Context Of Education For Sustainable Development Research Articles

Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan

PurposeThis study aims to examine the participants’ [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes.Design/methodology/approachThe authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices.FindingsThe findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes.Originality/valueThis study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.

Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions

The emergence of Industry 4.0 marks a transformative era for businesses and industries, characterized by advanced technologies like automation, Internet of Things (IoT), artificial intelligence (AI), smart factories, and cyber-physical systems. This revolution promises significant advantages, including enhanced productivity, sustainable progress, and heightened resilience. However, the integration of Industry 4.0 is challenged by the need for a skilled workforce with expertise in areas such as information technology and data analytics. Higher education institutions (HEIs) play a vital role in equipping future professionals with these skills, necessitating curriculum updates and infrastructure enhancements. Simultaneously, the importance of education for sustainable development (ESD) has been underscored by global initiatives like the Sustainable Development Goals (SDGs). ESD instills a sense of responsibility for economic, ecological, and equitable well-being. As digital technologies blur the lines between industries, education faces the challenge of adapting to evolving demands. The integration of AI tools in education has emerged as a catalyst for reshaping learning experiences, fostering innovation, and preparing individuals for the digital age. AI chatbots such as ChatGPT have garnered widespread attention and possess the potential to revolutionize various aspects of education. However, their integration raises ethical concerns, necessitates curriculum redesign, requires strategies for continuous learning, and demands alignment with industry standards. While the potential of AI integration in education is promising, there is a notable gap in the existing literature when it comes to exploring the ethical implications, the influence of AI on ESD, the impact on the structure of Blooms Taxonomy, collaboration between academia and industry, strategies for continuous learning, and the effective integration of AI tools for personalized learning. This paper aims to critically examine the integration of AI tools, with a specific emphasis on ChatGPT, in education within the context of ESD. It delves into the transformative potential, ethical considerations, imperatives for continuous learning, and the role of industry partnerships. By providing insights and strategies, this paper contributes to the ongoing discussion about the evolving nature of education in a technologically driven world, equipping academic institutions to navigate the complexities and opportunities associated with AI integration in education more effectively.

Evaluation of Student-Perceived Service Quality in Higher Education for Sustainable Development: A Fuzzy TODIM-ERA Method

Evaluating and prioritizing the service quality of higher education is an essential issue for the successful implementation of Education for Sustainable Development (ESD). This study investigates an evaluation framework to assess the performances of higher education institutes (HEIs) within the context of ESD based on student-perceived service quality. First, a conceptual model of the evaluation indicator system is explored by embedding sustainability-related indicators into the fuzzy SERVQUAL scale. Then, the evaluation of student-perceived service quality can be thought of as a problem of multicriteria decision-making (MCDM) that involves uncertainty and bounded rationality. Thus, an evaluation technique called hybrid fuzzy TODIM-ERA is proposed to address such evaluation problems by synthesizing the theoretical strengths of the intuitionistic fuzzy set theory, the evidential reasoning algorithm (ERA), and the TODIM (an acronym in Portuguese for interactive and multicriteria decision-making). Finally, a case study of five Chinese HEIs in maritime transportation is used to demonstrate the effectiveness and robustness of the proposed framework. Results provide the ranking order of all the alternative HEIs and the improvement strategies of each HEI for student-perceived service quality dimensions.

Education for Sustainable Development: Experiences from Action Research with Science Teachers

Abstract This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic year 2011/2012. Throughout the course, 29 teachers worked in groups to develop projects that promote sustainable development through classroom teaching practices that encourage involvement with local communities around school premises. The framework that guided the study was based on experiential, constructivist and transformative learning theories known collectively as ‘ExConTra’. A mixed methods methodology was used where teachers’ responses to three open-ended reflective questions produced qualitative data that were analysed by identifying themes and patterns. The author developed two quantitative instruments: a Concept Mapping Rubric and a Sustainable Development Questionnaire. The former was to probe the cognitive organisation participants had in relation to the concept of sustainable development before and after developing the action research projects. The latter instrument was used to identify participants’ attitudes towards teaching for ESD and their knowledge of classroom pedagogical practices. Statistical data analysis using Statistical Package for the Social Sciences indicates that teachers in their post-tests had developed: better cognitive organisation for the concept of sustainable development; positive attitudes towards teaching for sustainable development and ESD classroom teaching practices. Involvement in the action research projects where teachers were experiencing, reflecting, conceptualising, constructing, acting and transforming within the context of ESD may be responsible for these results where there are promises to help achieve successful implementation to include ESD in science education.