernaciak A.

Studia Periegetica

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2016

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vol. 15(1)

35-44

EN

. Educational activities are the foundation of sustainable development. Educating the public in the field of ecological behaviour makes it possible to change the behaviour perceived as negative by other members of society and then slowly replace it with one that is acceptable and well regarded. Developing the correct attitudes in a society means that such attitudes will be obvious and natural for the next generations. This would lead to changes in the behaviour of residents and, thereby, help reduce their negative impact on the environment. A special role is played by local government units in this process, including primarily, the municipality. In carrying out their own tasks they fulfil the demands of education for sustainable development directly and indirectly. A direct impact manifests itself in educational activities, promotions, and other activities affecting the environmental awareness of residents. Indirect activities arise from the fact that local government units fulfil their own tasks in the field of environmental protection, urban planning, or investments. Using these channels, the authorities at the municipal level can influence residents and other stakeholders through encouraging them to present desired behaviours through moulding appropriate attitudes and promoting specific patterns. The main purpose of this article is to point out the role of local authorities in education for sustainable development (ESD) and give a few examples of individual activities. At the same time, an attempt is made to distinguish the main areas of activities in ESD at the local level.

5

Competence approach in ecological education of engineering students

93%

KOZLAKOVA G., SAYENKO T.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

331-335

EN

The ways of modernization of ecological or environmental education in higher technical school during the competency paradigm and in final phase of the Decade of Education for Sustainable Development (2011–2014) were discussed.

6

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

93%

Inman S., Mackay S., Rogers M., Wade R.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 2

97-109

EN

The article discusses and evaluates the experience of the UK Teacher Education Network for education for sustainable development (ESD) and global citizenship (GC) as a community of practice dedicated to embedding ESD and GC across teacher education in the UK. The article sets out the global and UK policy context for ESD and GC and outlines the differing government support and guidance for ESD/GC within teacher education across the four nations of the UK. The development and activities of the Network as a community of practice are evaluated in relation to the original aims of the Network with respect to the development and sharing of good practice and the embedding of ESD/GC across teacher education in the UK. The article concludes by arguing that the Network is successful in the first of the aims as there is now a vibrant UK wide teacher education community of practice in ESD/GC whereby radical practice can be explored, questioned and shared. However, the rapidly changing government policy context for education particularly in England makes it difficult to predict how effectively the Network can affect policy change and/or long lasting change in course content so as to embed ESD/GC in teacher education across the UK. The authors suggest that the Network will need to work alongside new and existing alliances to try to convince policy makers of the critical need to ensure that new teachers are equipped to develop effective ESD/GC in schools.

7

Education for Sustainable Development: A Case Study of Incorporating Key Elements through Course Design

93%

Hermanson A.-S.

Studia Periegetica

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2017

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vol. 17(1)

49-60

EN

Sustainable development is a challenge worldwide. The nine states located in the Baltic Sea Region, with different political systems, have developed different ways of coping with environmental issues and incorporating them in the national education systems. Early joint efforts to minimize these differences undertaken by the Helsinki Commission (HELCOM) and the Baltic University Programme (BUP) to bridge these differences are impressive. Still, we need to continue learning about environmental history, policy formulation and current state of affairs in order to get ready for future challenges. With respect to contemporary discussions on improving educational processes, the aim of this paper is to present a good practice example of teaching at a BUP member university, in the light of ESD principles. A specific course, Environmental Politics, focusing on capacity-building for national environmental policies, is scrutinized in order to find out how to engage students on this topic. The findings suggest that structured discussions of environmental cases in small seminar groups are conducive to teaching ESD at a BUP member university.

8

The Challenges of Today in Ukraine: Education for Sustainable Development

93%

Isaienko V.

Intercultural Communication

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2017

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issue 2

108-122

EN

Purpose. A characteristic feature of sustainable development is balanced integration of its social, ecological and economic aspects in all institutions: state and administrative, private, civil, educational, scientific, etc. Education for balanced development is to become a new learning process which will equally include economic, social and ecological aspects and will become the lifelong learning process with a clear role of formal and informal education. Education for balanced development should be one of the important instruments of transition from stable production models and consumption, formation by the population of a new system of values conforming to the moderation culture and balanced development principles as a whole. Methods: SWOT-analisis, GAP-analisis, statistical, analytical. Results. Education development is to provide for the formation of ecologically responsible lifelong behaviour, formation of an integral (holistic), interdisciplinary approach in learning and knowing necessary for solving current global problems and advancement to the balanced, ecologically safe and economically stable future.

9

Teacher Education for Sustainability in Network Society: Combining Digital and Sustainability Literacies

93%

Huckle J.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 2

130-146

EN

How should teacher education for sustainability (TEfS) respond to new information and communication technologies that can enable new forms of social and environmental relations and new forms of pedagogy? To answer that question, this article will consider the potential of Web 2.0 technologies or social media to enrich the content and pedagogy of education for sustainable development in both university and school classrooms. It will suggest that teachers should be introduced to critical social theory that seeks to explain the role of these new technologies in the recent wave of capitalist development that precipitated economic and ecological crisis, and their potential to bring about more sustainable alternatives. Such alternatives will be based on more radical and deliberative forms of democracy and citizenship enabled by the new technologies, and TEfS should equip teachers to explore these through appropriate forms of citizenship education and model them in their classrooms via new forms of critical pedagogy. Such ideas as those of Erik Olin Wright on real utopias and Manuel Castells on network society provide such TEfS with appropriate theory, while consideration of how YouTube videos might be used to develop critical digital and sustainability literacies in the classroom, illustrates how such theory might be related to practice.

10

ICT-Enabled Climate Change Education and Children Rights

93%

Makrakis V., Gkotzos D., Larios N.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 2

89-110

EN

This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.

11

Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities

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Mitakidou S., Tamoutseli K.

Journal of Teacher Education for Sustainability

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2011

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vol. 13

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issue 1

5-18

EN

There is a definite intersection of targets and intentions between education for sustainable development (ESD) and cross-cultural education (CCE), since both ESD and CCE aspire to pursue and develop values such as equity, democracy and quality of life in a multicultural setting. Apart from their common philosophical basis, ESD and CCE endorse similar teaching methods, i.e. experiential and cooperative learning, and pursue the development of abilities such as research interest, critical thought and political awareness, with the intention to develop a learning community intrinsically connected with the wider community and society. This study aspires to explore the possibilities of cooperative learning to effectively promote the aims of both ESD and CCE. The children of a public school in Thessaloniki, Greece, were involved in this action research related to their local environment. The methodological tools used included walk mapping and landscape analysis charts combined with environmental assessment sheets. The ensuing discussion facilitates reflection on the prospects of cooperation in a class with a mixed ability population.

12

What do teachers know about education for sustainable development? Analysis of research results

93%

Mróz A., Ocetkiewicz I.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 582(7)

38-51

EN

Contemporary societies live in a complex reality in which the only certainty is the growing pace of change. In order to meet the requirements of modern times, we need profound changes in the fi eld of educating young people who will decide about social, economic and environmental development in the future. The answer to the challenges of today is to be a sustainable development model, which is possible to achieve through well-planned and effectively implemented education. The article deals with the issue of teachers’ knowledge in the fi eld of education for sustainable development. Using the survey method, an attempt was made to answer the question: What is the level of teachers’ knowledge in the fi eld of education for sustainable development? Moreover, efforts were made to fi nd out where teachers get knowledge about education for sustainable development. 337 teachers of core subjects from Lesser Poland schools took part in the study. The results show that teachers’ knowledge in the fi eld of education for sustainable development is insuffi cient.

13

The Pure Intergenerational Problem and the UNESCO Decade of Education for Sustainable Development

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Vladimirova K.

Ethics in Progress

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2014

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vol. 5

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issue 1

66-79

EN

This article aims to bring together some theory – research on climate ethics, particularly the Pure Intergenerational Problem (PIP) introduced by Stephen Gardiner – and some practice – the new educational agenda proposed by the United Nations in 2002 and framed as the Decade of Education for Sustainable Development (DESD). PIP can be resolved (or rather, avoided) if a shift in values happens that would change the very context of the problem. On the other hand, DESD is aimed at promoting the values “inherent in sustainable development” and at enabling societal transformation and behavioral change. The main focus within the value shift in this article is on a particular set of values (principles, concerns) that relate present people to future generations in terms of moral responsibility. It is argued that the promotion of ethical considerations that are concerned with the distant future, and the future of humankind in general, can be a solution to the Pure Intergenerational Problem. The article also explores whether parts of this solution can already be found within the educational agenda of DESD.

14

Values Education - a Reality or Myth in Polish Schools

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Świtała E.

Discourse and Communication for Sustainable Education

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2015

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vol. 4

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issue 1

57-66

EN

The United Nations Decade of Education for Sustainable Development (DESD), which is coming to an end, will offer all kinds of summaries and reflections on this issue. The aim of this paper, strictly related with the goals of the DESD, is to answer the following questions: (1) Is the Polish school ready to provide values education?; (2) How are schools trying to involve values education into the school practice?; (3) To what extent do the adopted solutions regarding programmes, curricula and textbooks match the requirements of values education, which is one of the pillars of education for sustainable development? The author presents an analysis of the content of selected curricula for the early stage of education and the textbooks used at this stage, paying special attention to values education based on pupils' and teachers' activities and experiences. The results of the analysis provide an unequivocal answer to the extent to which we are prepared to provide or to implement values education at this stage of instruction.

15

Knowledge of social campaigns regarding environmental protection among pedagogy students

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Ciążela A., Tuszyńska L.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

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2019

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vol. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

16

Education for Sustainable Development: Experiences from Action Research with Science Teachers

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El-Deghaidy H.

Discourse and Communication for Sustainable Education

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2012

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vol. 3

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issue 1

23-40

EN

This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic year 2011/2012. Throughout the course, 29 teachers worked in groups to develop projects that promote sustainable development through classroom teaching practices that encourage involvement with local communities around school premises. The framework that guided the study was based on experiential, constructivist and transformative learning theories known collectively as ‘ExConTra’. A mixed methods methodology was used where teachers’ responses to three open-ended reflective questions produced qualitative data that were analysed by identifying themes and patterns. The author developed two quantitative instruments: a Concept Mapping Rubric and a Sustainable Development Questionnaire. The former was to probe the cognitive organisation participants had in relation to the concept of sustainable development before and after developing the action research projects. The latter instrument was used to identify participants’ attitudes towards teaching for ESD and their knowledge of classroom pedagogical practices. Statistical data analysis using Statistical Package for the Social Sciences indicates that teachers in their post-tests had developed: better cognitive organisation for the concept of sustainable development; positive attitudes towards teaching for sustainable development and ESD classroom teaching practices. Involvement in the action research projects where teachers were experiencing, reflecting, conceptualising, constructing, acting and transforming within the context of ESD may be responsible for these results where there are promises to help achieve successful implementation to include ESD in science education.

17

Branding the Green Education: Challenges Facing Implementation of Education for Sustainable Development in Egypt

93%

Ramzy O., Wahieb R.

Discourse and Communication for Sustainable Education

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2012

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vol. 3

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issue 1

83-99

EN

Due to the scarcity in natural resources and the demand for green labour and economy, education for sustainable development (ESD) gained a great importance in developed countries, let alone developing ones. From this point of view, this paper is studying the possibility of infusing ESD in Egypt after one and a half years since January 2011 youth revolution. A primary data gathering method was conducted within a sample of 79 young undergraduate people (67 from the American University in Cairo and 12 fresh graduates from conventional educational systems). The results indicated that there is a positive relationship between high cultural resources along with early childhood awareness and ESD adoption and infusion. Also, Spearman’s rank association test showed a negative relationship between ESD infusion and the satisfaction level of the current conventional curriculum. On the other hand, Spearman’s rank association test showed that α is greater than 0.05; accordingly, there was no correlation between ESD infusion if introduced within the curriculum of an existing well-established university than if introduced as the final outcome of a new university specialised in ESD. The paper highlights the importance of ESD brand associations offered as a service product. After validating the hypothesis, the author discusses the findings and provides solid recommendations for ESD infusion in Egypt.

18

Formation of sustainable development competencies in primary school children

93%

Levchyk I., Chaikovska H., Yankovych O., Kuzma I., Rozhko-Pavlyshyn T.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

341-360

EN

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

19

ESD Implementation in Universities of Central and Eastern Europe: Common Barriers, Challenges, and Solutions for Kyiv and Riga

93%

Khalaim O., Tambovceva T.

Studia Periegetica

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2018

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vol. 23(3)

77-92

EN

The paper provides an overview of Education for Sustainable Development (ESD) evolution and implementation barriers in universities of Central and Eastern Europe (CEE), focusing on challenges to the incorporation and institutionalization of ESD in two leading universities: Riga Technical University in Latvia and National University of Kyiv-Mohyla Academy in Ukraine. A generic matrix of options for integrating sustainability in higher education is developed to analyze and extend previous research on ESD for CEE countries. A number of common barriers is indicated and possible solutions proposed for an effective implementation of ESD in university curricula.

20

A generic model for integrating ESD in a university course – complementing a textbook with contemporary material

93%

Boström G.-O.

Studia Periegetica

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2020

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vol. 31(3)

67-80

EN

A large number of stakeholders are demanding more education for sustainable development (ESD) at Swedish universities, among them students who are expecting to find ESD in their courses. The aim of the article is to present a model for how to develop a course to include ESD when no updated textbooks are yet available and Bloom’s taxonomy is used for demonstrating the high level of learning that can be achieved without any syllabus changes. The setting for the case study and model development was a course in service marketing with a diverse group of students in terms of their background and education, at Umeå School of Business, Economics, and Statistics at Umeå University in Sweden. The course took place in the middle of the education program. Techniques such as lectures, guest lectures, assignments based on the theoretical textbook content, and a term paper were used to incorporate ESD into the course in order to accomplish possibilities for generic use. A challenge in designing ESD was the lack of knowledge about the students’ initial understanding of sustainability. The model was designed to take this into account. The design of assignments showed clear possibilities of achieving high levels of learning in terms of Bloom’s taxonomy, including analysis, synthesis and evaluation. The model is also an endeavor to encourage university teachers to introduce elements of ESD in their usual courses.

Refine search results

Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

Towards Challenge-driven Sustainability Education

Wskaźniki lingwistyczne zrównoważonego rozwoju w Podstawie programowej

The Role of Local Authorities in Education for Sustainable Development in Poland

Competence approach in ecological education of engineering students

Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

Education for Sustainable Development: A Case Study of Incorporating Key Elements through Course Design

The Challenges of Today in Ukraine: Education for Sustainable Development