Integrating Japanese Local Government and Communities into the Educational Curriculum on Regional Sustainability Inside the UNESCO’s Biosphere Reserves and Geoparks

Aida Mammadova

doi:10.3390/su13052497

Abstract

This study analyzes whether biosphere reserves (BR) and geoparks (GP) can serve as platforms to contribute to education for sustainable development by integrating local authorities and communities into the educational process. For two years, we conducted the integrated course named “UNESCO Biosphere Reserves and Geoparks”, with a total number of 143 students. The curriculum was carefully designed together with the local government and community members. Both BR and GP increased the awareness and knowledge of regional sustainability and served as educational platforms to integrate the local government and communities inside the academic curriculum. Students replied that their knowledge about the BR and GP was raised by 83% and 92%, respectively. Practical field trips showed an increased awareness of the locals’ efforts towards regional sustainable development. Both BR and GP provided site-specific knowledge and functioned as the learning platform to teach about the linkage of human–nature interaction towards regional sustainable development. Most of the students expressed that BR helped them to analyze the situation at the issue-oriented community level (76%), whereas GP helped them to think broadly about the relation of humans with the Earth at the global level (89%).

Highlights

Biosphere reserves (BR) and geoparks (GP) are natural sites recognized by UNESCO to conserve the world’s biological, geological and cultural diversity and promote sustainable economic development for present and future generations
Practical field trips showed an increased awareness of the locals’ efforts towards regional sustainable development. Both BR and GP provided site-specific knowledge and functioned as the learning platform to teach about the linkage of human–nature interaction towards regional sustainable development
In 2006, the Japanese government created an implementation plan to promote the United Nations Decade of Education for sustainable development (ESD) (2005–2014) and stated that “the objectives of ESD are to bring about a transformation of behavior that enables the realization of a sustainable future, in environmental, economic, and social terms, in which all people can enjoy the benefits of high-quality education and in which the principles, values, and behavior required for sustainable development are incorporated into all education and learning situations, resulting in a transformation into a sustainable society” [45]

Summary

Introduction

Biosphere reserves (BR) and geoparks (GP) are natural sites recognized by UNESCO to conserve the world’s biological, geological and cultural diversity and promote sustainable economic development for present and future generations. Education for sustainable development (ESD) is used in both programs to raise awareness, develop skills and attitudes to deal with sustainability issues, such as environmental, social and cultural in relation to people, local communities and other regions of the world. Since 1995, all BRs have had three main objectives: conserving biodiversity, which aims to preserve landscapes, ecosystems, species, and genetic variations; promoting sustainable development by fostering social, cultural, and ecologically sustainable economic development to benefit local peoples; and supporting research, monitoring and education [2,3]. The concept of ESD was first reflected inside the Madrid action plan for 2008–2013 [5,6], and this strategy was intended to be an integral

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