Educational Process in the Interests of Sustainable Development: World Experience

Abstract

Main problem: Implementing Education for Sustainable Development (ESD) in Higher Education Institutions (HEIs) is critical to facilitating the transition to sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in higher education institutions. This study cross-sections a number of international case studies using cluster analysis to clarify and highlight different implementation models: collaborative paradigm change; evolving institutional change from the bottom up; mandatory top-down institutional changes; externally driven initiatives; isolated initiatives and limited institutional changes. Purpose: Using cluster analysis, it is necessary to identify the different stages of ESD implementation, which can be implemented from the bottom up, top down, or both, identifying incentives that can come from a variety of external or internal stakeholders. Methods: In order to gain more general knowledge about the role of various drivers and barriers discussed in the literature, as well as specific implementation models, a comparative case study was conducted using a thematic review method. Cluster analysis was used to analyze the transformed data. The case study method is a meta-analytic method for systematically synthesizing and comparing different case studies using a specific coding scheme that converts qualitative data into quantitative data. Results and their significance: A cross-case analysis was conducted to better understand the sustainability curriculum delivery patterns that are common across different contexts. Most institutions and practitioners can benefit from these findings by defining a specific implementation framework for their institution, focusing on the most important and meaningful components of a particular university's ESD implementation model.