Education For Sustainable Development Research Articles

Daycare Directors Perception of Sustainable Development Education Practices

Daycare Directors Perception of Sustainable Development Education Practices

A Moderated Mediation Model of Entrepreneurship Education, Competence, and Environmental Dynamics on Entrepreneurial Performance

This study explores the relationship between entrepreneurship education, entrepreneurial competence, and entrepreneurial performance, focusing on the moderating role of environmental dynamics under conditions of high and low environmental dynamics. Using SPSS 21.0 and Smart PLS 4.0 software, this quantitative research analyzed survey data from 424 college students in China who have started their own businesses. The results indicate that entrepreneurship education has a significant positive impact on entrepreneurial performance. Furthermore, environmental dynamics moderate the indirect effect of entrepreneurship education on entrepreneurial performance through entrepreneurial competence, with the indirect effect being stronger when environmental dynamics are high. The study also underscores the need for the sustainable development of entrepreneurship education, ensuring that educational programs evolve continuously to meet the changing demands of entrepreneurial environments. The findings highlight the importance of entrepreneurship education in fostering entrepreneurial competence and enhancing entrepreneurial performance. However, due to the cross-sectional design and self-reported nature of the data, the ability to draw causal inferences is limited. Future research should adopt longitudinal designs and objective performance measures to further investigate these relationships.

Assessing determinants and trends in bird species identification skills among students: a comparative analysis with early 2000s data

ABSTRACT The decline of Earth’s biodiversity highlights the crucial role of knowledge about species in understanding ecological interdependencies and supporting conservation efforts. This study assessed bird species identification skills among 1752 students (46.4% boys, 51.9% girls, 1.1% diverse) in grades 4–12 from different school types, focusing on 30 species. Demographic and individual factors were examined for their impact on bird species identification. Comparative analyses with a 2005 dataset reveal a significant 37.75% decrease in students’ ability to correctly name birds at the species level. The average identification score was 6.84 (SD = 4.10) out of 30. Most students were only able to classify birds at the taxonomic level of family or order, but not at the species level. Factors such as age, school type, garden stay, distance to green space, interest in birds, perception of birds, and animal-related activities significantly influenced bird species identification. The study reveals a decline in bird species identification skills across all school types, particularly in schools of the highest stratification level, which nowadays have lower identification scores than medium stratification schools in 2005. The implications for educational institutions, particularly in the context of Education for Sustainable Development, emphasise the need for a reevaluatingcurriculum and teaching methods.

Beyond the classroom: the evolving spectrum of ESD research in Japan

PurposeEducation for Sustainable Development (ESD) has been robustly endorsed through policy mechanisms, prompting numerous context-specific voluntary initiatives in Japanese schools and communities. However, this field remains in its infancy. This study aimed to investigate the literature on ESD in Japan to reveal research trends, identify research gaps and propose areas for future research, from early childhood to higher and non-formal education.Design/methodology/approachThis study employed a qualitative design with a Systematic Literature Review (SLR) approach to analyze 88 peer-reviewed empirical studies on ESD in Japan from 2005 to 2023.FindingsThis study has revealed an observable increase in the number of ESD-related publications, especially after 2015. Most studies emphasize formal education, particularly from elementary school to universities. These articles were categorized into seven thematic foci, with “Pedagogical Approaches and Material Development in ESD” being the most prevalent. There has been an evident shift in Japan from traditional lecture-style methods toward learner-centered ESD pedagogies. However, the country lags behind the global education community in terms of research on and the implementation of Teacher Education for Sustainable Development and the Whole-School Approach.Research limitations/implicationsThe study is confined to peer-reviewed, empirical publications in Japanese or English, potentially overlooking significant non-empirical works and studies in other languages. This limitation could mean missing out on broader insights and perspectives. Furthermore, as a qualitative analysis, there's an inherent risk of bias in interpreting data and categorizing themes. These constraints suggest caution in generalizing the findings and indicate areas for further research, such as expanding the linguistic and methodological scope and enhancing objectivity in analysis.Practical implicationsThe findings suggest a pressing need for Japan to refine its approach to ESD, particularly in teacher training and school management, aligning more closely with global practices. For practical application, this involves adopting more holistic teacher education programs and school management strategies that integrate ESD principles comprehensively. Recognizing the unique challenges of Japan's educational culture is crucial for developing tailored strategies that not only follow global best practices but also resonate locally. These insights aim to guide meaningful interventions, promoting an education system adept at addressing sustainability challenges.Originality/valueCategorizing the literature into formal and non-formal settings and subsequently into seven themes offers a clear depiction of the research trends. A comparison of Japan's specific advancements and challenges in ESD with global trends, particularly in pedagogy, teacher education and institutional management, highlights the areas needing further exploration.

The Funding Puzzle in Adult Education for Sustainable Development: A Case Study of Slovenia

This study investigates the landscape of public funding for adult education for sustainable development (AESD) in Slovenia, focusing on the distribution, types of funding, and their impact on accessibility and quality. This study employs a mixed methods approach to understand the distribution, types of funding, and their impacts on the accessibility and quality of adult education. Data were collected through an online questionnaire completed by 59 organizations providing non-formal AESD, alongside semi-structured interviews conducted with 12 representatives. Key findings reveal a significant disparity between operational funding and that designated for AESD implementation, with non-governmental organizations (NGOs) emerging as the primary recipients of public funds. Notably, project-based funding predominates, raising concerns about the sustainability of AESD programs due to its typically time-limited nature. Public funding is essential for ensuring program accessibility and quality, as it enables organizations to hire experts and enhance curricula. However, the reliance on project-based grants creates instability, complicating long-term planning and program effectiveness. The study underscores the need for systematic and continuous funding strategies to support AESD, highlighting the importance of a cross-sectoral approach to policymaking. Overall, the research elucidates the intricate relationship between funding distribution, program effectiveness, and the advancement of sustainable development education.

BUILDING STEM TOPICS IN BLENDED LEARNING ABOUT ENERGY TO CONTRIBUTE TO SUSTAINABLE DEVELOPMENT EDUCATION

With the goal of education aimed at sustainable development as reflected in the 2018 General Education Program, schools in general and the subject of physics in particular need to educate students to raise awareness about energy issues and how to use energy efficiently, safely, and reasonably. Therefore, this report presents the research results on building the STEM topic “Energy” in blended learning, contributing to sustainable development education. The research results propose a process of blended learning stages and the development of teaching materials to support teachers in teaching STEM topics about energy, helping students develop competencies and the ability to cope with future challenges. Keywords: STEM education; energy; blended learning; sustainable development education.

Strategic intentions of higher education for sustainable development goals: Qualitative evidence from universities in Türkiye

AbstractAlthough the literature on the role of higher education in sustainable development is extensive, a notable gap remains in universities' intentions to contribute to Sustainable Development Goals (SDGs), the contexts they pay attention to, and the measurement tools they use in different country samples. Aiming to contribute to this gap with the sample of Türkiye, a country with minimal progress on SDG reporting, this study conducts a three‐tiered content analysis on 121 state universities' strategic plans. The prominent results show that universities in the country prioritize SDGs 8, 16, 9, 11, and 4, with 40% or higher proportions. Besides, there exists a lack of strategic targets set by any universities for SDGs 1, 10, 12, 14, and 17. While most universities pay attention to sustainability on institutional and societal aspects, with 45% or higher proportions, environmental concerns are determined to be low, and there exists a high diversity among the measurement tools with 12 types, with all 30% or lower proportions. The results present supportive evidence from Türkiye to the existing literature, particularly on Western countries' SDG prioritization, and thus, to the insight that the similarities and differences in SDG prioritization in different countries samples emerge from the geographical and regional affinities rather than educational levels. Finally, the need to promote and foster SDG reporting initiatives to make universities' SDG contributions more systematic and consistent appears to be a critical managerial implication for Turkish higher education.

THE ROLE OF THE UNIVERSITY IN SUSTAINABLE DEVELOPMENT: A STATISTICAL ANALYSIS OF STUDENT AND FACULTY TRENDS AT THE UNIVERSITY OF TAMANRASSET

Purpose: This article studies and analyzes the role of the university in achieving the goals of sustainable development, by revealing the orientations of students and faculty members of the University of Tamanrasset regarding the contribution of higher education and scientific research activities to the economic, social and environmental development of Tamanrasset region and the challenges that prevent the university from performing its functions in the best possible way, in addition to presenting proposals that would contribute to the integration of the university into its local and national environment and keeping pace with changes at the global level. Methodology: The descriptive approach was adopted in this study, where descriptive indicators of educational activity and scientific publications of professors and students of Tamanghasset University that serve the goals of sustainable development were analyzed. The study also used the questionnaire tool to arrive at a standard model that helps in accurately interpreting the results obtained through various statistical data. Results: The results indicate the importance of the university's functions in achieving the sustainable development goals, as the correlation coefficient between them reached 0.7, with an emphasis on the greater impact of scientific research compared to higher education. The results also showed that the level of university education and scientific research is still modest at the University of Tamanrasset, which was reflected in its performance in achieving the sustainable development goals due to several reasons, the most prominent of which were the weakness of educational programs and curricula and the absence of incentives for individual and collective initiatives related to finding solutions to economic, social and environmental issues in the region. Practical Implications: The study suggests that the university should support university education for sustainable development by undertaking specific activities that translate into the university’s work and its relations with the environment, and that educational programs and curricula should take into account labor market expectations and social and economic challenges, in addition to stimulating and valuing scientific research to solve issues with a local dimension and supporting individual and collective initiatives related to the environment through scientific clubs and student organizations to spread environmental awareness among students. Originality/Value: This study contributes to the literature by providing a detailed analysis of the role of the university in achieving the sustainable development goals, which have become a topic of increasing interest due to the environmental challenges facing the world in recent years. The unique focus of the study on the University of Tamanrasset provides valuable insights and recommendations for valuing the outcomes of higher education and scientific research in Algeria in general and in the Tamanrasset region in particular to support sustainable development.

Universities as cities of flows: decoding cross-regional university partnerships for sustainable development in China

PurposeThe study conceptualises universities as “cities of flows” to examine the East-West University Partnership (EWUP) in China, which is a pioneering initiative of cross-regional university collaboration linking over 220 institutions across China since 2001. The study explores the strategic enhancement of connective and collaborative capacity of universities to facilitate diverse flows of talent, knowledge and other resources within the broader context of China's sustainable development in higher education.Design/methodology/approachThe study employs a qualitative single-case study design to investigate the EWUP within its real-life context using participant observation and documentary research. As an analogical inquiry, the study merges the insider and outsider perspectives of the researchers to identify patterns between theoretical constructs and empirical evidence.FindingsThe EWUP as a policy entrepreneurship has significantly contributes to coordinated, inclusive and sustainable development. Its spatial dynamics consists of structural, temporal and collaborative dynamics. They are characterised by centrality, connectivity and adaptability which are generated through the interplay among the nodes, linkages and fields of influence within the EWUP network. These dynamics showcase EWUP as a novel approach to managing long-term university partnerships between more and less developed regions.Originality/valueThe study reimagines universities and higher education systems through vivid analogies of cities and transportation networks and elucidates connectivity as a pivotal dimension of sustainability. It advocates for reexamining spatial theories in higher education, deepens insights into the dynamics of cross-regional university partnerships in coordinating educational and territorial development, and enriches discussions on Higher Education for Sustainable Development (HESD).

Ink for Impact: Literature as a Catalyst for Sustainable Development Education

Ink for Impact: Literature as a Catalyst for Sustainable Development Education

The Influence of Policy Investment on the Sustainable Development of Universities in Underdeveloped Regions: An Empirical Analysis of China’s Higher Education Landscape

The regional disparity in higher education development is critical for the sustainable advancement of the national education system. To address this issue, the Chinese government has implemented targeted support policies for higher education in underdeveloped regions, with the “Ministry-Province Co-construction Policy” serving as a notable example. This study investigates the impact of such policies on the development of universities in China’s underdeveloped central and western regions. First, the study analyzes policy documents to identify six primary policy pathways through high-frequency word extraction, social semantic analysis, and path integration. These policy pathways are quantified using representative indicators, which constitute the independent variables of the study. Second, by employing the framework of modern university functions, the study develops a sustainable development indicator system for higher education institutions. The performance scores for the sustainable development of 14 universities, derived using the entropy method, serve as the dependent variables. The study subsequently measures the effects of individual and combined policy pathways through two equations. The results indicate that some pathways are more effective than others. While all combined policy pathways yield positive effects, an excessive number of combinations can lead to diminishing returns. Finally, the study elucidates the measurement results, emphasizing that effective pathways highlight the essential roles of faculty, research, and teaching. Conversely, less effective pathways stem from inadequate inputs or slow responses. Although combined policy pathways generally exert positive impacts, an overabundance of combinations can dilute these benefits. The study suggests that administrative support for higher education in underdeveloped regions is advantageous. It underscores the necessity of distinguishing between more and less effective input methods, concentrating on resource allocation, and ensuring universities’ autonomy in utilizing support resources to achieve sustainable development in higher education within these regions.

4Ps for fostering social environmental identities: case studies in social entrepreneurship education and education for sustainable development

4Ps for fostering social environmental identities: case studies in social entrepreneurship education and education for sustainable development

In-service teacher training programmes that promote education for sustainable development: A review of emerging literature

Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in South African classrooms. Due to the absence of a suitable professional development program to support the implementation of ESD in secondary schools, efforts to resolve these deficiencies have not had the expected impact. This study examines the challenges in South Africa's in-service teacher development program for integrating ESD. The in-service training program for sustainable development was researched using the systematic literature review methodology. The study argues that inadequate in-service training programs for secondary school teachers have hindered the implementation of ESD in South Africa. The literature also revealed the absence of a unified framework that can be used in South Africa to integrate ESD. As a result, it is recommended that combinations of frameworks or models be adopted when designing a unified in-service training program for teachers to promote ESD in South African classrooms.

Impact of sustainability education on senior student attitudes and behaviors: evidence from India

Purpose This study aims to ascertain the impact education for sustainable development (ESD) on knowledge, attitude and behavior among senior (last year undergraduate) Indian students. Design/methodology/approach This study is a cross-sectional causal investigation with descriptive design using survey method. It uses the knowledge, attitude and behaviors toward the sustainable development scales of the International Institute of Sustainable Development (IISD) for data collection and partial least-square structural equation modelling for empirically testing the proposed research model. Findings The study results establish the importance of sustainability education on knowledge, attitude and behavior. The impact of knowledge on behavior is direct and partially mediated through the attitudinal pathway – indicating central and peripheral routes sustainability related information processing and attitude formation. The results also indicate poor knowledge of the impact of socio-cultural issues on sustainability. Research limitations/implications The study results will help assess the impact current ESD initiatives in India and redesign the ESD curriculum in line with ESD for 2030 initiatives to facilitate the achievement of UN’s sustainable development goals by 2030. This study is limited to senior students and offers scope for extension to other groups. Social implications The study results can help redesign the sustainability curriculum at the school and undergraduate levels in the country in line with ESD for 2023 objectives. The results indicate an urgent need to include the impact of sociocultural issues on sustainability to sensitize Indian students towards the same. Originality/value This study contributes to the sustainability education literature by assessing the impact of sustainability curricula on sustainability knowledge, attitude and behavior among Indian senior students – hitherto uninvestigated. It also will help in the informed redesign/ improvement of ESD curriculum under the ESD for 2030 initiatives.

Strategies Development for Sustainable Development Student’s Career Values Education in Higher Vocational Colleges, Hunan Province

This study aimed to 1) study the current situation of students’ career values in the higher vocational college in Hunan province, 2) study strategies for sustainable development of students’ career values in the higher vocational college in Hunan province, and 3) evaluate the feasibility of the strategies for sustainable development students' career values in the higher vocational college in Hunan province. This study employed a mixed methods research design, combining quantitative and qualitative research methods. According to the Krejcie and Morgan sampling table, the sample group of this research will consist of 384 students randomly selected from 6 higher vocational colleges in Hunan to study the current situation of students’ career values education in higher vocational colleges in Hunan province. The research instruments were 1) a questionnaire, 2) a structured interview, and 3) an evaluation form. Data analysis was used for percentage, M, and content analysis. The research findings revealed the following: 1) the current state of students' career values in higher vocational colleges in Hunan Province in four aspects was high (M =3.93). Considering the results of this research, aspects ranged from the highest to lowest level were as follows: the highest level was career skills (M =3.96), followed by career psychology (M= 3.94), career planning (M = 3.92), and career ethics was the lowest level (M = 3.89); 2) the strategies for improving the sustainable development of students' career values education in higher vocational colleges in Hunan Province divided into four aspects which contain 29 measures. There are 5 measures for enhancing career ethics, 6 measures for enhancing career skills, 9 measures for enhancing career psychology, and 9 measures for enhancing career planning; and 3) the adaptability and feasibility of strategies for improving the sustainable development of students' career values education in higher vocational colleges in Hunan Province in four aspects were at the highest level with the M=4.80 and M=4.80 which are adaptable and feasible.

Advancing University Education: Exploring the Benefits of Education for Sustainable Development

This article addresses the integration of Education for Sustainable Development (ESD) in higher education institutions, exploring its effects on academic performance and students’ ability to address sustainability challenges. Using the PRISMA 2020 methodology for a systematic literature review, 50 relevant articles were selected from 543 records, providing data on the academic impacts of ESD through bibliometric approaches and surveys. The results revealed that ESD improves academic performance, motivation and engagement, as well as enhances students’ ability to solve complex problems sustainably. However, significant barriers, such as a lack of resources and adequate teacher training, hinder effective implementation. Approximately 60% of students in ESD programs show greater motivation and analytical abilities compared to 50% in traditional programs. ESD enriches academic training and equips students with essential practical skills, preparing them to be agents of positive change. Incorporating emerging technologies and participatory learning methods is crucial to enhancing ESD effectiveness. Greater investment in teacher training and standardized educational materials, along with the promotion of international collaboration to share resources and best practices, is required.

Advancing green education in MENA region: Challenges, opportunities and best practices

AbstractThis paper explores Green Education in the Middle East and North Africa (MENA), addressing shared environmental challenges across its 21 diverse countries. Despite differing economic structures, economies and politics, the need for green education, also known as environmental education (EE) or education for sustainable development (ESD), is evident. MENA encounters obstacles like centralised education structures, governance issues, curriculum gaps, limited funding, environmental awareness and gender disparities. Overcoming these challenges necessitates a comprehensive strategy involving curriculum integration, policy support, collaboration with non‐governmental organisations and international organisations, sufficient funding and effective monitoring. Engaging in global initiatives like the Paris Agreement and the Middle East Green Initiative provides opportunities to enhance EE. Adopting a holistic approach empowers the MENA region to address environmental concerns, promote sustainable development and align with global conservation efforts.

Incidence of university sustainability on university performance: An exploratory analysis from five private Latin American universities

Sustainability has become a generalized concern for society, specifically businesses, governments, and academia. In the specific case of universities, sustainability has been approached from different perspectives, some viewing it from environmental practices, management initiatives, operational criteria, green buildings, and even education for sustainable development. This research focuses on sustainability as a managerial practice and investigates how it affects the performance of five private universities in Medellin, Colombia. For this purpose, a literature review using a mixed sequential approach, including bibliometric and content analysis, was initially conducted. In the s second phase, more than 5000 responses from students, professors, and employees of the five mentioned private universities were collected. A previously validated instrument for both sustainability and performance was applied in the quantitative phase, and a novel dimensionality of the constructs was proposed by conducting an exploratory factor analysis using the SPSS software. Results were then processed through a structural equation analysis with the Smart PLS software. The impact of sustainability on university performance is verified, making some managerial recommendations.

Research on the Practice and Strategy of Community Cultural Education Under the Common Prosperity

Haining is located in the Hangjia Lake Plain, and its economic development is rapid. With the surrounding demolition and the surplus labor of rural areas, the phenomenon of "aging aging" and "population gathering" are becoming more and more prominent. Chinese society is in a period of important transformation, diversified value collisions, and complex social environment. Therefore, the construction of targeted communities has gradually attracted much attention. Essence. With the goal of achieving common prosperity, this paper explores the practical forms and strategies of community cultural education in promoting the development of common prosperity for community residents, managing community residents, and enhancing cultural literacy. Through practical implementation, research and statistics, analyze the current resource allocation, activity development, and resident participation in community cultural education. Fully leverage the educational resources of local universities, combine with regional cultural backgrounds, and carry out community cultural education practices with traditional culture as the core. Research has found that community cultural practice education through school local collaboration can stimulate residents' sense of participation and creativity, enhance cohesion and centripetal force, and promote harmonious community management. The study proposes corresponding strategies and suggestions from three aspects: community, local universities, and government, which helps to promote the efficient and sustainable development of community cultural education.

The Role of Prince Sattam bin Abdulaziz University in Promoting Environmental Sustainability Among Students in Light of Saudi Arabia's Vision 2030

Education for sustainable development aims to develop students' awareness of sustainability issues and foster their attitudes towards environmental, economic, and social sustainability. The study aimed to identify the role of Prince Sattam bin Abdulaziz University in promoting environmental sustainability among its students, in line with Saudi Arabia's Vision 2030. A descriptive analytical approach was used, with a sample of 341 university students. The study found that faculty members ranked first in promoting sustainability, followed by curricula, student activities, and university administration. The most important ways to activate the university's role in promoting sustainability from students' perspectives were rated as very important. Statistically significant differences were found between the sample's responses, with females expressing more support in university administration. Academic specialization also influenced responses, with scientific specializations showing more favor in university administration, faculty members, and curricula. The researchers made several recommendations based on the findings.