Abstract
The already scarce and further dwindling natural resources, increasing environmental pollution, and other environmental, economic, and social challenges that transcend national boundaries necessitate the continuous pursuit of the more responsible implementation of the principles of sustainable development in the public and business sectors, especially in general education schools, as the future and welfare of the society depend on education results. Therefore, the implementation of knowledge management practices in general education schools is one of the efficient ways of achieving the principles of sustainable development and their positive outcomes for society and the state. This research aimed to evaluate the peculiarities of applying knowledge management practices in general education schools for sustainable development. Research methods such as analysis of scientific literature, multiple-criteria assessment, survey, and expert evaluation were used to achieve the goal of the study. The results of the study showed that there is a high potential in general education schools for the application of knowledge management practices to achieve sustainable development. However, general education schools still face a lack of teachers’ motivation and a lack of financial resources to apply knowledge management practices and improve knowledge infrastructure for sustainability.
Highlights
Globalization, technological development, environmental, economic, and social challenges and the associated transformation processes from the information society to knowledge society are affecting structural changes in the public and business sectors
This study aimed to evaluate the peculiarities of applying knowledge management practices in general education schools for sustainable development
By conducting expert evaluation and multiple-criteria assessment, one of the research aspects was to assess what problematic areas teachers in general education schools faced in applying the knowledge management cycle for implementing sustainable development in their activities on a scale from 1 to 5, where 1 meant a totally insignificant problem; 2, insignificant; 3, moderately significant; 4 significant; and 5, a very significant problem
Summary
Globalization, technological development, environmental, economic, and social challenges and the associated transformation processes from the information society to knowledge society are affecting structural changes in the public and business sectors. With this type of transformation, both public and business organizations are looking for ways to implement knowledge management practices for sustainability [1–4]. The dynamism of the environment, the transformation processes, and the changing information needs of society have created preconditions for structural changes in general education schools: the content of knowledge management, its structure and its management processes, and the information and communications technology (ICT) of knowledge transfer and other factors have changed. Finding the right balance between a modern and responsible state and the development of a dynamic society, integrating the principles of sustainable development with environmental protection, economic development, and social welfare has become important for the education sector
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