Abstract
This article provides the research community with a conceptual framework from a historical perspective of the impulse of education sustainability in the official international literature. In addition, the United Nations International Conferences held on Japanese territory in order to foster education for risk reduction and for training resilient individuals and communities are analyzed. The study of the content of both approaches, education for sustainability and education for risk reduction, constitute an innovative approach especially relevant after the pandemic caused by the COVID-19 crisis. The article advances with a historical analysis of the use of the concept of resilience in the European Institutions’ official documents. Our findings show that it is particular after 2015 when resilience is linked to sustainability. Before this, the European approach was mostly linked to food crises and emergencies. The article offers a synthesis of the global and European approaches in tables so that we can compare the progress in the United Nations discourse and the European Union one. In this conceptual framework, we offer a contribution to the debate for European national education systems. In particular, we offer contribute to the debate of the Organic Law LOMLOE approved in Spain in 2020, in which education for sustainability is strongly considered but not so much resilience education. The article intends to contribute to the inclusion of resilience as an element of the curriculum linked to the education for sustainability.
Highlights
The causes of climate change and its effects are intrinsically linked to human actions, and mitigating these effects requires education action
The task is complex and will become more widespread in all areas of the planet. It is in this context that the EU is proposed to require deep and systematic transformations, but education is postulated as a bulwark to train in skills that develop resilience and work towards sustainability
The concepts of sustainability and resilience go hand in hand in fields such as environmental management, urban planning, agriculture or the workplace, but we must go one step further and, in line with the regulations generated by the EU, configure an educational system where, in a transversal and specific way, contents are worked on that develop sustainability and resilient capacity
Summary
The causes of climate change and its effects are intrinsically linked to human actions, and mitigating these effects requires education action. The research on the topic can help to discuss, visualize and share new alternatives to generate collective action [1] Several researchers such as Kagawa and Selby [2]; Anderson [3]; Monroe, Plate, Oxarart et al [4]; and Meira [5] argue that education can show people have a critical role to play in redefining their lifestyles to address current sustainability issues facing humanity. The present article offers a historic evolution of the international official literature concerning education for sustainability. In this framework, we analyze the contribution of education for training resilient individuals and communities. The Royal Decrees that will further the Organic Law constitute an opportunity for linking education for resilience and sustainability
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