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Opportunities and challenges for integrating sustainability education into k-12 schools: case study Phoenix, AZ

100%
Redman E.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 2
5-24
EN
Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability isnot limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardised tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programmes focused on educating for sustainabilit
2

The Dispositions, Abilities and Behaviours (Dab) Framework for Profiling Learners’ Sustainability Competencies in Higher Education

100%
Besong F., Holland C.
Journal of Teacher Education for Sustainability
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2015
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vol. 17
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issue 1
5-22
EN
The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given the complex nature of sustainability, there is limited availability of paradigmatic frameworks to guide educators in assessing sustainability competencies. This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework, which influenced the design of an intervention in 2013-2014 that profiled sustainability competencies among final year undergraduate students in a higher education institution. The results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability- related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education settings.
3
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Od jakości ekologicznej do odpowiedzialności biznesu

84%
Chodyński A.
Folia Oeconomica Cracoviensia
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2013
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vol. 54
151-160
EN
The evolution of the term “ecological quality” has been presented, starting from the general concept of quality to the place of ecological quality in the TQEM (Total Quality Environmental Management) concept. Ecological quality has been emphasised as an important expression of ecological competencies of a company. Ecological competencies are the basis for competition in the strategic dimension, with modern views on building competitive edge based on social responsibility of business entities and capacity of organisations to develop network connections. Network connections built with the CSR (Corporate Social Responsibility) concept taken into account may use sustainability competencies based on simultaneous use of economic, social and ecological competencies. In this way, ecological quality constitutes a component of sustainability competencies, which are the basis of a responsible business development and building responsible business models. These models may use a new approach to effectiveness, perceiving it not only in economic categories, but also in social and ecological ones. Responsible activities of business entities also lead to enhancement of quality of life. Responsible development of these entities, however, requires making responsible decisions which take into account social and ecological aspects as well.
PL
Zaprezentowano rozwój pojęcia jakości ekologicznej poczynając od ogólnego pojęcia jakości do miejsca jakości ekologicznej w koncepcji TQEM (Total Quality Environmental Management). Zwrócono uwagę, że jakość ekologiczna stanowi ważny przejaw kompetencji ekologicznych przedsiębiorstwa. Kompetencje ekologiczne, w wymiarze strategicznym są podstawą do konkurowania, wykorzystując współczesne poglądy na budowę przewagi konkurencyjnej opartej o odpowiedzialność społeczną podmiotów gospodarczych oraz zdolności organizacji do tworzenia powiązań sieciowych. Powiązania sieciowe, budowane z uwzględnieniem koncepcji CSR (Corporate Social Responsibility — społeczna odpowiedzialność przedsiębiorstwa, biznesu), mogą wykorzystywać kompetencje sustainability, oparte o równoczesne wykorzystanie kompetencji ekonomicznych, społecznych i ekologicznych. W ten sposób jakość ekologiczna stanowi komponent kompetencji sustainability, będących podstawą odpowiedzialnego rozwoju fi rm oraz budowy odpowiedzialnych modeli biznesu. Modele te mogą wykorzystywać nowe podejście do efektywności, rozpatrując ją nie tylko w kategoriach ekonomicznych ale także społecznych i ekologicznych. Odpowiedzialne działania podmiotów gospodarczych prowadzą także do podniesienia jakości życia. Odpowiedzialny rozwój tych podmiotów wymaga jednak podejmowania decyzji odpowiedzialnych, uwzględniających również aspekty społeczne i ekologiczne.
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