Education For Sustainable Development Research Articles

Exploring History Archives of the Nation's Collective Memory at the University

This article discusses the important role of archives in preserving the nation's collective memory at universities, with a focus on archive management as part of national identity. Through a qualitative approach and case studies, this research explores archival practices at universities, including archive management and archive preservation. This research also identifies challenges faced in archival management, such as administrative obstacles and the importance of historical awareness among students and staff. The research results show that effective archive management can increase information accessibility, support research, and strengthen historical awareness. Recommendations for improving archival practices at universities include strengthening archival policies, increasing human resources, digitizing archives, as well as educational activities to increase awareness of historical values. In this way, universities can act as guardians of the nation's collective memory and contribute to sustainable social and educational development

How to create learning opportunities for sustainable learning success in the context of education for sustainable development

AbstractAngesichts der globalen Herausforderungen ist eine Bildung für nachhaltige Entwicklung (BNE) im Sinne der Sustainable Development Goals (SDGs) der Vereinten Nationen unverzichtbarer Teil des Chemieunterrichts. Es wird aufgezeigt, wie Schülerinnen und Schüler zur Teilnahme am Nachhaltigkeitsdiskurs angeleitet werden.Der Blick wird auf die Prozessqualität des Lehrens und Lernens und damit auf die Tiefenstruktur des Unterrichts gerichtet. Sie zeigt sich in der Qualität der Interaktionen der Lernenden mit dem Lerngegenstand sowie der Interaktionen zwischen den Beteiligten. Eine Konkretisierung erfolgt anhand der Merkmale kognitive Aktivierung, diskursfördernde Moderation, Verständnisorientierung und konstruktive Unterstützung.Dazu wird ein BNE‐Unterrichtsbeispiel vorgestellt, in dem es um den Vergleich der Effizienz eines mit E‐Fuels betriebenen Verbrennungsmotors mit der eines batterieelektrischen Antriebes geht.

Quality Education for Sustainable Development: Evolving Pedagogies to Maintain a Balance Between Knowledge, Skills, and Values-Case Study of Saudi Universities

Ozone depletion, global warming, soil degradation, etc., could be, to a great extent, instrumental in making our Earth an unsafe place. Therefore, to prevent further damage, Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) emphasizes spreading awareness among the members of the planetary community to protect the planet. The study aims to identify teaching pedagogies that can effectively develop awareness and responsibility among university youth for a sustainable future. The study adopts an exploratory triangulation approach and uses three instruments: a closed-ended questionnaire, a focus group interview, and a comparative performance of control and experimental groups. Fifty-one faculties from two government universities of Saudi Arabia: Qassim University, Qassim, and Prince Sattam bin Abdulaziz University, Alkharj along with 47 students pursuing conversation courses at Level Three in Prince Sattam University participated in the study. JASP 0.9 open-source software was used for statistical analysis. The results revealed that constructivist inquiry-based approaches promoted sustainable development education.

Exploring Teacher Organizational Commitment for Promoting Sustainable Development in Higher Education: A Systematic Literature Review and Analysis of Theories and Methodologies in Chinese Studies

Teacher organisational commitment (TOC) is a key factor influencing teachers' professional stability and teaching quality, and it is important for achieving sustainable development in higher education. However, systematic analyses in this area are insufficient. Therefore, this study adopted the PRISMA framework to conduct a systematic literature review, focusing on empirical studies on the COVID-19 pandemic and its post-epidemic period. Relevant literature was screened from Scopus, Web of Science, Wiley, and ScienceDirect, resulting in 11 peer-reviewed studies from the context of higher education in China, this study aims to explore the mainstream research theories and methodologies on TOC from a Chinese perspective and discuss the different roles TOC has played in various research. Exploring the current state in China, this study enhances the theoretical and practical understanding of TOC and delivers actionable insights for school administrations and policymakers to promote sustainable development in higher education. The study also offers recommendations for future research to investigate TOC in various cultural contexts further, thereby supporting international perspectives.

Species Knowledge About a UNESCO Natural World Heritage Site and the Importance of Connectedness with Nature

Species knowledge of local animal species is of great importance for one’s own environmental awareness and is a major component for managing present and future crises in education for sustainable development. For this reason, this study is the first to survey the species knowledge of visitors to the UNESCO Natural World Heritage Site the Wadden Sea of the North Sea, which is the largest mudflat area in the world. In this context, the self-assessment of the respondents and the extent of their connectedness with nature are also examined. To answer the research questions, a questionnaire survey was carried out to determine the species knowledge and degree of connectedness with nature. For data analysis, various statistical methods such as t-tests and correlation analyses were used. The results show that the 126 visitors to the Wadden Sea Visitor Centre have a rather low level of species knowledge. In this regard, the European Herring Gull is the only very well-known species among the respondents. In addition, a further construct was investigated in the form of connectedness with nature, between which a significant positive correlation was found with species knowledge.

The Role of Universities in Building Strong Institutions as a Sustainable Development Goal

The aim of the research is to assess the impact of implementing sustainable development programmes in universities on their effectiveness in achieving sustainable development goals (SDGs). The research employed the following methods: SWOT analysis, case study, and impact assessment. The standard methods of descriptive statistics were used. Triangulation and internal consistency models were used to check the validity and reliability of research methods. Universities from Group 1 are significantly inferior to universities from Group 2 for all indicators. They have a smaller share of educational sustainable development programmes — 17.5% vs. 52.5%. The level of energy consumption per unit area is higher — 165 kWh/m² vs. 85 kWh/m², and the waste recycling rate is lower — 27.5% vs. 82.5%. Students’ average environmental awareness score is also lower — 3.35 vs. 4.5, with significantly fewer student eco-initiatives — 4 vs. 16.67. Universities are critical to sustainable development, influencing through the integration of strategy, investment, and student engagement. Different universities have their own advantages and challenges, which require adapting strategies to the specific conditions of each of them. Further research may focus on partnerships between universities and businesses and on implementing innovative approaches in project-based learning to achieve the SDGs in Ukraine.

International Environmental Dates – Opportunity for Non-Formal Education for Sustainable Development

International Environmental Dates – Opportunity for Non-Formal Education for Sustainable Development

How Self-Regulated Learning Is Affected by Feedback Based on Large Language Models: Data-Driven Sustainable Development in Computer Programming Learning

Self-regulated learning (SRL) is a sustainable development skill that involves learners actively monitoring and adjusting their learning processes, which is essential for lifelong learning. Learning feedback plays a crucial role in SRL by aiding in self-observation and self-judgment. In this context, large language models (LLMs), with their ability to use human language and continuously interact with learners, not only provide personalized feedback but also offer a data-driven approach to sustainable development in education. By leveraging real-time data, LLMs have the potential to deliver more effective and interactive feedback that enhances both individual learning experiences and scalable, long-term educational strategies. Therefore, this study utilized a quasi-experimental design to examine the effects of LLM-based feedback on learners’ SRL, aiming to explore how this data-driven application could support learners’ sustainable development in computer programming learning. The findings indicate that LLM-based feedback significantly improves learners’ SRL by providing tailored, interactive support that enhances motivation and metacognitive strategies. Additionally, learners receiving LLM-based feedback demonstrated better academic performance, suggesting that these models can effectively support learners’ sustainable development in computer programming learning. However, the study acknowledges limitations, including the short experimental period and the initial unfamiliarity with LLM tools, which may have influenced the results. Future research should focus on refining LLM integration, exploring the impact of different feedback types, and extending the application of these tools to other educational contexts.

The effect of transformational leadership on teachers turnover intention in private colleges and universities – the mediating role of job satisfaction

The problem and the aim of the study. The problem of teacher turnover has always been one of the important challenges faced by the private education system. The universality of the research problem and the importance of the research object make it necessary for private universities to find appropriate ways to solve the problem. The author suggests that the method of transformational leadership should be used in private colleges and universities to form a scientific management model, so as to improve teachers' job satisfaction and reduce their turnover intention, and finally realize the healthy and sustainable development of private education. Materials and methods. Quantitative research is a universal scientific method to study real phenomena. The study was conducted on 870 teachers in private colleges and universities in China by convenient sampling. SPSS is a common method for quantitative research. SPSS is used for correlation analysis and difference analysis, Process plug-in is used to test the effect of data, and Bootstrap is used for further verification, because Bootstrap is an effective and accurate intermediary test method. Results. Demographically, there were no significant differences between gender and age in transformational leadership, job satisfaction and turnover intention (p> .050). Transformational leadership has a significant negative impact on teachers' turnover intention (B=- .341, p< .001). Job satisfaction has a significant negative effect on teachers' turnover intention (B=- .430, p< .001). Transformational leadership has a significant positive impact on the job satisfaction of teachers in private universities (B= .482, p< .001). Job satisfaction had a mediating effect between transformational leadership and turnover intention (B=- .134, p< .001). Conclusion. Transformational leadership can improve the job satisfaction of teachers in private colleges and universities, reduce their turnover intention. Under the management mode of transformational leadership, private colleges and universities can form scientific management mode. Less turnover intention can improve the stability of the teaching staff.

Guidelines to enhance stakeholder management in higher education institutions

Purpose The relationship with internal and external actors on the part of higher education institutions (HEIs) is a fundamental factor for them to fully exercise their role in sustainable development and the evolution of individuals, organizations and society as a whole. In this sense, this study aims to analyze the literature about stakeholder management in HEIs and to provide guidelines to support managers of HEIs to enhance stakeholder management practices. Design/methodology/approach This research was conducted through a bibliometric analysis followed by a content analysis to propose the guidelines to support HEIs’ managers in improving stakeholder management practices. Findings The guidelines were proposed for each of the following seven areas: engagement and governance; innovation and knowledge management; education for sustainable development; responsible research, innovation and collaborative partnerships; organisational change management; social responsibility; and performance management and sustainability report. Originality/value Although the topic addressed has gained traction in the academic community, the literature fails to provide guidelines to support managers of HEIs enhance stakeholder management practices. From a theoretical standpoint, the increasing recognition of the importance of stakeholder engagement reflects a paradigm shift in understanding sustainability and social responsibility in HEIs. On a practical level, managers can use the guidelines to promote effective dialogue, increase stakeholder engagement and collaborative partnerships.

학교자율시간 운영을 위한 드론 활용 교육프로그램 개발 및 학생 행위주체성 신장 효과

This study aims to develop and implement a drone-based education program for 4th-grade elementary school students during school autonomous hours and to evaluate its impact on student agency. This involved surveys of the educational community and analyses of school infrastructure and characteristics. Using the ADDIE model, a 22-session program was developed. Pre- and post-tests measuring student agency were administered to an experimental group (17) and a control group (32). Additionally, reflections and self-assessment journals from the experimental group were analyzed quantitatively and qualitatively. The findings are summarized as follows: First, the democratic consensus within the educational community played a key role in the design and implementation of the program. By synthesizing the inputs from students, parents, and teachers, a drone education program aligned with environmental and sustainable development education was developed. The program’s activities included theory and piloting practice based on safety education, using drones to solve school problems, and lessons on career and ethics. This process contributed to a sense of responsibility and cooperation among all stakeholders, especially boosting student motivation and interest in learning while maximizing the program’s effectiveness. Second, the analysis of pre- and post-test results on student agency in both the experimental and control groups, as well as the progression reflected in self-assessment journals, revealed improvements across all four domains of student agency—community agency, learning interaction, purposefulness, and responsibility. Third, the study demonstrated the potential of the developed drone education program as a valuable resource for school autonomous hours. It provided a learning experience where students took the initiative to participate, reorganizing the drone utilization from a briefly covered topic in practical arts or creative classes into 22 lessons to cover related contents in depth and foster cooperation within the educational community. The study found that the developed program positively impacted elementary school students' agency. Moreover, the materials are expected to serve as useful references for developing drone programs for elementary school students and structuring autonomous school hours.

Andy Hargreaves의 지속가능한 리더십이 교육현장에 주는 함의

This study aims to explore the educational implications of sustainable leadership for school sites. This study analyzes the Korean education scene based on the seven principles of sustainable leadership and five principles of action proposed by A. Hargreaves and D. Fink(2006, 2022) based on years of research on the education scene and explores the implications for establishing a plan for the successful sustainable development of Korean education. To this end, this study first examines previous studies on sustainable development at home and abroad, analyzes and diagnoses the current Korean education scene in terms of the principles of sustainable leadership and explores the educational implications of sustainable leadership on the Korean education scene. In terms of the implications of sustainable leadership for school sites derived from this study, the ‘Depth’ dimension suggests avoiding narrow and superficial standardization policies and strengthening policies for holistic education that can foster multiple intelligences; the ‘Length’ dimension suggests establishing a long-term, strategic, and systematic succession program; the ‘Breadth’ dimension suggests distributed leadership among members and strengthening teachers’ leadership competencies; the ‘Justice’ dimension suggests sharing resources and joint growth through solidarity; and the ‘Diversity’ dimension suggests building learning networks and strengthening cohesion among members. In addition, the ‘Resourcefulness’ dimension suggests adjusting education policies through on-site communication and establishing systematic regeneration programs, and the ‘Conservation’ dimension suggests systematic evaluation of past policies and inheritance of excellent ones.

Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching

Sustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education.

Understanding Education for Sustainable Development: Prospective Teachers' Perspectives, Pedagogical Approaches, and Implementation Challenges

The present qualitative phenomenological study focuses on exploring the prospective teachers' perspectives and strategies regarding Educational for Sustainable Development (ESD) in a district of Punjab. In the present study, six prospective teachers teaching in private educational institutions were selected purposively. Self-developed semi-structured interviews were used to obtain data, which was analyzed employing thematic analysis, supported by NVivo 15, to detect patterns and themes from the data. The findings revealed five key thematic areas: understanding of sustainability, important aspects/topics in ESD, essential skills for students, implementation strategies, challenges, and solutions. Moreover, the educators demonstrated a comprehensive insight into sustainability, focusing on resource preservation, intergenerational obligation, and systems thinking. The study identified active learning methodologies, project-based approaches, and real-world integration as preferred pedagogical strategies. However, the participants faced different challenges, like conceptual complexity, resource constraints, and student engagement issues. The current study highlights the need for structured support systems, enhanced professional development, and institutional backing for effective ESD implementation.

Монгол улсын боловсролын зорилгыг үнэт зүйлсийн үүднээс шинжлэх нь: 2002, 2023 оны боловсролын хуулиудын жишээн дээр

Mongolians have long been based on their own unique national values, such as polity, history, culture, and education. An example of the loss of the nation’s value system in legal documents is the issue of goals in education law. Since the purpose of the education law is to determine the future development of the country, it is important to compare the goals and values of the new law with the goals of the previous law to determine the future development of the country. Therefore, in this study, the provisions defining the goals of the Law on Education (2002), the Law on Elementary and Secondary Education, and the General Law on Education, which was newly approved in 2023 and is currently in force, and the Law on Preschool and General Education were studied. Looking at the results of the comparative analysis of the provisions defining the purpose of the above laws, the categories included in the provisions of the law can be divided into two categories: values (roots) and declarations and principles.In the context of policy studies, values are calculated based on UNESCO’s sustainable development education methodology. According to the results of the comparative content analysis, the goals of the education laws (2002/2023) should reflect the common values and declarations of humanity, and there is a need to include national and fundamental values in the law.

Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness

This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.

Need Analysis for the Development of Electronic Students' Worksheet (E-LKPD) on Education Sustainable Development on the Use of Eco Enzyme

The concept of continuous education, technology integration, and increasing environmental awareness is a good synergy in learning. Continuing education is a holistic approach. The teaching materials developed not only focus on the use of eco enzymes, but also relate them to broader sustainability issues. The purpose of this study is to describe the analysis of the need for the development of digital teaching materials based on Education Sustainable Development on the use of eco enzymes This type of research is research and development (R&D) research. The instrument used in this study was in the form of a questionnaire to analyze the needs of teachers and students of SDN 19 Lahat. Based on the results of the research conducted, it can be concluded that teachers expressed their desire to develop digital teaching materials based on education sustainable development in the form of E-LKPD on the use of eco enzymes. In addition, the results of the questionnaire on student perception showed a score of 75. Students consider that the learning methods used so far have not been able to make a good understanding of the material presented so that the development of digital-based teaching materials in the form of e-LKPD can be a solution to the problems that have occurred in learning so far

Addressing Students’ Challenges in Acquiring Trigonometric Function Concepts: A Didactic Approach to Education for Sustainable Development

The concepts of trigonometric functions constitute one of the main challenges that students face when studying mathematics in secondary and higher education. This paper addresses these challenges through a sustainable educational approach aligned with the principles of Education for Sustainable Development (ESD). The study identifies the main difficulties, such as graphical representation, real-life application of trigonometric functions and the conceptual understanding of angles and ratios. Through the methodology of observing students during lessons, weak points in the understanding of concepts such as the graphical representation of trigonometric functions, the use of trigonometric equations in real situations, and the difficulties arising from the lack of a clear connection between angles and ratios have been trigonometric identified. Based on these observations, didactic strategies have been proposed that include more interactive methods and the use of technology to improve student’s skills. The results of this study suggest that a new didactic approach, based on concrete examples and practical experience, helps to create a more stable and in-depth understanding of trigonometric functions. The findings of this study contribute to the development of educational practices focused on ESD, supporting students’ capacity to adapt, innovate, and engage in complex problem solving within mathematics education. Through a didactic approach that focuses on advanced teaching methods and the use of educational technology, this paper offers recommendations for improving teaching practices to facilitate the acquisition of complex mathematical concepts.

Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University

Education for Sustainable Development (ESD) aims to transform society toward peace and sustainability by reorienting educational practices and learning experiences. The United Nations 2030 Agenda underscores the importance of quality education and ESD as vital components for driving the transformation of the global economy, as highlighted in its goals. In this framework, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is actively implementing Education 5.0 in alignment with Sustainable Development Goal 4, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To explore the integration of inclusivity and sustainable development principles within the context of Universal Design in Higher Education, a longitudinal cohort study was conducted. This research employed structured interviews with lecturers and students, alongside observations and facility reviews, to gather diverse perspectives on the current state of inclusivity in Zimbabwean higher education. The findings indicated that while all participants demonstrated some understanding of the concept of inclusive education, the actual inclusion of students with special needs was found to vary between inadequate and acceptable levels since the implementation of Education 5.0. Based on these findings, the study strongly recommends the formal enactment of the 2019 Inclusive Education Policy draft. This policy is crucial for establishing a clear implementation framework and action plan, which are necessary for enhancing the inclusivity of higher education. By doing so, it ensures that all students, regardless of their individual needs, have equitable access to educational opportunities, thereby fostering a more inclusive and sustainable academic environment in Zimbabwe.

Education for Sustainable Development (ESD) and Global Citizenship for India

This research paper explores the pivotal role of education in advancing sustainable development goals (SDGs) through an in-depth analysis of various indices, initiatives, and frameworks utilized to monitor progress and catalyze action. Beginning with an overview of the SDGs as a global blueprint for achieving a more equitable, prosperous, and sustainable world by 2030, the paper digs deep into the involved interaction between education and sustainable development. Central to this research is the examination of tools such as the Social Progress Index (SPI) and the SDG India Index, which provide comprehensive assessments of societal progress vis-à-vis the SDGs, offering decision-makers and stakeholders valuable insights into areas of strength and areas requiring intervention. The paper spotlights India’s pioneering initiative, the SDG India Index, which tracks progress at the state level across 13 out of the 17 SDGs, demonstrating how countries adapt global frameworks to address national priorities and challenges. Emphasizing education’s transformative potential, this investigation explains how early childhood, primary, and secondary education serve as catalysts for social, economic, and environmental progress, fostering critical thinking skills and instilling values essential for addressing complex global challenges. Furthermore, the paper emphasizes the SDG India Index’s role as a catalyst for change, facilitating evidence-based policymaking, fostering accountability, and mobilizing stakeholders towards shared goals, highlighting the existing data gaps, particularly concerning Goals 12, 13, and 14, emphasizing the need for strengthened statistical systems to ensure accurate assessment and effective interventions.