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1

Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship

100%
Bell D. V. J.
Journal of Teacher Education for Sustainability
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2016
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vol. 18
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issue 1
48-56
EN
Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is not. Continuing on the current development path would require approximately 2.3 planets earth to support existing levels of resource and energy use, and waste production, projected out for a global population which will reach 9 billion by 2050. And yet most discussions of 21st century education are premised on servicing, rather than transforming, the current global economy. This paper explores the opportunities and benefits of connecting the discourse on twentyfirst century education with Education for Sustainable Development (ESD) which seeks to prepare learners for the varied and interrelated environmental, social, and economic challenges they will meet as they confront a changing world. ESD emphasizes futures thinking and strategic planning that will enable learners to help create and flourish in a more sustainable economy. Conventional teaching models must also shift to a “transformative” style of education for the twenty-first century in order for humankind to learn how to live more sustainably on this planet.
2
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Interactive exercises and games for sustainable development goals: How to develop sustainability competencies in higher education?

100%
Kozak O.
Studia Periegetica
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2020
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vol. 31(3)
81-91
EN
The article is dedicated to the idea of including Sustainable Development Goals (SDGs) in any discipline in higher education for the development of sustainability competences. The article analyses possible interactive exercises and games for all 17 SDGs. It also includes the analysis of sustainability competences provided by each game or exercise, as well as disciplines in which it can be used. This author recommends using interactive exercises and games for SDGs in higher education as effective and powerful instruments for promoting sustainability issues and developing students’ competencies.
3
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Using Innovative Teaching Methods to Promote Sustainable Development among Students of Economics and Management

100%
Bernaciak A., Kozłowska A.
Studia Periegetica
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2017
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vol. 17(1)
21-33
EN
The article discusses main challenges in teaching adults and focuses on selected educational methods viewed as paths for effective learning. We review results of numerous studies conducted by different authors aimed at examining students’ educational preferences, needs and expectations. The main objective of the article is to analyse selected methods that can be used in academic settings, such as world café, design thinking, micro-learning or games, and describe ways of applying them in education for sustainable development in faculties of economics and management.
4
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What Kinds of ESD and GE Competencies Will Our Graduates Need?

88%
Naji M.
International Journal of Synergy and Research
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2015
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vol. 4
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issue 2
EN
The concept of education for sustainable development (ESD) competencies is seen as an essential landmark for orienting teaching and learning for SD (sustainable development). ESD competence encompasses key competencies that are expected to enable active, reflective and co-operative learning toward SD. In the text, it is also described why the concept of ESD competencies is an innovation in the field of higher education (HE). A competence-based didactical approach can be a valid alternative to the notion of a curriculum as a plan of studies, providing an innovative way of conceiving and organizing the curricular structure and objectives or discipline contents to prepare students to be competent, autonomous, critical and assertive citizenships. Competence-oriented teaching and learning approach is focusing on students gaining the “concepts and abilities for social action”. Our set of 12 ESD competencies embodies the concepts that will enable students to understand and resolve complex sustainability problems by equipping them with the ability to become change agents. The educational approach reinforces the competencies emphasizes pedagogy in terms of the teaching and learning methodologies and strategies that support the attainment of ESD competencies.
5
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Learning by Doing: The Sociological Approach within Education for a Sustainable Development

88%
Iwińska K., Sałkowska M.
Zoon Politikon
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2020
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issue 11
1-28
EN
The objective of this article is to critically and reflectively describe the idea of education for sustainable development (ESD) in the context of higher education. We tackle the possibilities of implementation some useful skills and competences in the process of students’ sociological training. Firstly, the concept of ESD is discussed and its framework is presented focusing on the social aspect of sustainable development. Then we introduce a link between sociological training and ESD, as well as the challenges faced by the academy, academic teachers and students. We evaluate the case of the field research (vocational) sociological training for students and discuss the findings in the context of ESD. We present how aspects of Participatory Action Research (PAR) can be used in teaching social competences useful from the perspective of young people. We focus on competences obtained by students – professional as well as interpersonal or even personal. With such competences students can further deepen their awareness of sustainability and inclusion, policy and decision making processes.
6

Universities for sustainability – new challenges from the perspective of the University of Warsaw

75%
Kalinowska A., Batorczak A.
Environmental & Socio-economic Studies
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2015
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vol. 3
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issue 1
26-34
EN
The documents adopted by the international community during the UN Conference on the Environment and Development convened in Rio de Janeiro in 1992 make clear the leading role institutions in higher education are to play in transforming contemporary civilisation in the direction of sustainable development. It is beyond dispute that higher education has a critical role to play in developing tomorrow’s decision makers, professionals and citizens. Universities can help with the accomplishment of sustainable development goals if they transform education in this direction, extend their support to interdisciplinary scientific research and ensure the appropriate evolution of the means by which they themselves are managed. However, ensuring that a higher education establishment heads in the direction of sustainability in all academic areas of activity is a difficult process requiring much effort. The article thus presents current international initiatives of the UN in this regard, as well as Higher Education initiatives, alliances and treaties in support of the process, and the objectives and activities of the network of cooperative links between universities that is now taking shape. Also the status of education for sustainable development (ESD) in higher education and existing ESD professional development opportunities for university educators is discussed. In this context, examples of good practice characterising the activity of the University Centre for Environmental Studies and Sustainable Development will serve as a case study.
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