Education For Sustainable Development Research Articles

Innovation and Expansion of Neural System-Based Teacher Evaluation Management Mechanism in Academy

The traditional evaluation mechanism of ideological education in universities faces many challenges. How to improve the quality of knowledge service work in the university and enhance instructors' skill level and effectiveness is the main problem facing the sustainable development of higher education in the new century. This article studies the innovation and expansion of the evaluation and management mechanism for university teachers based on the neural system in order to achieve effective scientific and systematic teaching methods. The experimental results show that the improvement rate of higher education academic performance under neural system learning is 75.12%, which is 17.34% higher than traditional Blended Open Learning(BOP) learning methods. Therefore, the improvement rate using the neural system learning is higher. This article targets different groups responsible for university-level teaching, thereby greatly improving the learning of college students.

Analysis of Local Governance and Legal Protection of Students' Information Security in the Context of Sustainable Development of Digital Education

Local governments are dealing with student information more and more frequently, resulting in the risk of student information being leaked, so it is necessary to introduce relevant policies, laws and regulations to standardize information collection activities and improve the level of social information governance. Therefore, this study proposes three hypotheses: on the one hand, whether the information policy issued by the local government can guide students' information collection activities, and on the other hand, whether the introduction of local laws and regulations can provide protection for students' information security; Finally, whether public participation can provide supervision for student information collection and governance, and create a good public management environment. The results show that local information laws and regulations can regulate the behavior of students' information collection and clarify the purpose and direction of students' information collection. At the same time, laws and regulations such as privacy protection and local codes of conduct can improve the security of student information and ensure the legal collection of information. The active participation of the public is conducive to the public information collection environment and ensures the overall security of student information. Therefore, local government policies, laws, and regulations can provide assurance and support for students' information security and promote the sustainable development of digital education.

Educação Inteligente e Imersiva e Educação para o Desenvolvimento Sustentável

This article investigates the transformative potential of Smart and Immersive Education in promoting Education for Sustainable Development (ESD), connecting technological innovations to global sustainability demands. Through a conceptual model, it explores the contributions of emerging Technologies — such as Virtual Reality (VR), Augmented Reality (AR), and Artificial Intelligence (AI) — for the transformation of education, making it adaptive, engaging, and aligned with the Sustainable Development Goals (SDGs). The argument is made that these technologies enhance learning and empower both managers and students to take on leading roles in addressing socio-environmental challenges. The study provides a basis for new empirical research and educational practices, suggesting pathways to turn environmental and social challenges into opportunities for innovation and positive impact.

Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development.

Examining the role of Education for Sustainable Development (ESD) in strengthening inclusive education in teacher education: A Vygotskian analysis of change projects from Malawi and Eswatini

Inclusive education has a transformative agenda that challenges education systems to accommodate gender and social class as well as diverse needs that include disability. Despite being emphasised in schools, its application in teacher education has been limited. This gap indicates that while inclusive education is prioritised in schools, teachers may lack pedagogical competencies that have not been allowed for in their training. At the same time, Education for Sustainable Development (ESD) has been recognised for its potential to transform education systems given its orientation towards collaborative learning, whole institution approaches, and respect for diversity. In this study, drawing on experiences from UNESCO's Sustainability Starts with Teachers (SST) programme, I examined the role of ESD in strengthening inclusive education in teacher education. The SST programme encouraged teacher educators in southern Africa to champion ESD practices while focusing on their contextual issues such as inclusivity. Focusing on two Change Projects from Malawi and Eswatini I used Vygotsky's sociocultural learning theory to explore opportunities for inclusivity that emerged from the SST programme. This examination led to strategies for maximising these opportunities in educational institutions and broader national contexts. Methodologically, this study involved interviews and workshops in the two selected Change Projects. The findings suggest that enrolling future teachers with disabilities in teacher education is essential for exemplifying an inclusive educational trajectory in schools. The Change Projects enabled teacher educators to work with ESD practices in developing inclusivity proficiencies in future teachers and ongoing efforts are needed to strengthen inclusive education in teacher education through ESD.

CHALLENGES OF GREEN SCHOOL QUALITY ASSESSMENT

The Green School Quality Standard offers criteria for integrating holistic institutional and sustainable development education, that demonstrate commitment to green education, integrate environmental principles and climate action into the delivery of school educational services. The ultimate goal of the standard is to provide a complete educational roadmap, that ensures continuity and interdependence between educational stages, from early years to higher education. In article recommendations are made for improving the implementation of the audit for quality of green education, discussing also the road map for completing audit processing of the results from activity of the green school.

Unleashing Lecturer Performance in Malaysian Higher Education through Green Organizational Culture: The Mediating Role of Work Motivation

This study examines the influence of green organizational culture on work motivation and its subsequent effect on lecturer performance within the context of sustainable development education in higher education institutions. Using a sample of 308 lecturers from Malaysian universities, data were collected through a Google Forms questionnaire and analyzed using Smart PLS. The results indicate a significant positive relationship between green organizational culture and work motivation, which in turn, significantly enhances lecturer performance. This study provides both theoretical and practical implications by contributing to the growing body of knowledge on sustainable organizational practices and their role in fostering employee motivation and productivity. Future research should expand the scope to different geographical contexts and employ longitudinal studies to gain a deeper understanding of these dynamics over time. Overall, the findings underscore the importance of integrating sustainability into organizational culture to promote a motivated and high-performing academic workforce.

Education for sustainable development in China: experiences from school teachers’ perspectives and enactments

AbstractGiven the rapid development of Education for Sustainable Development (ESD) in the global north and south, the status of ESD in Chinese primary education remains underexplored. Teachers, who play a critical role as education stakeholders in enacting and spreading the influences of ESD, have been largely overlooked in ESD research focusing on China. This paper therefore aimed to narrow this research gap and provide an empirical snapshot illustrating the progress of ESD through the eyes of Chinese primary school teachers. Drawing on an analysis of 151 questionnaires and 25 semi-structured interviews, the study finds that ESD is primarily interpreted as environmental education and often linked through the literal connections of 'sustainability', 'education', and 'development'. ESD is enacted mainly through school activities, policies, curricula, and extracurricular opportunities, though inconsistencies in implementation are evident. The findings provides empirical evidence of ESD in Chinese primary education and build foundations for further investigation into how ESD can be more effectively integrated and practiced within China’s educational system.

Croí: A Process for Core and Responsible Graphic Communication Design Education

Research has shown that addressing personal values and conviction is crucial for long-lasting Education for Sustainable Development. However, there is a shortage of theory and evidence-based value-focused processes in Graphic Communication Design Education literature. This article presents a novel personal value thinking and doing process called Croí (pronounced Cree) that can be used as a precursor to Education for Sustainable Development in Graphic Communication Design Education. Croí aims to stimulate sustainable transitions by disrupting behaviour development. Over five years, five rounds of Action Research were conducted with third-level educators and students to explore how Croí could facilitate value (or core) design, with the broad aim to encourage sustainable Graphic Communication Design. The initial Croí prototype developed over Cycles One and Two is briefly summarised, with focus on Cycles Three, Four, and Five, where Croí was further developed and evaluated. Data collection included researcher field notes, semi-structured interviews, and written reflections, analysed through Thematic Analysis. Key discussion points include fundamental process elements, Croí's impact on core thinking and doing and responsible thinking and doing, and its potential to facilitate behaviour development. The research concludes that Croí promotes core and responsible thinking and core doing, increasing the likelihood of responsible doing. It offers educators an innovative way to facilitate plural, practical, and core development for graphic communication design students, potentially influencing change in the profession. Croí is not a panacea for the complex issue of Sustainable Development, but it provides a novel and meaningful foundation for disrupting behaviour.

Research on Education for Sustainable Development with Design-Based Research by Employing Industry 4.0 Technologies for the Issue of Single-Use Plastic Waste in Taiwan

The social impacts of prevailing circular economy (CE) strategies remain under-researched despite the considerable attention that CE has received from scholars and in industry. Existing CE indicators primarily focus on business models from a decision-making standpoint, overlooking consumer engagement and alternative solutions. Boasting one of the highest recycling rates globally, Taiwan faces challenges in optimizing collected resources. This study delves into recycling plastic waste by integrating consumer behavior within CE strategies, leveraging open-source resources and additive manufacturing technologies to align with the United Nations Agenda 2030, particularly Sustainable Development Goals (SDGs) 4 (Quality Education), 12 (Responsible Consumption and Production), and 13 (Climate Action). These resources facilitate the transformation of plastic waste into reusable materials. Employing an exploratory and participatory action research approach, this research uses the Precious Plastic Universe (PPU) database to identify potential resources from post-consumer polymer waste. Subsequently, it explores tools for converting collected waste into usable polymers. Lastly, the study investigates integrating collected polymer waste into student design projects to enhance creativity and problem-solving skills for sustainable development, employing additive manufacturing tools at the National Taiwan Normal University Department of Design. Thematic analysis of the data revealed several recurring patterns, including the role of consumer behavior in plastic waste generation, the development of creativity and problem-solving skills among students, and the challenges of working with recycled materials. These themes were observed in quantitative data (collected single-use polymers) and qualitative insights from student observations and interviews. Through thematic analysis, the study highlights key factors contributing to successful CE integration, providing a model for future educational and industrial applications of sustainable design.

Using Large Language Models to Enhance Genre-Based English for Academic Purposes (EAP) Writing: A Path to Sustainable Development

In the context of the evolving digital era, this study introduces a conceptual model that integrates Education for Sustainable Development (ESD) into English for Academic Purposes (EAP) writing, leveraging Critical Digital Literacies (CDL). It aims to develop EFL doctoral students' competencies necessary for sustainable development, addressing the gap in current genre-based EAP instruction that often neglects comprehensive ESD competencies such as systems thinking and self-awareness. Utilizing innovative tools like ChatGPT within a CDL framework, the model focuses on both explicit teaching objectives related to genre knowledge and implicit ones tied to ESD. Specifically, the study outlines eight scenarios where GPT technology aids in achieving these pedagogical goals. By implementing this model, we aim not only to enrich the EAP writing curriculum but also to subtly shift educational practices towards embracing the values of sustainability and digitalization.

The Paths of Ecological Civilization Construction under the Concept of Sustainable Environmental Education

Ecological civilization is a new stage of human civilization development after industrial civilization, and it is an inevitable choice to cope with the global ecological crisis and achieve harmonious coexistence between humans and nature. With the deepening of China's ecological civilization construction, sustainable development education has gradually become an important means of cultivating public ecological awareness. This article first elaborates on the connotation of ecological civilization and its relationship with education, analyzes the current situation of ecological education in schools and society, and points out the existing problems. We must adhere to the integration of ecological civilization and sustainable development education, the integration of ecological civilization and educational governance, and develop education with the people as the center, building a path for the development of ecological civilization.

Disaster Risk Reduction Education Through Digital Technologies in the Context of Education for Sustainable Development: A Curricula Analysis of Security and Defense Studies in Serbia

This study examines the integration of disaster risk reduction (DRR) into security and defense studies curricula at Serbian universities, focusing on public and private institutions. As climate change accelerates and natural disasters become more frequent, addressing these risks is critical for national security and sustainable development. This research evaluates the extent of DRR incorporation in curricula and the use of emerging technologies in DRR education. A qualitative analysis of programs at institutions such as the Faculty of Security Studies at the University of Belgrade, the Military Academy, the University of Criminal Investigation and Police Studies, and private universities like Singidunum and Educons University reveals that public institutions have made significant progress. However, private universities still need comprehensive DRR-focused courses and technological integration. This study recommends fostering collaboration between public and private universities, expanding access to the National Simulation Center, and incorporating modern technologies and active learning strategies across curricula to bridge existing gaps. These steps equip future security professionals with the practical skills and interdisciplinary knowledge necessary for effective disaster management in an increasingly complex risk environment.

Education to Promote Healthy and Sustainable Eating Habits: A Bibliometric Analysis

Food production accounts for a substantial part of human activities’ negative impact on planetary environmental stability. Although environmental education and education for sustainable development could both promote changes in this area, research often does not focus on their potential to build healthy and sustainable eating habits. Here, a bibliometric map of the scientific literature is outlined, revealing trends and opportunities for research on this topic. The SPAR-4-SLR protocol was used to collect a large sample (RQ1 sample: n = 2067) and, subsequently, a narrow sample (RQ2 sample: n = 256) of research works on this topic. The sampling process and data treatment were undertaken in RStudio. The bibliometric analysis shows that scientific research in this area is increasing exponentially in quantity (R2 = 0.926). However, the model also indicates that quality standards have been decreasing (β = −0.951 p < 0.001), with a high adjustment (R2 = 0.803). Cross-statistical corroboration points in the same direction (r = −0.541 p < 0.01). Authorship quality has low consistency among publications focused on eating-habit education from an environmental sustainability perspective. The emerging topics are meat consumption, behavior, attitudes, and the Mediterranean diet. This research unveils gaps to be explored in future research on education for sustainable development (and environmental education) to foster healthy and sustainable eating habits, and contributes to the discussion on the quality standards of scientific research.

Teaching for sustainability and altruism through project-based learning: A framework and case study

ABSTRACT This paper introduces an education for sustainable development (ESD) framework and professional development system called Teaching for Sustainability and Altruism through Project-Based Learning (SAPBL). The framework conceptualizes how a global moral identity develops through project-based pedagogy. The SAPBL framework fosters sustainability citizenship and altruistic living by empowering learners, starting in early childhood, to engage with the U.N. Sustainable Development Goals in their local context. A qualitative case study is presented to describe how early childhood teachers from the U.S. and China completed the SAPBL course and implemented this approach to ESD with their students. Teachers reported increased confidence to facilitate sustainability projects, greater ability to connect curricula to societal issues, increased examination of local-to-global challenges by students, and students’ increased action to improve their world. Preparing students for global citizenship can start in preschool by motivating young children to act sustainably and altruistically.

Sustainable development in higher education in business sciences: a multidimensional analysis in the Portuguese context

Sustainable development in higher education in business sciences: a multidimensional analysis in the Portuguese context

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Research on the current situation of diversified development in education

As a multicultural country, China's education industry is at a critical stage of development. It not only contributes to the diversity of society, but also improves the overall quality of the entire population, thereby improving the basic scientific literacy of all people and improving their physical and mental health. However, due to various reasons, especially history, social environment and current economic conditions, there are still many challenges in the current education, especially the lack of resources related to mathematics education. With the change of times, improve the quality of students; Learning interest and skills in mathematics, as well as strengthening their understanding of mathematical culture and theory, are important issues today; Therefore, integrating these factors into the classroom not only helps to improve their comprehensive quality, but also helps to better realize their dreams. This paper aims to explore the sustainable development of minority mathematics education through practical activities, classroom discussions, examination guidance, social practice activities and other forms, so as to improve students' comprehensive quality and mathematical ability.

Challenges of Sustainable Development of Education In Georgia

Challenges of Sustainable Development of Education In Georgia

Higher education for sustainable development in the digital era: Mapping the bibliometric analysis

Modern higher education institutions in developed countries are becoming active agents of permanent societal changes. The aim of the study is to map the scientific landscape on the topic of higher education for sustainable development in the context of digitalization. In the research process, bibliometric analysis, an in-built Scopus instrument, and VOSviewer were used. The findings proved that the severe restrictions faced by universities during the COVID-19 pandemic became a powerful impulse to intensify the attention of scientists to the mentioned topic. Visualization maps of keywords and scientific publications showed the existing interdisciplinary nature and the main thematic directions of research on higher education for sustainable development in the digital era. They demonstrated a direct connection between the basic principles of the sustainable development concept, sustainable development goals, higher education, universities, digitization, and digital technologies. The largest number of works on the specified subject belong to scientists from China, Spain, the Czech Republic, Germany, and Ukraine. The study concluded that future publications in the analyzed field would cover the effectiveness of digital technologies in higher education, the development of competencies for the digital economy, inclusiveness, cybersecurity, as well as ethical aspects of the use of technologies to achieve the global sustainable development goals. AcknowledgmentThis analysis is carried out within the framework of the scientific project “Model of the Post-War Recovery of Border Universities of Ukraine in the Digitalization Era Under the Sustainable Development Concept” with the support of the Ministry of Education and Science of Ukraine (Order No 1190 dated 30.12.2022).