Education For Sustainable Development Competences Research Articles

놀이와 지속가능발전교육

Objectives This study aims to investigate the relationship between intrinsic play led by young children and Education for Sustainable Development (ESD), and to explore the role of teachers in facilitating this interaction.
 Methods The study was conducted using a literature review approach. From June to November 2023, a total of 21 papers on ESD in early childhood education, 4 UNESCO publications, 6 studies on ESD, and 17 papers and re-lated materials on play-centered education were collected and analyzed to explore the connection between play and ESD.
 Results First, it was found that children's play, which inherently involves the transformation of ‘living’ into ‘learn-ing’, is closely related to sustainable living practices. In this context, play and ESD are intimately connected. Second, teachers are required to act as supporters and guides in this process.
 Conclusions This study explores the significance of play not just as a simple activity, but as an inherent character-istic of early childhood in relation to sustainable development education. This highlights the importance of play as a key approach in the development of ESD competencies. Furthermore, it underscores the role of teachers in giv-ing educational meaning to ESD through play.

ESD action competencies of future teachers: self-perception and competence profile analysis

Purpose This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

Teaching with A Rounder Sense of Purpose: a survey study on education for sustainable development competences in Latin America

Through support and guidance in fostering competences in ESD, educators can help students to evolve into engaged citizens capable of addressing the current ecological crisis. However, in order to provide effective guidance, educators need to become proficient in sustainability. In this line, this study investigates (i) the depth of knowledge about sustainability (including teaching for sustainability), (ii) stances toward the Sustainable Development Goals, and (iii) competences that Latin American university educators perceive they possess. A survey was designed, including elements from previously validated instruments and using the competences framework A Rounder Sense of Purpose. It was answered by educators from Latin America (N = 197), mainly Colombia and Ecuador. Through a statistical analysis, ranks were developed, and further analyses were made. Although this research is based on the self-perception of respondents, findings suggest that educators have some knowledge about ESD. However, there is room for improvement, particularly in terms of action. Additionally, there are inconsistencies between the competences they aim to develop in their students and the ones they currently possess. Such an assessment had not been done specifically for the Latin American context, and the A Rounder Sense of Purpose framework of competences had yet to be explored with a large sample of educators. The results of this research will allow for the offering of a more adequate and pertinent capacity-building program for university educators.

CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design

In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter “Framework”) focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders’ engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars.

DEVELOPING COMPETENCIES FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT [ESD] USING VIDEO CONTENT ANALYSIS AS AN EXPERIENTIAL LEARNING PRACTICE IN THE COVID-19 DISTANCE LEARNING

Education for Sustainable development (ESD) is established as single most important method of achieving Sustainable Development Goals (SDGs) in the years to come. According to UNESCO, there are five components of ESD competencies: Knowledge, Skills, Perspectives, Behaviour and Values. Experiential learning can be an effective pedagogical technique. This is primarily because of its learner-centric character and scope of closely simulating real life without the risks of actually being involved in it. This research was aimed at exploring the potential of video content analysis as an educational practice for ESD in COVID-19 Distance Learning mode in classrooms of an urban private school of India. It explored ESD themes and the pedagogy that can stimulate students’ active participation. The setting provided a problem-based and incorporated reflection and immediate feedback. This facilitated learners to collaborate and develop unbiased perspectives, learn to critically reflect on social justice issues and appreciate diverse viewpoints. It provides a sense of connectedness and belongingness to community.

A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development

The COVID-19 pandemic brought about a cease to the physical-presence operation of many laboratory-based university courses. As a response, higher education courses turned into distance learning. Distance education can foster sustainability through resource savings offered by the benefits of technology use. Therefore, there is a necessity to establish a pathway for sustainability practices concerning the increasing distance education enrollment and technological progress. Under the previous concept, this research paper presents a remote lab for the “Data Acquisition Systems” course, delivered during the pandemic as the digital twin of its respective conventional lab. This remote lab was designed on the Education for Sustainable Development (ESD) principles to help students develop critical thinking, problem-solving, and collaboration competencies. This paper aims to develop a concrete framework for identifying factors that critically affect students’ performance during remote lab courses. The analysis is based on students’ engagement data collected by the NI-ELVIS remote lab measurement system during the spring academic semester of 2020 at the University of West Attica, Greece. Furthermore, the paper develops a competent prediction model for students at risk of failing the lab. The findings indicate that content comprehension and theory-exercise familiarization were the main risk factors in the case of the specific remote lab. In detail, a unit increase in content comprehension led to a 2.7 unit decrease in the probability of the risk occurrence. In parallel, a unit increase in theory familiarization through exercises led to a 3.2 unit decrease in the probability of the risk occurrence. The findings also underlined that risk factors such as critical thinking were associated with ESD competencies. Besides this, the benefits of delivering distance-learning labs according to the proposed methodology include environmental benefits by contributing to resource and energy savings since students who are about to fail can be located early and assisted.

Students between science and society: why students’ learning experiences in transformative spaces are vital to higher education institutions

PurposeThis study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.Design/methodology/approachUsing an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.FindingsResults revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.Originality/valueThe education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

The Implementation of Education for Sustainable Development-Oriented Problem-Based Learning in Practical Work for Making Alum

The problem-based learning (PBL) method is one method to insert the competency targets of Education for Sustainable Development (ESD). This research aims to investigate how the implementation of ESD-oriented problem-based learning to metal and non-metal chemistry practical work. The research method used in this research is a qualitative descriptive method and the research subject is the 4th-semester Chemistry Education university students. The research result shows that the ESD-oriented PBL method is applicable in metal and non-metal chemistry practical work. Practical work with the ESD-oriented PBL method can be used as an innovation for practical learning activities to achieve the ESD target competencies. Based on the questionnaires responded by the students, it can be concluded that the practical work with the ESD-oriented PBL method could increase the students’ ability for problem-solving with percentages of 33% strongly agree and 50% agree. Practical work learning with the ESD-oriented PBL affects the students to be more active in practical work activities. The stages of the PBL method help the students develop problem-solving abilities, and this is one target of ESD competencies.

Effects of Using World Indicators for Online ESD Learning

As a pedagogical method to improve student recognition of Education for Sustainable Development (ESD) through scientific data reading, this study looked at the effects of learning in online academic discussions using data from global indicators. Students’ scholarly messages were coded and introduced into qualitative content analysis, sequential analysis, and social network analysis, which are emphasized, respectively, to investigate code co-occurrence, code sequence, and code distribution. In all, 307 messages appeared from 119 university students in the online community. The ESD competencies and collective intelligence (CI) are used as indicators for analyses. Qualitative content analysis, particularly addressing those sentences, proved that CI enhanced communication among students where they shared individual norms and values. Sequential analysis elucidated characteristics of discussion thread characteristics with CI, which induced further discussion with foresight views and questions. Social network analyses indicated students connected and showed the connection structure was meshed. Key student bridging messages were extracted. Whereas ESD competencies appeared effectively, the expansion of the current online environment must be regarded as including competency in participatory learning. After summarizing the effects of the online learning method in the Moodle forum environment, the method was proved to empower students to represent core competencies of ESD and to lead data-driven concept transformation.

Integrating Education for Sustainable Development Competencies in Teacher Education

The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competencies have been considered in the literature as key competencies for reorienting teacher education towards sustainability as well as explore the suggested assessment tools and approaches to integrate these competencies into teacher education programmes. The results show increased attention during the last decade to develop a set of ESD competencies for teachers, which reveals the absence of a unified framework for teacher competencies for ESD. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area. This paper highlights the progress and gaps in the research related to mainstreaming ESD competencies in teacher education, providing evidence from the literature that can inform policy and strategy improvement in higher education institutions.

Analysis of the Potential of Lubuk Larangan Local Wisdom in Science Learning in Junior High Schools

Lubuk Larangan is an area in a river restricted by the community, which must not be disturbed and is forbidden for fishing. It is in Rantau Keloyang District, Muara Bungo Regency, Jambi Province. The local wisdom of Lubuk Larangan has the potential to bring contextual science learning to conserve the environment based on customary regulations for sustainable development. This study aims to determine the potential of Lubuk Larangan area as a source of science learning. Using descriptive exploratory method, the data were obtained from the interviews with Datuk Rio, a traditional leader and science teacher at SMP Negeri 1 Pelepat Ilir. Data collection techniques included observation, interview, and documentation. The findings indicate that several basic competencies are suitable for science education with the material about Lubuk Larangan, namely analyzing the occurrence of environmental pollution and its impact on the ecosystem (KD 3.8); Lubuk Larangan can be developed in learning media such as modules, assessments, and practical activities; Lubuk Larangan can be integrated into science learning to instill education for sustainable development competencies, especially for action on climate. Based on this study, in general, science learning can be linked to local wisdom of Lubuk Larangan according to learning indicators that refer to education for sustainable development.

Learning about Sustainability and SDG with Future Primary Education Teachers in Initial Training

The current situation of global change, caused by our way of life and our consumption habits, has negative effects on the social, economic and environmental spheres. To alleviate these changes, from the field of education, various actions focused on sustainability are being carried out. Knowledge of sustainable environmental development is essential in the formation of citizenship, and therefore in education. That is why the purpose of this work is to introduce future primary school teachers to the Sustainable Development Goals (SDG) of the 2030 Agenda for Sustainable Development established by the UN, as an educational tool for teaching and learning sustainability in classrooms. The 4th Degree of Primary Education students worked at designing a didactic intervention, based on the development of Education for Sustainable Development Competencies (ESDC), complemented with the dissemination on Instagram of visual creations on the SDGs designed for primary education students. As a result, 5 didactic proposals and 84 posts were generated on Instagram with 1131 comments. In conclusion, in teacher training, it is necessary to become familiar with the scientific contents and the various ways of working on them in the classroom, to enable the necessary didactic transfer.

Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

EXPERIENTIAL LEARNING METHODOLOGIES AND TECHNIQUES: ASSESSING THEIR POTENTIAL FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT [ESD

Rationale: The implementation of Education for Sustainable Development (ESD) in the education sectors came as a call from the UN General Assembly that declared the years 2005 – 2014 as being Decade for ESD (DESD). Agenda 2030 is being pursued to meet the unfinished targets. The purpose of this study is to bring out the potential of Educational Practices [EPs] for ESD in schools of Delhi in order to make a contribution to the implementation of ESD in schools. Objectives of the Study:  To identify the EPs undertaken in schools to implement Education for Sustainable Development [ESD].  To examine the role of identified EPs to develop ESD competencies. Methodology of the Study: The study was qualitative and exploratory in nature. Framework for the UNDESD International Implementation Scheme was used to delimit a themes or perspectives of ESD for the study. Educational Practices [EPs] based on these delimited themes that are carried out in these 15 schools were then identified. The data from the interview was triangulated with observations. No attempt has been made in this study to compare between the sample schools for the implementation of ESD; as this was not the purpose of the study. Also, focus of the study has been kept on the school-wide programme; keeping in view that an isolated EP cannot achieve desirable outcomes. Findings: Educational Practices included a systematic array of school activities, related policies, and approaches to achieve learning in ESD. Within these practices, there are different levels of complexity. These Educational practices had a common element- these EPs engaged the learners actively. Competency-building is promoted as learners dwell in these educational problems that simulate real-life experiences. There is a tremendous amount of work happening on the ground but it is disconnected and not aligned to learning goals. In this regard, the competency based education emphasised in NEP should be carefully dwelled upon while giving form and structure to the EPs conducted for implementation of ESD.

Technological pedagogical content knowledge (TPACK) prospective biology teacher in integrating education for sustainable development (ESD) in their learning planning

Education to realize Sustainable Development Goals (SDGs) is known as Education for Sustainable Development (ESD). Teachers with adequate TPACK competencies integrated ESD is one of the keys to realizing ESD. The purpose of this paper is to reveal the professional knowledge of prospective biology teachers in the form TPACK-ESD, in designing learning plans before and after got ESD briefing. TPACK-ESD assessed from Cores and RPP integrated ESD. Eight prospective teachers in the third year who were taking the capita selecta biology course were used as the research sample, chosen by convenience sampling. Descriptive research was used to study TPACK-ESD prospective teachers by collected data consist of CoRes and RPP about viruses and biotechnology. Scoring results of CoRes and RPP that analyzed through descriptive statistics, showed that TPACK-ESD prospective teachers tended to increase after the ESD briefing for both contents. For each component of TPACK, the results showed that content knowledge (CK) illustrating knowledge integrated ESD compared before ESD briefing. Pedagogical knowledge (PK) has shown a learning design that can facilitate students to be able to develop ESD competencies compared before ESD briefing. On the other hand, Technological knowledge (TK) prospective teachers did not seem to increase after ESD briefing.

Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

Youth Organizations’ Promotion of Education for Sustainable Development Competencies: A Case Study

This paper details how two popular non-formal actors at Vietnamese universities, the Youth Union and youth environmental clubs, promote engagement by student teachers in sustainability. Though their activities were found to have enhanced students’ awareness of environment and sustainability, there remain two categories of constraints, internal and external, preventing students from proactive performance in sustainability. Based on an analysis of each organization’s strength and weaknesses, and on students’ demands, the authors suggest four steps to improve sustainability planning, including establishment of a hub of sustainability promotion, fostering sustainability leadership, conceiving a systematic action plan, and creating a communication network to promote students’ active efforts towards sustainability
 Keywords: youth, sustainability-linked activities, education for sustainable development

Exploring knowledge of prospective biology teacher about Education for Sustainable Development

Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern

Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue “nutrition”, in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers’ nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.

Continuing professional development of teachers in Education for Sustainable Development – case study of the Republic of Croatia

ABSTRACTThis article presents the results of a continuing professional development (CPD) study of teachers in Education for Sustainable Development (ESD) in Croatia. This article and research aimed to determine the contribution of educational forms to the likelihood of teachers becoming involved in CPD for ESD, as well as to engage in a discussion about the Competence-based approach in ESD. The tasks of the research were to determine the level of achieving ESD competences, the correlations with educational forms/training, and the contribution of forms of education/training for CPD for teachers in ESD. A survey questionnaire was developed, which contained a scale of self-assessment of teacher competencies for ESD. The sample of respondents comprised 1096 primary school teachers. The results indicate that an average high level of achievement competences was obtained, as well as a relation to individual forms of education. The results indicate 28% of the explanation of the total variance with regards to the contribution of educational forms to the level of achieved teacher competencies for ESD and a very small contribution to the likelihood of inclusion into CPD for ESD. The research points to the inadequate implementation of ESD in the CPD of teachers.